Manhattan New School - Case Study Example

Strategic Plan Analysis - Manhattan New School Introduction: It was the fall of 1991, when Manhattan New School (MNS) started as an optional school by a group of teachers from the Teachers College Writing Project at Columbia University. School was later rewarded with promoted designation of Public School 290 during the spring of 1994. School started while having 125 students along with seven professional teachers in the beginning. During the 2004-05 academic year school's bench strength increased to nearly 600 students and 36 professional teachers. School's diversified student majority encompasses children from different ethnic backgrounds. School's professional teachers are hired from Bank Street College of Education, Columbia University Teachers College, New York University and Fordham University. Manhattan New School resides in the heart of Manhattan in the former PS190, which was built in 1903 (About School, Manhattan New School). Mission and Vision: According to Karen Ruzzo, school's principal, "We pride ourselves at being a highly literate community, and we also understand our responsibility to prepare students to cope with the multiple demands of an ever-changing society. As a result, children learn within real-world contexts. Along with reading and writing, instructions in mathematics, science, social studies, technology, music and art engage young learners in meaningful explorations that develop critical thinking skills" (Karen Ruzzo, Mission Statement). School's vision is to grow in the near future as a role model organization for the greater national cause, while providing the students with the opportunity to investigate a range of big ideas, to ask and answer important questions, and to develop the self-management strategies that enable them to negotiate their daily life. This shows that the school's vision is broadly based and its process creates a commitment to lifelong learning. Goals and Objectives: The Manhattan New School's goals include, committing to ensure that all students benefit from a shared educational experience, and continuing to develop strategies to ensure school-wide collaboration, continuity and accountability. Although all goals direct school towards its future vision, the later set certainly is very vital for its long-term vision's success. The school's objectives for its strategies to attain its long-term vision are to establish continuity of instruction both on and across grade levels, and aligning best instructional practices in all curriculum areas with positive performance outcomes for all students. SWOT Analysis: Strengths Recognition of programs and vision Empirical and interdisciplinary education, and opportunities for student leadership development Recognized educational activities with active community outreach Significant and ongoing faculty and alumni involvement at intermediate level Small classes Extraordinary emphasis on personal attention Friendly, supportive, and comfortable in-house environment Integration of technology into the curriculum Classes primarily taught by professionals incorporation of ecological sustainability due to diversified culture Early adoption Attractive campus building and facilities while having state of the art architecture Weaknesses Lower than optimal enrollment of out-of-state and international students Insufficient diversity among students and teachers Low ratio of spending per student Average class size increasing everyday Limited school capacity Not enough programs for extra curricular activities Too many language courses Opportunities Government's importance for schools playing a larger role in community development Higher market share due to increasing population and awareness Capacity to respond for future growth Capacity to help improve intermediate education Increased demand for professional and diversified education Increasing flow of funding Greater expertise in the use of technology in teaching Access to all parts of New York City Threats Lack of sufficient funding Replica of academic programs by other schools Growth of educational programs and classes at other school State's education funding priorities shifting to other educational system Very highly diversified demographic forecast for Manhattan area in the coming future References: Karen Ruzzo, Mission Statement - Annual Report. Available online: Retrieved on April 02, 2007 from http://schools.nyc.gov/daa/SchoolReports/04asr/102290.PDF About School, New Manhattan School - Brief History. Available online: Retrieved on April 02, 2007 from http://www.manhattannewschool.org/ Answers of the Four Questions: Quality: 'The totality of features and characteristics of a product or service that bear on its ability to satisfy a given need.' - ISO Q1: What were some of the innovations that Japanese quality experts developed to foster quality Bring in latest innovations to the development of quality is one thing, whereas responding quickly to the changing needs of customers is altogether a different thing. Japanese experts achieved both these goals. Their contribution in managing, developing and bringing of new technological advancements to foster quality is considered as the greatest one. Efforts by the Japanese experts produced innovations for improving quality include Taguchi's methodological technology, Shigeru Mizuno and Yoji Akao's Quality Function Deployment1, Shingo's Poka-Yoke2 and many more (Glenn Mazur, History of QFD). Q2: Quality can differentiate a company from its competitors; reinforce dealer loyalty; and generate sales leads. List other benefits of quality not described in this chapter. Other Benefits of Quality are as following; Continuous Improvement Maintaining Of Product's Multidimensional Standards3 Reduction In Variation Less Chances Of Defects Increased Production Rate Greater Acceptance Lower Cost Higher Employee Morale Enhanced Value for Money Reduced Barren Time, Chances Of Rectification, Warrantee Costs, And Liability Q3: Discuss the following: "What if I know product requirements are wrong. Am I producing a quality product if I conform exactly to wrong requirements" In such a case when I know that the product requirements are wrongly stated, conforming to these wrong requirements should not mean that I am not producing a quality product. This is because of the fact that I am following the customer's guidelines which state the customer's level of acceptance for certain product. Clearly, quality is the conformance to customer's requirements. However, while being a producer or a component of a production team, my priority should be to consult with the customer for obtaining 'agreed requirements' if I have any doubts in my mind regarding the authenticity of requirements, since a good quality product is one that exactly meets the 'agreed requirements' of the customer. This way, not only correct measure of customer's requirements can be achieved, but also the level of customer orientation will get great boost. Q4: Using examples, discuss the three components of the cost of quality. Which costs are usually the most difficult to obtain Cost of Quality is a term that is extensively employed and also misinterpreted. It is the cost of 'not' creating a quality product, which can be a good or a service (American Society for Quality, COQ). Cost of Quality increases for every time a work is done again. Following are the three components of the cost of quality. 1. Preventive Costs: These are the costs incurred due to all activities which are particularly premeditated to avoid reduced quality in products. Examples of preventive costs include costs incurred due to planning, prevention, examination, inspection, monitoring etc. 2. Appraisal Costs: These costs are directly connected with measurement, evaluation, and audit of products to guarantee conformance to quality standards. Appraisal Costs can be of different types, such as costs for inspection of purchased material, in-process and final inspection, product and process audit, calibration of test equipment, etc. 3. Failure Costs: These costs result from products which are non-conformant to the customer's agreed requirements. These costs can further be classified into internal failure costs and external failure costs. Examples of failure costs include, costs incurred due to delays, repairs, re-cuts, remakes, rejects, seconds4, returns to manufacturer, etc. Generally, failure costs are the most difficult of all three components of cost of quality which could be obtained. However, preventive costs can sometimes go beyond recoverable margin if they are boosted very high in order to reduce pre-measured failure costs in very sensitive situations. References: Glenn Mazur, History of QFD. QFD Institute. Available online: Retrieved on March 31, 2007 from http://www.qfdi.org/what_is_qfd/history_of_qfd.htm American Society for Quality, Cost of Quality (COQ). Available online: Retrieved on March 31, 2007 from http://www.asq.org/learn-about-quality/cost-of-quality/overview/overview.html Read More