Group Development Application - Assignment Example

I. Introduction s of learning have become more vibrant in recent times and academic enrollment in ratios continue to increase by the day. They are public environments faced with the role of providing quality education as well as instill self-actualizations in all students in order to achieve their dreams. By so doing, these places require proper leadership principles that enable their progress and eventual achievements in life. These roles that have many and diverse students looking up to a specified system, the leaders of learning institutions are compelled to develop and sustain as well as improve their management and decision making abilities to guide them and to guide those subordinate to them in order that a successful culture in established in the institution (Barron and Greenberg (1990, pg. 497) Moreover, decision making processes in such learning places often are designed through delegation to various groups of individuals and /or students known as ‘task groups’. Some may be external such as the ‘Board of Governors’ while some are internal such as ‘the student leadership committees’. II. Justification Organizational leaders need to enact well structured establishments that are aggressive to ensure that their committees and task groups work together or independently as long as the efficiency and production of the intended results are well reflected as best results. This important step in emphasized by the problems and challenges existing in the use of group and committee models in decision-making processes. This need is significantly shown in Dean Tjosvold’s book; “Working Together to Get Things Done.” Tjosvold (1986) says; “Forming teams to make complex decisions does not automatically result in effective problem solving. Indeed, sometimes people working together reinforce their biases and The Decision Making and Planning Process 10 enhance their limitations. They may develop groupthink conformity that results in fiasco that severely damages the company. Alternatively, individuals use the group to push for their own self-interest at the expense of the company’s welfare (p.96). A study by Day et. al. finds that head teachers’ or any leaders’ values are key components in their success. “Successful heads improve pupil outcomes through who they are - their values, virtues, dispositions, attributes and competences – as well as what they do in terms of the strategies they select and the ways in which they adapt their leadership practices to their unique context.” III. Specific Plan In illustration, design in establishing a proposed framework for my leadership, I will consider some of the difficulties that one is likely to encounter when dealing with groups. Indecisiveness in carrying out a leadership structure may be caused by; Lack of ownership of the project which can cause one to work toward individually desired outcomes rather than a collective result Inadequate resources for proper operations Untrained fellows placed on the important departments Pressure to meet required production and deadlines Working environment not conducive and disorganized All these factors can lead to a very poor production and poor registration in the entire output. Such failure on a designed process requires resubmission of recommendations, plans and new proposals which will eventually cost the institution and especially the specific department financial losses and loss of valuable time (Tjosvold 1986. pg 96). I need to come up with managerial modalities and properly design them to assist in running task groups to enable a more effective execution of all processes especially where routine and critical decision making are always necessary. Not all of us can be leaders, not at the same time anyway. We will need to develop a structural model and a workable procedure that serves task groups and standing committees especially in learning institutions. Some models have been identified which are important when constructing a model to be used in the formation of task group and committee to facilitate decision making or a planning process: Individual judgment, theory vs. model, and utilizing models to promote consistency (Hersey and Blanchard,1993; Low-Beer, 1995; Makridakis, 1990). a. Individual Judgment. Unlike other tasks, no criterion exists for determining whether a single option or judgment is correct, since the reaction is based in part on personal opinion or preferences. It is possible, however, to impose a mathematical or logical structure on the task that defines the consistency of a set of responses (Low-Beer, 1995). b. Theory vs. Model. A theory attempts to explain why things happen as they do As such, it is not designed to recreate events. A model, on the other hand, is a pattern of already existing events that can be learned and therefore repeated (Hersey and Blanchard, 1993). c. Utilizing Models to Promote Consistency. Repetitive, routine decisions can be improved if inconsistency is removed. People are often unable or unwilling to apply the same criteria or procedures when making similar decisions (Makridakis, 1990). In addition to this Makrisdakis (1990) writes that inconsistency can be avoided by formalizing the decision-making process. Coming up with task groups and or committees in decision making and planning processes is necessitated by some factors in institutions. One, an institution mission and vision needs new commitments that sets on a proactive, interactive and progressive managerial course intended to provide students with optimum educational requirements both focusing on short term and long term goals. A Director needs to incorporate the communities’ needs into the internal institutional managerial growth development. Secondly, institutions needs to be interrelated in terms of departments and student bodies but cohesion among all these departmental management is essential for the smooth and successful operation of an institutions. Additionally, institutions need to be provided with proper and sophisticated infrastructure to cope with the highly dynamic environment. Considering all these factors enables a proper planning and implementation process. In doing this, I plan to establish various task groups such as; i. Board of Governors, ii. Teaching Staff with a lead head teacher, iii. Student leaders, iv. Disciplinary committees as well as v. Departmental Heads. The Board of Governors (BOG) is to oversee the general operations and management of the schools, ensure proper staffing, a manageable student population, teacher-parent-student cohesion, as well as proper management of funds to run the institution. The overall performance of the school is also put in check in all academic years by the BOG. The teaching staff with an appointed head ensures that each employed personnel becomes responsible for their deliverables, covering the required syllabuses in given semesters, working with weak students to boost their performances in class and to be appraised according based on their performances. The student leaders will act as a bridge between the student body and the teaching fraternity as well as to the Principal of the school. Student leaders assist in the managerial process by pointing out the existing or emerging problems that would otherwise not be seen by those who are not amongst them. They therefore help in addressing these issues through the relevant authorities and keeping the students in order before things can get out of hand (Emelo, R. 2011 pg. 140). The Disciplinary Committee drafts measures that can be taken against any staff or student who commits punishable offences within the institution. The punishments may vary according to the severity of the offense. This body maintains standards and ensures that proper protocol is followed when an offense has been committed. The Departmental heads ensures the success of every subject body and each works to ensure that teachers under the department meet their required standards in every level of study. There may be other ad hoc groups formed later but these main bodies will be required to ensure proper learning environment. Ad hoc bodies may be the subordinate staff heads as well as the boarding matrons. This modality incorporates more members in a customized management system and provides a channel in a decision making process that is all-inclusive. It helps to achieve an institutions’ objectives, roles, and the goals that will define the vision of the school. I will first of all begin in a small administrative group during the ‘forming’’ stage, before making a progressive additional in membership and other ‘sub-groups’. Committee members’ interviews will be carried out in the procedures and recommendations from the initial advisors and all contributions from members will be considered before any group establishment. Observations and opinions of members are essential to the credibility of the significance of this formation. Barron and Greenberg (1990, pg. 497) states that “There is little doubt that there is much to be gained from using decision-making groups. Several potential advantages of this approach may be identified. First, bringing people together may increase the amount of knowledge and information available for making good decisions In other words, maybe a pooling of resources. A related benefit is that in decision-making groups there can be a specialization of labor.” I will also provide continuous training and educational mentorship programs in order to provide further management and leadership development for task group and committee members and group leaders. In addition to this, a strong decision making model should be put in place in an effective way to assist the institution’s task groups and committees in contributing to the successful accomplishment of the school’s goals and mission. Previous application projects have instilled insight in me as far as development of leadership is concerned. There are some vital components that one needs to observe in order to manage groups. Some of these practices are; 1. One should make an assessment of the environment provided for execution of tasks, understanding the time and place in basic to enforcement of any practice. This is the ability to identify common interests, with specific focus to recognize and understand other perspectives. It is a primary quality of collaborative leadership. Teamwork seeks goal attainment around shared visions, values and even purposes. When opinions differ, and views are contradictory, a collaborative leader seeks points of connection and encourages ‘group thinking’ that identifies clear, beneficial change for all participants. The purpose is to prioritize and then to identify barriers and obstacles to the achievement of priorities (Wheeler & Janis, 1980). . 2. Creation of clarity is also important to enable mobilization of persons and resources. You should define the collective values in the engagement of people in positive actions or processes. Trust and safety is another important component, when people feel unsafe then efficiency is not achieved. This can impact negatively on the whole production. If a collaborative leader fails to stimulate trust among participants, however, their involvement will decrease, and the best ideas and innovative approaches will not be shared. In this context, the team will have lost its capacity to draw the best ideas from those involved (Wheeler & Janis, 1980). . 3. One should also develop the synergy of people through mentoring and coaching. This practice is a purpose of bringing out the best in others, optimizing the use of other people’s talents and resources, building power through sharing power, and giving up ownership or control. These are themes that relate to realizing and promoting the potential in other people. Coaching and mentoring creates power, which in turn increases leadership capacities and builds confidence by encouraging experimentation, goal-setting, and performance feedback (Emelo, R. 2011 pg. 140). There was a lack of training in some expertise at the fish bone process. Sharing Power and Influence: Collaboration cannot be achieved through a solo input. Members in a decision-making process need to feel empowered in order to contribute fully. Too often it is only the head of an organization who receives open accolades, but truly it is through the success that was only possible through the shared effort and wide range of experience of a large team of people. Leaders need to see that sharing power actually generates power…that power is not a restricted resource. Overall self-reflection is also paramount, being aware of and understanding one’s attitudes, values and behaviors as they relate to the leadership style impacts on others. Leaders should exhibit maturity. Individuals must do a self-assessment and consider if their actions are harmonious with what they possess as beliefs. A successful leader would make time to check the verbal and nonverbal communication amongst the group members. One also thinks of the influence of their own words and actions to the groups’ achievement of designed goals. Judgment comes naturally to a sensitive leader (Day et. al. pg 88). Some of the essential elements of information (EEI) identified both in literature and in the group project are; 1. Creating an engaging atmosphere of collaboration. This is setting the right mutually interactive tone by sharing some most information and providing ways for participants to get to know one another. This creates a cohesive and personal identification of ‘who and who’ and makes each participant comfortable. 2. Setting the direction and to keep the group focused on learning objectives. Groups functioned best with clear learning goals and focused discussions. It does not matter whether the goals were set by the advisors or the learners; the central thing should be that all members maintain commitment to the learning objectives (Wheeler & Janis, 1980). 3. A leader needs to be available and to provide good resources e.g. infrastructure. The power of groups comes from the knowledge shared and the interaction between all participants. Effective leaders are accessible, charming in the moment when interacting with learners. 4. Group mentoring is essential for periodic enhancement of cohesiveness in a learning environment (Emelo, R. 2011 pg. 140). Reference Baron, R. A., Greenberg J., (1990). Behavior In Organizations: Understanding and Managing The Human Side Of Work. Boston. London. Sidney. Toronto. Allyn and Bacon. Day et al. (2010) 10 strong claims about effective school leadership Nottingham: National College for Leadership of Schools and Children’s Services. Emelo, R. (2011), ‘‘Group mentoring: rapid multiplication of learning’’, Industrial and Commercial Training, Vol. 43 No. 3, pp. 136-45. Low-Beer, F.H., (1995). Questions of Judgment: Determining What’s Right. New York. Prometheus Books. Makridas, S.G., (1990). Forecasting, Planning and Strategy For The 21st Century. New York, N.Y. The Free Press. Tjosvold, D., (1986). Working Together To Get Things Done: Managing for Organizational Productivity. Lexington. Massachusetts. Toronto. Lexington Books. Wheeler. Wheeler, D., Janis, I.L., (1980). A Practical Guide for Making Decisions. New York. London. The Free Press. Read More