Chapter Seven Does Your School Measure Up? In the previous chapter, we learned that establishing an ultimate school work environment creates a situation where productivity can thrive and the output value-creation process can flourish, just like a long-overdue rain can trans- form a barren patch of land into a garden oasis. Gaining an understanding of the value-creation process was a vital step for- ward in our understanding of the importance of an ultimate school workplace. However, our final destination involves moving beyond the value-creation process for we must discover a measurement tool that can quantify whether a school is an ultimate school workplace. So like a group of explorers we must continue to push ahead in our quest to unlock the characteristics of an ultimate school work environment. However, sometimes to move forward one needs to look back at what has already been uncovered. It is peculiar but true that when one is searching for something or unsure of a particular course of action, the best approach for determining what to do is often to examine what has already taken place in the past. Then the path to the future becomes clear. So here's what we know so far about an ultimate school work environment: . Everything regarding an ultimate school work environment begins with the right action principle. In an ultimate school work environment a norm of reciprocity exists between the school and its employees (administrative and nonadministra- tive). As a consequence, the principles embedded within social exchange theory are quite evident within an ultimate school work environment. Efficient wages are paid and adequate, and fair benefits are provided with the goal of achieving financial security for all employees (administrative and nonadministrative).