The Organizational Context of Margaret Beaufort School - Essay Example

Section A The organizational context of Margaret Beaufort School The is an academic organization in Riseley that comprises of the instructors, the guardians and the pupils. In addition, there is the management of the school that includes the school head and parent representatives. Another constituent of the school is the association of parents. The teachers make a major contribution to the output of the students. The parents, on the other hand, provide for the children and make sure that they arrive early for the class sessions. The teachers in turn provide a conducive environment for learning and provide the right content for education (Yukl, 2002, p. 33). The most notable external factor is the sector of the school. The environment depicts the people who make-up the population near the school as well as the economic activities around the school. The people determine the growth of the school and the behavior that the children get to develop. For instance, sale of drugs in the community that the school is a part of may become a negative influence. The children are a product of the community that surrounds them. The system, therefore, should be free from drugs and crime in order to create straight students who are ready to learn. Part A: 2 Commentaries The first comment relates to the external factor of pastoral care and the relocation of a new head in a bid to achieve academic success. The second observation tends to illustrate on the role of two leaders in the institution and their particular roles in the creation of a change in the culture of the institution. Answer to Question Thank you, The community does not live in seclusion from the rules that govern the whole nation which the community forms part. Therefore, any positive change and that which is made with the aim to create an upsurge in performance and consequently falls within the rules of education should be applicable. The only uncertainty is the time since it may take a bit longer for the shift to settle. Part A: 3 External factors The sector of the school The factor depicts whether the school is a private school or a public school. Study illustrates that private schools tend to comprise a more teacher-student chemistry more that the public institutions (Kortmann, 2012, p. 17). The most probable reason is that the private schools tend to work on the performance of the students so that they can remain in business. Therefore, the factor that the school is a public one determines the performance of the students and the seriousness the teachers tend to put into their work. Internal factors The school size The size of the school may be subject to immigrations and other factors that may vary the number of either the students or the instructors that are available in the education system. The size of the school matters. The fact relates to the teacher-student ratio and the capability of the available resources serving the children (Chenhall, 2003, p. 130). Part A: 4 Dear student one, The first concern is the absence of the aspects of the role of an all-round training that the school gives. The knowledge that a child should have should not only encompass on the academics. Other acting factors should thus be in consideration before disowning the need of the pastoral care to children. The failure of the schools cannot be in relation to the failure of a single factor. The relevance of time is that multiple factors have to operate in order for a particular impact to come into act. Dear student 2, The second concern is with the aspect that the whole the presentation of the discussion. The writer talks of qualitative information. The information requires high skills that establish the probable results and a given frame to measure those outcomes rather than mere mitigation. The script does not also provide the concise relationship between the leadership style and the performance. The leadership discourses of Simon western Simon western points out to new leadership types such as the eco-leadership. The term depicts the kind of leadership whose focus is mostly towards the ecological issues and the morals that characterize the development of a particular organization. In addition, the center is dependent on the happenings in the globe especially the great varieties in the changing global environment. In Simon’s view, the speech he puts forward does not occur in patterns. However, the discourse has a developmental aspect. The implication is that the discussion exists in harmony with the organizational dealings. Moreover, there is the extraordinary attachment of the discourse with the various perceptions about the leadership practices in an organization. The following are the particular discourses. Controller The leader takes the role of a technocrat. The act of leadership finds its basis in the control process. The act of power is from the construct of scientific rationalism. In addition, the aspect emanates from the utilitarian form of leadership and the use of coerced means in achieving the various objectives. The leader there focuses on achieving efficiency through the manipulation of the various duties that attribute the organization. The leader thus has the mandate of using transactional kind of leadership. The action involves the application of the reward system as well as the deprivation methods in the act of stimulating development and growth. Therapy The leader has the role of posing as a therapist of the possible problems that may accrue within the business premises. The discourse of such a leader is as put forward by the movement of the human relations. The belief behind the particular discussion is that happier workers have more motivation more than sad workers. The measure receives the rate of being the most productive and entails a resultant progression in the career of the employees and the performance of the company at large. The practical part of it is however unrealistic since study shows that it does not achieve the economic benefits that are desirable. The instance leads to the absence of the corporate confidence of the method. Messiah The title is for a leader who is charismatic and tends to harbor the whole vision of the company. In addition, the manager acts as a source of knowledge in times of uncertainty and reduced performance. The significance of the head is as per the tension that comes in due to destruction or salvation. The leader is also a source of hope for the workers. The propositions of the method being the best kind of leadership are as per the transformational literature. Then primary aim of the process is for a particular leader to be the main focus of the human resource. The likeness entails the replacement of the priesthood who represents the traditional setting with the leader. The aspect is possible through the rise in the attribute of a community in the workplace. PART A: 3 Role of the leaders in Margaret Beaufort School Teachers The primary part of the instructors in the institution is providing academic guidance to the students. The teacher also instills the real character to the learners in the act of producing an all-round personality. As a result, the school teachers tend to monitor the development of the children and also make necessary changes to the academics as well as the character. Parents The parents are the stakeholders with the most significant duties. The parents are the providers of the basic needs to the learners. The payment of the fees and the provision of other requirements are possible especially if they have financial attachments. Moreover, the parents have the role of protecting the students from the environment that may pose as distractions to the learners. The management of the school Then main work of the management is the coordination of all the tasks in the move for attaining the success of the child in both their character and their academics. The management, therefore, provides information to both the teachers and controls the task in the organization (Margaret Preedy, 2012, p. 12). Bibliography Chenhall, R. (2003). Management control systems design within its organizational context: findings from contingency-based research and directions for the future. Accounting, Organizations And Society, 28(2), 127--168. Kortmann, S. (2012). The relationship between organizational structure and organizational ambidexterity. Wiesbaden: Springer Gabler. Margaret Preedy, ,. N. (2012). Educational Leadership; context, strategy and collaboration. London: SAGE publications LTD. Sharma, S. (2000). Managerial interpretations and organizational context as predictors of corporate choice of environmental strategy. Academy Of Management Journal, 43(4), 681--697. Yukl, g. (2002). Leadership in organizations. New Jersey.: Prentice Hall Upper Saddle River. Read More