Thursday, March 15, 2012

How Brokenshire College Manage Organization Process?


Brokenshire College has undergone a drastic change since last year due to expected decreased of population of the Nursing Program.



Step 1 Job Design

  • In Brokenshire College, we implement the method 5s to always review our objectives and achieve organizational goals.
  • Review plans and objectives.
  • Objectives are the specific activities that must be completed to achieve goals. Plans shape the activities needed to reach those goals. Managers must examine plans initially and continue to do so as plans change and new goals are developed.

Step 2 Departmentalization

  • Brokenshire College have precise organizational structure. This just show how strong its implementation of each departmentalization.
  • Determine the work activities necessary to accomplish objectives.
  • Although this task may seem overwhelming to some managers, it doesn't need to be. Managers simply list and analyze all the tasks that need to be accomplished in order to reach organizational goals.

Step 3 Delegation

  • Brokenshire College have appropriate job description for each employees and delegated to each structure of the organization.
  • Classify and group the necessary work activities into manageable units.
  • A manager can group activities based on four models of departmentalization: functional, geographical, product, and customer.

Step 4 Span of Management

  • Assign activities and delegate authority.
  • Managers assign the defined work activities to specific individuals. Also, they give each individual the authority (right) to carry out the assigned tasks.

Step 5 Chain of Command

  • Design a hierarchy of relationships.
  • A manager should determine the vertical (decision-making) and horizontal (coordinating) relationships of the organization as a whole. Next, using the organizational chart, a manager should diagram the relationships.


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Tuesday, March 13, 2012

Brokenshire College: The Transformation

Just like a butterfly, each organization started at birth, at small things.


ompelling Needs and Opportunities
The source of transformation in an organization or system is the set of compelling needs and opportunities, which confront it in its market environment. While change in the environment is continuous, and the ideal organization continually adapts, in reality, transformation, and as we address it here, is launched out of a sense of urgency. Effective transformation enhances the organization's capability for future adaptations to its changing environment.

Existing Mental Model(s)
In an organization the mental model(s) may represent the business model as to how the business differentiates itself, seeks to achieve competitive advantage and grows sustainably. Mental models guide our perceptions and also may represent ideas concerning effective culture, business processes and organization design.

Our existing mental models are frequently disconfirmed by emerging compelling needs and opportunities. This disconfirmation triggers the need for transformation.

Turning Point
The disconfirmation of existing mental models by the emerging compelling needs and opportunities creates a turning point. The system is poised either for a planned process of dialogue and ensuing virtuous circles of performance or for an unplanned process of resistance and denial and the vicious cycle of dysfunctional behavior.

Resistance and Denial
Not infrequently the challenge posed by the disconfirmation of existing mental models is met by resistance to enter into dialogue. This is coupled with denial and the associated frictions between perceived proponents and resistors of change. This dynamic creates a vicious cycle in the system of poor communications and dysfunctional relationships. Cultural pre-conditions can pre-dispose the organization to this pattern. Some individuals and cultures are more inflexible and sealed than others and these usually tend toward authoritarian values and behaviors. Other individuals and cultures are so geared toward and invested in certain goals (the proverbial "idée fixe") that when those goals are compromised, the threats are inadvertently ignored.

Crisis
As the need for transformation builds in the face of resistance and denial, the turning point evolves into a crisis. The choice, conscious or unconscious, becomes more urgent either finally to address the disconfirmation of existing mental models through a planned dialogue process and seek a new vision or to continue to resist and deny that the need exists.

Termination
In the crisis, when the need for transformation continues to build and resistance and denial persist, the inevitable outcome is the vicious cycle ends relationships-i.e., termination. Examples include firing, quitting, bankruptcy, divorce, etc.

Decide and commence a transformation process which is grounded in dialogue

Some leaders and systems are inherently open to seek and explore emerging compelling needs and opportunities and how they may disconfirm existing mental models. They have built in numerous feedback loops, formal and informal, personally and organizationally. These leaders and systems are the early adopters of transformation. They see the processes of disconfirmation earlier than their peers and competitors. Innovation leaders are prime examples. They invent new products, services, businesses or even industries. They see, before others do, the new needs and opportunities and how existing mental models are not suited to address them. They decide to engage the organization in a transformation process, which is grounded in dialogue.

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The Core Competence of Brokenshire College


As I was listening with the discussion, I came to realize how important each core values and competence of a certain organization is. That's why I review the core values of Brokenshire College (BC).

Now here are the Core Values and Competence of BC:


Excellence

Striving for the highest personal achievement in all aspects of schooling and individual and community action, work and life-long learning

This value include:
  • giving recognition to students achieving high standards
  • frequently encouraging and acknowledging individual improvement
  • celebrating school community achievements
  • encouraging students' awareness of broader life opportunities.
In classrooms, evidence of this value includes:
  • reaching personal best performance
  • maintaining high learning expectations
  • setting and meeting high standards
  • persisting through challenges and difficulties in learning.

Justice

Accepting and promoting the rights, freedoms and responsibilities of being part of Brokenshire College

This value includes:

  • listening to different views on school related issues
  • consulting parents, staff and students about major changes
  • ensuring that minority groups have a voice in decision making processes
  • choosing appropriate processes for decision making.
In classrooms, evidence of this value includes:

  • consulting and negotiating assignment timelines
  • respecting the rights and responsibilities of others
  • accepting responsibility for one's own learning.

Service

Being accountable for your individual and community’s actions towards yourself, others and the environment

This value include:
  • reflecting policy and school community needs in school rules
  • supporting the decisions of the school
  • accepting responsibility for the school's involvement in community activities
  • including in school rules strategies to reinforce appropriate behaviour as well as consequences for breaking rules.
In classrooms, evidence of this value includes:
  • self-discipline
  • modelling expected behaviours
  • involvement in strategies to encourage compliance with school rules.

Integrity

Being consistently honest and trustworthy

This value inludes:
  • open and transparent decision making processes
  • consistent school policies and actions.
In classrooms, evidence of this value includes:
  • trusting others to work independently
  • doing what you say you will do
  • teachers mark students work consistently to agreed standards
  • clearly explaining and enforcing rules

Compassion

Being a proactive and productive individual and group member, having pride in and contributing to the social and economic wealth of the community and the nation

This value includes:
  • communicating openly within and between different groups in the school community
  • encouraging and considering new ideas
  • forming partnerships with business and community organisations.
In classrooms, evidence of this value includes:
  • contributing to class discussion
  • encouraging creative thinking about issues and problems
  • accepting roles in group activities.

Transformational Leadership

Practices reflect the ability to support individual growth and challenge inequity in the classroom and schoolwide.

This value includes:
  • School leaders engage in transformative leadership, in which they intentionally become critically aware of their own tacit assumptions and expectations and assess their significance and consequence in decision making.
  • Transformative leaders engage in reflective processes that enable self-evaluation of personal values, beliefs, and experiences, and they intentionally promote the conditions and experiences for transformation in their staff.
  • This includes nurturing the voices of others and building their capacity to take leadership in the school community.
FAITH

Faith is our fidelity and love of God as expressed in our Christian leadership and service witnessing to openness and responsiveness to the needs of the church and our community.

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Five Competitive Forces: Shaping Strategy


Shaping strategy? Does it really mattered? I mean I am an instructor, do i really need to review what is the strategy of my own organization?

These are the questions I left unanswered when the lecturer was discussing this topic. Since, I am a faculty member of Brokenshire College, I never really thought of any strategic plans for the school. i am just focused with my job responsibility which is to teach. But, as the discussion became serious and deeper, I quite realized that I should make a move to participate (at least on my own) for the betterment of the organization where I belong.

With the help of Porter's five forces analysis, I can now understand how a certain organization undergo strategic planning.

Porter's five forces analysis is a framework for industry analysis and business strategy development formed by Michael E. Porter of Harvard Business School in 1979. It draws upon industrial organization (IO) economics to derive five forces that determine the competitive intensity and therefore attractiveness of a market. Attractiveness in this context refers to the overall industry profitability. An "unattractive" industry is one in which the combination of these five forces acts to drive down overall profitability. A very unattractive industry would be one approaching "pure competition", in which available profits for all firms are driven to normal profit.

GENERIC STRATEGIES TO COUNTER THE FIVE FORCES

Strategy can be formulated on three levels:

corporate level
business unit level
functional or departmental level.



The business unit level is the primary context of industry rivalry. Michael Porter identified three generic strategies (cost leadership, differentiation, and focus) that can be implemented at the business unit level to create a competitive advantage. The proper generic strategy will position the firm to leverage its strengths and defend against the adverse effects of the five forces.

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Motivating Employees: An Epic Failure


I have been connected to many schools since I started working. At my first year of work, I never really cared for any monetary incentives that I can accept. But, I somewhat realize that all things should be fair. With the first company that I worked with, there is no incentives, only the basic pay I received every pay day.

Almost all employees want to do interesting work, secure a good salary and earn recognition for their contributions. But motivating employees takes more than money and an occasional “thank-you.” It requires a strategy tailored to each worker’s needs.

I am currently connected now with Brokenshire College (BC). Well, the pay is fair enough. Its not that high. I also received some small incentives and the work is not that pressured and stacked up. I am still new in the college as instructor. Thus, I cannot really explain enough the employees are motivated. My fellow faculty members would say that there is a gradual changes with the salary and the incentives that a certain employee of BC can receive.

It is a costly mistake to get lost in the false theory that more money equals happy employees. Believing this is costing you valuable time, revenue, employees...and even threatening your own job. Cash will always be a major factor in motivating people and a solid compensation plan is critical to attracting and keeping key personnel. But the key is that additional cash is not always the only answer and in many cases not even the best answer.

The following are some of the motivation that BC offer to their employees (aside of the incentives):

1. Recognition/Attention. When BC employees accomplish something they have achieved something. BC recognition is appreciation for that achievement. I believe that most managers don't give enough recognition because they don't get enough. Therefore, it doesn't come natural to do it. If this applies to you, you need to drop this excuse like a bad habit! Become a giver! Look at the price. Recognition is free!

2. Job Titles. When you talk about job titles you are tapping the self-esteem of people. How someone feels about the way they are perceived in the workforce is a critical component to overall attitude and morale. Picture a social gathering that includes some of your staff. The subject of work inevitably comes up. Will your people be proud, or embarrassed, to share their title and workplace? The importance of feeling proud of who you are and what you do is monumental.

3. Good Work Environment. A recent industry study shows just how inaccurate your results can be. Employers were asked to rank what they thought motivated their people
and then employees were asked to rank what really did motivate them.

Employers felt "working conditions" was a nine (or next to last) in terms of importance. What did the employees say? Number two! Working conditions are very important to the way employees feel about where they work.

4. Casual Dress Day. This will apply more to the Business-to-Business world based on the difference in normal dress codes from the Business-to-Consumer arena. For those required to "dress business" every day a casual day becomes a popular desire.

5. Additional Responsibility. There are definitely employees in your organization who are begging for and can handle additional responsibility. Our job as managers is to identify who they are and if possible match responsibilities to their strengths and desires.

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Monday, March 12, 2012

Brokenshire College: Passive-Aggressive Organization?


When this topic was discussed, I was actually thinking.. Is there such organization that existed like it? Is good to be a passive-aggressive organization?

During the discussion I learned in passive-aggressive organizations, people pay those directives lip service, putting in only enough effort to appear compliant. Employees feel free to do as they see fit because there are hardly ever unpleasant consequences, and the directives themselves are often misguided and thus seem worthy of defiance. Making matters worse, senior management has left unclear where accountability actually lies, in effect absolving managers of final responsibility for anything they do. Those with initiative must wait interminably for a go-ahead, and their actions when finally taken are accompanied by a chorus of second-guessing, a poor but understandable substitute for the satisfaction of accomplishing the task at hand.

I also learn in an excerpt of a new book called Results, by Gary L.Neilson and Bruce A. Pasternack, describes the seven types of Organizational DNA and how to optimize the performance of each:
Passive-Aggressive: Everyone agrees, but nothing changes.
Fits-and-Starts: Let 1,000 flowers bloom.
Outgrown: The good old days meet a brave new world.
Overmanaged: We're from Corporate, and we're here to help.
Just-in-Time: Succeeding by the skin of our teeth...
Military Precision: Flying in formation...
Resilient: As good as it gets...
Now, I am going to test the characteristics of passive-aggressive organization to my school I work (Brokenshire College). I am going to use Nick Jacob's "7 Traits of a Highly Passive-Aggressive Organization".
1. Senior management leaves unclear lines as to where accountability lies.

BC executive management always inform all employees that each projects, events and etc. are accountable to the designated employee. Thus, BC does not exhibit this kind of trait.

2. Employees put forth only enough effort to look compliant.

As I observe, they are just silent.
3. Managers are absolved for almost anything they do.

Yes. This is very true. I cannot even talk to them.

4. Employees wait interminably for a "project go ahead," and then their actions are accompanied by a sea of second guessing.

I dont think that BC exhibit this trait. I observed that BC employees are always on the go when it comes to a certain responsibility.

5. To learn, to share and to achieve are actions that are not encouraged.

YES YES YES! BC exhibits this kind of trait. I am just being honest.

6. There is either too much or too little control at the top.

I cannot decide.

7. Employees can't understand why their promising projects can't get traction.

BC definitely exhibits this kind of trait. There is a certain time that a proposal was approved but for several months it is still "on the tail of a stack queue".

These are just my observation as a "beginner" in this organization. I hope you understand. I don't meant to exploit the negativities of BC. Again, this is just my observation.



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