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The National Council of Educational Research and Training (NCERT) maintains a network of

field offices to keep a close liaison with State Government. At present, these offices have been

established in different States and Union territories. State Council of Educational Research and

Training (SCERT) is one of these offices. It came into existence on 5th January 1979 as a result

of transformation and upgradation of the former State Institute of Education (SIE).

Functions of SCERT:The State Council of Educational Research and Training discharges the following functions:1. To organize and implement the special educational projects sponsored by UNICEF, NCERT

and other agencies for qualitative improvement of school education and teacher educators.

2. To prescribed curricula and textbooks for the school and teacher training institutions.

3. To produce instructional materials for the use of teacher- educators.

4. To arrange in-service training for different categories of teachers, inspecting officers and

teacher-educators and coordinate the work of other agencies operating at the state level.

5. To organize programmes including Correspondence-cum- Contact Courses for professional

development of teachers, teacher-educators and inspecting officers.

6. To supervise the working of the Teacher-Training Colleges, Secondary Training Schools and

Elementary Training Schools.

7. To provide extension service to Teacher-Training Institutions at all levels in the state.

8. To conduct studies and investigations on the various problems of education.

9. To evaluate the adult and non-formal education programmes entrusted by the Government.

10. To conduct the public examinations specially at terminal stages like the end of Class HI and

Class IV etc. with a view to selecting candidates for scholarships through such examinations.

The State Council of Educational Research and Training has a Programme Advisory Committee

under the chairmanship of the Education Minister. There are also Special Advisory Committees

for programmes like Population Education, Educational Technology and Non-formal Education.

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Principles of Leadership

1. Know yourself and seek self-improvement.

2. Be technically proficient.

3. Seek responsibility and take responsibility for your actions.

4. Make sound and timely decisions.

5. Set the example.

6. Know your people and look out for their well-being.

7. Keep your people informed.

8. Develop a sense of accountability, ownership and responsibility in your people.

9. Ensure that tasks are understood, supervised, and accomplished.

10. Train your people as a team.

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The managerial grid model (1964) is a style leadership model developed by Robert R. Blake and Jane Mouton.

This model originally identified five different leadership styles based on the concern for people and the concern for production.

The optimal leadership style in this model is based on Theory Y.

The grid theory has continued to evolve and develop. The theory was updated with two additional leadership styles and with a new element,resilience.

In 1999, the grid managerial seminar began using a new text, The Power to Change.

The model is represented as a grid with concern for production as the x-axis and concern for people as the y-axis; each axis ranges from 1 (Low) to 9 (High). The

resulting leadership styles are as follows:

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The indifferent (previously called impoverished) style (1,1): evade and elude. In this style, managers have low concern for both people and production.

Managers use this style to preserve job and job seniority, protecting themselves by avoiding getting into trouble. The main concern for the manager is not to

be held responsible for any mistakes, which results in less innovative decisions.

The accommodating (previously, country club) style (1,9): yield and comply. This style has a high concern for people and a low concern for production.

Managers using this style pay much attention to the security and comfort of the employees, in hopes that this will increase performance. The resulting

atmosphere is usually friendly, but not necessarily very productive.

The dictatorial (previously, produce or perish) style (9,1): control and dominate. With a high concern for production, and a low concern for people,

managers using this style find employee needs unimportant; they provide their employees with money and expect performance in return. Managers using

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this style also pressure their employees through rules and punishments to achieve the company goals. This dictatorial style is based on Theory X of

Douglas McGregor, and is commonly applied by companies on the edge of real or perceived failure. This style is often used in cases of crisis management.

The status quo (previously, middle-of-the-road) style (5,5): balance and compromise. Managers using this style try to balance between company goals and

workers' needs. By giving some concern to both people and production, managers who use this style hope to achieve suitable performance but doing so

gives away a bit of each concern so that neither production nor people needs are met.

The sound (previously, team style) (9,9): contribute and commit. In this style, high concern is paid both to people and production. As suggested by the

propositions of Theory Y, managers choosing to use this style encourage teamwork and commitment among employees. This method relies heavily on

making employees feel themselves to be constructive parts of the company.

The opportunistic style: exploit and manipulate. Individuals using this style, which was added to the grid theory before 1999, do not have a fixed location

on the grid. They adopt whichever behaviour offers the greatest personal benefit.

The paternalistic style: prescribe and guide. This style was added to the grid theory before 1999. In The Power to Change, it was redefined to alternate

between the (1,9) and (9,1) locations on the grid. Managers using this style praise and support, but discourage challenges to their thinking.

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