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CASE STUDY

CASE STUDY. Managing Human and Material Resources EDD 7201 Dr. Michael Owens James Bell, Lisa Marvel, Stephanie Smith, Krystal Wright. A CASE FOR ORGANIZATION. CASE 2.2 PAGE 74. The Scenario. Clyde Benson- 1 st year Superintendent Reputation – great manager

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CASE STUDY

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  1. CASE STUDY Managing Human and Material Resources EDD 7201 Dr. Michael Owens James Bell, Lisa Marvel, Stephanie Smith, Krystal Wright

  2. A CASE FOR ORGANIZATION CASE 2.2 PAGE 74

  3. The Scenario • Clyde Benson- 1st year Superintendent • Reputation – great manager • During first 6 months revised policies, developed a new mission statement and revised job descriptions for administrators • Worked with HR director in drafting a staff development plan for improvement

  4. Concerns • Improvement in student achievement • The views of the staff became problematic • Board members expressed concerns about personnel conflicts When questioned, Benson replied that “I was asked to bring needed organization and improve student achievement. I have accomplished what I was called on to do.”

  5. Question 1 In view of the limited information set forth in the case, analyze Benson’s style in relation to what Chester Barnard terms the “capacity of equilibrium.”

  6. Chester Barnard “the first to view and organization as having a structural or formal dimension and a human or informal dimension that are always interacting.” (p. 53) Cooperation and Cooperative Behavior very important Cooperation will not be possible without efficiency and effectiveness from a system. “authority exists only to the extent that the workers are willing to accept it” (p. 54)

  7. 3 Key Functions Performed by Executives Formulation of Organizational Purposes~ all members must accept the organizations purpose Maintenance of Communication in the Organization~ communication is essential Obtaining the Necessary Performance from Members~ everyone is working to achieve superordinate goals

  8. Review the theoretical concepts of Andrew Halpin, Fred Fiedler, and others. What do these concepts reveal about the Superintendant’s leadership style? Question 2

  9. Theories • Halpin Organizational Climate Description Questionnaire (OCDQ) Leadership Behavior Description Questionnaire (LBDQ) Four types of leaders…pg. 55 So where does our Superintendant fall? Emphasis on the human dimension of organizations!

  10. Theories continued… • Griffiths If this, then this… Theories can guide not tell you what to do! • Fiedler Contingency Leadership Model (Situational) leader /member relations+ task structure+ leader’s power position = favorable situation Know leadership style! Delegate- situation altered- not your style! Our Superintendant????

  11. The HR Function • Description of the HR function from the viewpoints of centralization and decentralization.

  12. Centralization - Decentralization • The Personnel secretary posts all positions and receives all resumes/paperwork. Interviews are scheduled via the secretary who also ensures that candidates are qualified for desired positions. All paperwork is given to the Personnel Director prior to the interview.

  13. Continued • The Personnel Director runs all interviews which typically include the principal and/or assistant principal of the school with the opening, a teacher from the school (optional), and the curriculum director. The Special Education Supervisor attends all interviews for positions in special education.

  14. The Principal • The principal is required to assign staff members in his/her building, evaluate staff (a shared responsibility with the assistant principal), manage the school climate (delegated to a school climate committee made up entirely of teachers), provide professional development opportunities on a monthly basis, and handle day-to-day staff concerns.

  15. Question 3 • Do the research studies compare favorably with the practices identified with the school district?

  16. HR Practices • Typically utilizes specific processes that center on increasing student achievement (the organization’s goal). • Examples: Establishing a vision and mission, hiring personnel that seem to have the best organizational fit, provide both formative and summative assessments (walk-through’s and DPAS)

  17. HR Practices • Area of concern: gaining congruence between institutional objectives and employee needs • The pre-service program is not effective in preparing new teachers for their new position (a mentoring program does exist) • Organizational climate- the current climate does not create an environment that supports the achievement of schools goals and objectives nor does it support individual growth and needs.

  18. QUESTIONS

  19. Discussion • What issues can you identify in this case study? • What was the cause of the issue(s)? • What could have been done to avoid the situation from happening again?

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