Question 1: How do you think your overall education would benefit from a more strategic approach? Draw on the course materials (lectures, readings, etc.) in answering the question.
With fervent hopes and established confidence gained in the overall education that I had, I can say that it would benefit in a more strategic approach if it will use the principles of management, or the management functions such as planning, organizing, directing/leading, coordinating, and controlling. The management functions are known to be goal-directed, interrelated, and equally dependent. Becoming effective in the quality of education necessitates the expertise of the management functions as these are also necessary in the administration of the organisational assets such as people, jobs or positions, technology, facilities and equipment, materials and supplies, information, and financial resources.
The process of preparing courses of action or organised behaviour ahead of particular time is called planning (Hitt, Ireland, and Hoskisson 2003; David 2002). Planning is considered essential because it is a prime process. Some authors (i.e. Blustein 1997; De Voe 1998; Kaye 1997; Moses 1995; Orpen 1994; Shahnasarian 1994) claim that planning seems to be an introductory aspect to effective career management and progression. To be successful, it is expected that the ability to plan is a given attribute. Planning, whether on the individual or organisational level, occurs in congruence to the established and involved attitudes, beliefs, and goals. On this case, planning is important on educational level as it is expected to plan and present specific course of actions and structured behaviour so as to handle most, if not all, aspects of management as well as the achievement of my career aspiration of every student. The teacher is liable to present comprehensive plans and practical interventions on the tasks and the resources at hand. The plan of the teacher will be utilised in achieving the predetermined and important personal or organisational goals. The lack of formal planning or poor planning process and ability can diminish individual efficiency and organisational performance (Baird et al. 1993). The success of several organisations and people is attributed on giving an exceptional planning ability, thus, making it an indispensable managerial function and attitude.
Organising is the ability of setting related elements following one or more standard arrangement (Morgenstern 1998). In education, it generally includes the advance measurement and appropriate distribution of tasks into meaningful components (e.g. people, departments, duties and responsibilities, etc), supportive assigning of authority, and ample distribution of resources. Organising relates to the development of inputs to planning and planning decisions up to the execution of strategy. The effectiveness of this practice is reliant to a continuous management pattern (Hornsby and Kuratko 2005; Roney 2004). On the case of a teacher, organising includes the improvement of coordinated efforts and approaches in performing prescribed duties and eventually achieving premeditated goals set ahead of time. Organising is highly needed to handle the pressures of managing people – especially the students, dealing with their demands, and the institution as well as the industry in which it operates. On personal level, organising is heading towards the eventual materialisation of plans provided the other steps needed to complete the stages towards success.
For Hitt and colleagues (2003) and David (2002), directing or leading involves leadership prowess towards execution of planned and organised activities and interventions for the achievement of predetermined personal and organisational goals. Roney (2004) also affirms that the task of directing or leading is also connected to other organisational factors including clients, budget and assets, and all other resources and properties. The development and execution of appropriate leadership and leadership style is a vital determinant of effective directing or leading process. Teachers are always been looked up as the leaders of the team with many people. The ability to direct and lead them is tantamount to their significant contribution in educational effectiveness and productivity. The leadership style and qualities of teachers are needed for students to be motivated and goal-oriented. With this, realistic directing or leading applications are to be implemented in accord to the accomplishment of most important motives in both personal and organisational levels.
When teachers plan, organise and direct or lead, it is also important to coordinate with people and other important factors. Coordinating is the systematic process of regulating the elements needed in the accomplishment of set goals. It is the practice of integrating and establishing of linkages to different elements with the purpose of accomplishing harmonious operations and execution of plans (Hitt, Ireland, and Hoskisson 2003; David 2002). Coordinating includes the effective flow of communication among people in the organisation. Brown (2001) says that communication is the link to successful execution of plans and achievement of objectives because it serves a number of fundamental functions namely management of data and information, its flow, and so on. Eckhouse (1994) suggested that communication mainly functions in control, motivation, emotional expression, and information. Effective and two-way communication process is needed in everyone’s career because of the existence of constant dealings, meetings, and appointments with a diversity of groups and types of people.
Controlling is the task of managing resources by providing positive controls on the efforts of harmonisation of various organisational elements (Witzel 2003). It has been demonstrated that the emphasis in successful management lies on the man, not on the work (Gilbreth 1914 cited in Witzel 2003). According to Gilbreth, the man’s mind is a controlling factor in efficiency, and has, by teaching, enabled the man to make the most of his powers. Even if the first four (4) management functions are effective, it will turn organisational efforts into futility if the teacher is not able to control existing trends and affecting circumstances. Every action is believed to be planned, organised, directed, and coordinated towards a general consensus of people and the organisation. Organisational success is fully achieved if the educational approach is able to minimise potential hazards that will affect the increase of productivity among the stakeholders. Thus, controlling and all the other management functions mentioned above are completely important.
Question 2: Provide us with your personal five year strategy and show us how the lectures and readings have influenced the crafting of your plan. Before presenting a personal five year strategy and personal development plan (PDP), here is a self-evaluation as supported by my colleagues. I have very good sense of judgment and decision making skills. I am also a good listener. I think and judge things based on convictions provided a fair communication process. I needed to have the full picture in mind before I make a conclusive decision. I am very hard working person and schedule every step at work. In time management skills, I want things at my department scheduled and planned in advance. I do not leave room for things to be done at last moment, or even do not like people or even management member to ask to demand things at very tight schedule. I would appreciate proper timing being given, so things done in right manner and with good quality kick-of. I recognised myself as someone who possesses the strength of the task of coordinating particularly on the case of communication.
One of my weaknesses is that sometimes I take things at work in personal level which might be harmful to me. I am very strict and stubborn at times. Even if I listen and communicate effectively, I tend to be autocratic. This kind of attitude reflects as my weakness in terms of directing or leading. I consider this as my other leadership style. I presumed that I am the opposite of a favoured leader. I am autocratic which means I tend to be overly manipulative and domineering. This attitude hinders the development of harmonious relationship or esprit de corps among others. I recognised the need to learn how to apply this leadership style at the right time, place and circumstance and be instrumental on the achievement of my intended career role as well as the development of other important values useful in my future and a person as whole. However, I can also say that my autocratic leadership style is a good point as I try to get hold of people according to existing management policies and standards. I can say that I am a good leader under pressure, thus, making it an ambivalent trait rather than a weakness.
This is a simple personal five-year strategy that is more focused on personal development plan (PDP) and professional improvement. The goals, activities, resources and support, and problems and solutions in the execution of each goal are also identified.
Objective 1
- To be able to be less autocratic in some areas of management functions and learn to become people-oriented.
This goal is achieved if I will spend some time in studying the current development and execution management strategies and programmes like HR Policies and Procedures, Compensation & benefits, Employee welfare, Training and development, HR budget, staff performance appraisal template, and Disciplinary procedures in terms of people’s point of view. The resources needed in execution of this plan aside from the opportunity to spend time with lower levels of management are books and other educational materials related in the mentioned areas. There are some problems that might be encountered on this goal such as information overload and the dilemma on choosing the best principle for me. To solve this, I should consult professional opinion from authorized and related individuals.
Objective 2
- To be able to learn and update my existing managerial abilities by taking up my current higher education more seriously.
To do this, I will spend more time on academically related activities such as additional readings, researching, and others without sacrificing my professional responsibilities. I will also maintain good study habits and predetermined courses of action, seek professional opinions on things that I needed to know more, and explore other opportunities for outside learning and study regularly. Aside from the regular class sessions, there will be 1-2 hours of extra research and doing of assignments. On free days or schedules, I will be seeking for potential venue for related learning. I intend to sacrifice few hours for other educational purposes. To do this, I needed extra time to spend and amount of money to buy new reading materials. The problem is time constraint. In order to solve this, I will try to compromise some of my time based on personal decision. Upon waiting for results, I will have to plan for my future courses of action. I will also engage myself to other productive things that make me better person. I will take each day one at a time.
Objective 3
- To be able to lessen my subjectivity on things at work as it might be harmful to my dealings with people as well as decision making and taking.
I will establish linkage or connections to people who are helpful and instrumental to the achievement of this goal and my aspiration. Networking is an effective strategy used. Emphatic listening, communication and democratic leadership style is also needed. I will spend time with ordinary people and try to enjoy their company. I will socialise and stay humble regardless my position. I will also ask for their opinions – their perceptions, impressions, and other reactions – about me. The resources needed include nothing but me and my preparedness to the intended plan. As mention in the Objective 1, there are some problems that might be encountered on this goal such as information overload and the dilemma on choosing the best principle for me. To solve this, I should still consult professional opinion from authorized and related individuals.
All these goals presented in this simple personal five year strategy or personal development plan (PDP) that is focused on personal and professional improvement are dependent on my time and conditions. They are also headed towards the improvement of my management functions of planning, organising, directing/leading, coordinating, and controlling. The activities, resources and support, and problems and solutions in the execution of each goal may vary in the course of accomplishing these goals. I am in full control of this personal five year strategy and personal development plan (PDP).
In general, the lectures and readings that are included in the course helped me in identifying areas that I need to improve. They also served as significant guide in developing this plan and in coming up with potent solutions heading towards successful achievement or accomplishment.
REFERENCES
Baird, IS, Kuratko, DF, Lules, MA & Orris, BB (1993). “Formalized Planning in Small Business: Increasing Strategic Choices”, Journal of Small Business Management, 31: 2, 38+
Blustein, DL (1997), “A context-rich perspective of career exploration across the life roles”, Career Development Quarterly, 45: 260-274
Brown, AD (2001), “Organization studies and identity: Towards a research agenda”, Human Relations, 54: 1, 113-121
David, FR (2003) Strategic management: Concepts and cases, Pearson Education Inc., Upper Saddle River, NJ
Eckhouse, B (1994) Competitive Communication, McGraw-Hill, Boston, MA
Gilbreth, L (1914) The Psychology of Management, Sturgis & Walton, New York. In Witzel, M (2003) Fifty Key Figures in Management, Routledge, New York
Hitt, MA, Ireland, RD, & Hoskisson, RE (2003) Strategic Management: Competitiveness and Globalization, 5th ed., South-Western, Singapore
Hornsby, J & Kuratko, D (2005) Frontline PR: a Handbook for the Emerging Manager, Thompson, Crawfordsville, IN
Kaye, BL (1997) Up is not the only way: A guide to developing work – force Talent, 2nd ed., Davies-Black Publishing, Palo Alto, CA
Morgenstern, J (1998) Organizing from the Inside Out, Owl Books, New York
Moses, B (1995) The manager’s career coaching guide, BBM Human Resource Consultants, Toronto, ON
Orpen, C (1994), “The effects of organizational and individual career management on career success”, International Journal of Manpower, 15, 27-37
Roney, CW (2004) Strategic Management Methodology: Generally Accepted Principles for Practitioners, Praeger, Westport, CT
Shahnasarian, M (1994) Decision time: A guide to career enhancement, Psychological Assessment Resources, Odessa, FL
Witzel, M (2003) Fifty Key Figures in Management, Routledge, New York
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