Research Articles Base: Public Education Organization

Public Education Organization Essay Sample

Public Education Organization   Introduction             Within the education discipline, there is an increasing demand to demonstrate the degree to which students and graduates learn and apply acquired learnings, knowledge and skills to concrete academic scenarios. Understanding how the public education organization, for instance, acts in response of organizational problems is critical as it impacts performance and productivity of the people and the organization as a whole. Public education organizations outcomes were affected by difficulties to resolve structural, operational and managerial problems that eventually hinder organizational development. Thus, in order to be an effective organization, organizational development is necessary to determine actionability within the public education schema.   Propositions Organization development has a vital role in making changes happen in organizations as well as creating a more adaptive organization (Brown and Harvey, 2005). Further, adaptive organizations are always attributed by learning. Learning must happen at individual, collegiate and collective levels in organization. Various learnings throughout the course facilitate application in the ‘real world’. Application of these learnings is a critical determinant for education students, central on the strategies of action in carrying out the learnings in both personal and professional frameworks. As such, visioning an effective organization that is adept in adapting to changes and taking advantage of the learning inside and outside the organization while in the process are critical.   Organizational Development Organizations react to changes in very different manner. But generally, all organizations deal with change when major changes are increasingly becoming more visible. Organizations viewed changes as transformations and so they treat changes as a determinant of inbuilt capacity to change. These organizations recognize the concept that changes are possible when you link present and future, make learning a norm, actively advocate day-to-day improvement and changes, ensure diverse teams, and build and deepen trust (Avery, 2006). Cameron and Green (2004) figured that there are at least for changes in the management as individual, team, organizational and leading. On organizations, when the issue of change management is tackled, the tendency is to change the processes of other areas that have significant effects on such or vice versa. Since employees mostly make the operational level, in order to prepare them to adapt to changes, the organization provides trainings, coaching and mentoring. These are the strategic systems that connect the employees with the organization and the changes. McLagan (2003) also exposed that organizations mainly used knowledge as the key to combat organizational changes. Knowledge-friendly culture, reward system for sharing knowledge and multiple channels for knowledge transfer are the three aspects of this, all of which are embedded conditions that go beyond specific changes. The premise is that strategy, structure, processes, core values and belief as well as organisational learning could be reinforced by the development of abilities and opportunities (Corbett and Hmieleski, 2007).    Organizational Learning To simplify, learning is the dynamic process that manifest itself in the continually changing nature of the organisations. These are exemplified by innovation, collaboration, culture shifts and high morale. Organizational learning is not in its infancy. In fact, organizational is one of the imperatives of human resource management as it can improve performance at individual, collegial and organisational levels. As the process of ‘increasing one’s capacity to take action, organisations are now increasingly becoming particular with organizational learning and therefore collective development. A concept that is distinct from training, learning focuses on acquiring new knowledge, skills and capabilities. Organisational learning therefore refers to the efficient procedure to process, interpret and respond to both internal and external information of a predominantly explicit nature (Armstrong, 2006, p. 40). Strategically, organisational learning deals with the acquisition of understanding, know-how, techniques and practices. These intellectual intangibles can be translated into an organisational resource through the people that acquire, infer and utilise such towards the achievement of the organisation-wide learning and development. Having said this, it can be said that tripartite sharing of responsibility is the crux of a more effective learning process. Organizational learning is the process by which organisations obtain and use new knowledge, tools, behaviour and values, and it happens system-wide. At all levels, newly learned knowledge is translated into new goals, procedures, expectations, role structures and measures of success. As such, the more learning is built into the culture of the organisation, the more likely it is that the kinds of task and personal learning will take place. Further, there are also organizational capabilities that are being tapped through organizational development processes. Leadership, organisational learning and employee productivity comprise organisational capabilities. Through organisational learning, leaders communicate, direct, negotiate, influence, adapt and most of all gain employee commitment (Wade and Recardo, 2001, p. 53). Though organizational learning is inclined on the ability to learn from competitors, it is through organizational learning too that employees become more productive and more committed. This happens when they believe that the management has the skill to lead them to success and to provide them with knowledge and resources they need to meet the requirements of the people.         Workplace Plan             Based on the discussion above, organizational learning at the individual level is also a critical antecedent of organizational learning. It is not only advisable that one learns but also contributes to the overall learning process of the organization. During my coursework, I have learnt various competencies that will assist me in performing my functions. These are knowledge, entrepreneurial, intellectual, socioemotional and interpersonal. In light of my current work and the future positions I may, hopefully, gain, I will going to utilize such competencies. I am going to use the entrepreneurial competencies to increase my efficiency in orientation and being proactive. I will maintain my interest on doing things better and finding the best combination of resources. I will as well sustain my urge to initiate different actions. I am going to use the intellectual competencies to think logically, to conceptualize and to utilize my diagnostic skills. I will dedicate my mind towards answering the questions why and how and finding the causalities of events instead of making irrational decisions. I will assemble informations and unrelated events into a pattern. I will also use my abilities to apply concepts and theories to real-life situations.   I am going to use my socioemotional competencies towards inflicting self-control, spontaneity, perceptual objectivity, accurate self-assessment and stamina and adaptability. I am going to use my interpersonal competencies in escalating my self-confidence and developing others’, building awareness, imposing unilateral and socialized power, developing oral communications, positive regards and managing group processes.   I will reflect on lifelong concerns with my personal goals. Conviction will be my key. In carrying-out my acquired knowledge, I will be guided by these key self-concept questions: 1) Do I know what I really want in life? 2) Do my daily actions, decisions, or attitudes reflect what I believe are my major goals? Do other people know my goals from my actions? If not, why? 3) Do my goals include the desire to deal with others in mutually constructive ways? Do I generally try to set up ‘you win, I win’ games? 4) In my communication, can I get others to understand in a mutually constructive way how I feel? Do I express well how I feel? 5) Do I stress positive qualities in my assertive communication? 6) Am I open to new experiences, willing to hear the other side out or to change my mind if I desire to? 7) Do I have confidence in my decisions? Am I willing to ride out a situation for the longer-range rewards if I believe them to be worthy of the risk? 8) Do I have the ability to perceive clearly what my organization needs from myself and others? Do I understand my role? Do I know ways by which my goals and my organization’s goals can be mutually served? 9) Do I value my time highly? Do my actions show evidence of this value? 10) Does my self-concept have a game plan? Do I plan my strategies for achieving my goals? Do I see myself as living a reasonably goal-oriented life?                                           References   Armstrong, M. (2006). A Handbook of Human Resource Management Practice. London, UK: Kogan Page, Ltd.  Avery, C. M. (2006). How teamwork can be developed as an individual skill. Journal for Quality and Participation. Brown, D. R. & Harvey, D. (2005). An Experiential Approach to Organization Development. (7th Ed.). Prentice Hall. Cameron, E. & Green, M. (2004). Making Sense of Change Management: A Complete Guide to the Models, Tools & Techniques of Organizational Change. Sage Publications, Inc.     Corbett, A. C. & Hmileski, K. M. (2007). The Conflicting Cognitions of Corporate Entrepreneurs. Entrepreneurship: Theory and Practice, 31(1):103.  McLagan, P. A. (2003, January). The Change-Capable Organization. T&D, 57(1), 50. Wade, D. & Recardo, R. (2001). Corporate Performance Management: How to Build a Better Organization through Measurement-Driven, Strategic Alignment. UK: Butterworth-Heinemann.    Credit:ivythesis.typepad.com

Public Education Organization Essay Sample

Public Education Organization Introduction Within the education discipline, there is an increasing demand to demonstr...