Increasing Stakeholder Satisfaction
Increasing Stakeholder Satisfaction
Stakeholders’ loyalty is very important part of every school organization. Moreover, this is an element that influences the principles of building of the organization. It can be even considered like a valuable resource that helps to develop every participant of an educational process (Cobb, 2015). When parents of students are interested in results and when they are involved in the whole process, students show better results in every subject and have less problems that are concerned with a discipline. It is not weird that parents are interested in the good results of their children. In this case they are like stockholders who are concerned with concrete results of their investments (Bjorkquist, 2011).
Stakeholders (in a case of a school it is, in general, the parents of the students) can influence greatly and positively the process of education of their children. On the other hand, these people expect from the school the best conditions and methods of giving the knowledge to the students. Everybody – teachers, students, parents – it is a big system that has for the target the creation of the best ways of bringing up the future generation. In order to do all their best, there should be a unity in that system. Compromises and consensuses are an integral part of the whole process.
A2. Assessing Loyalty
Firstly, the school tries to find an approach to every stakeholder and students in order to understand the necessary and general demands and needs of those whose loyalty is very important. But the process of determination of expectations has to be honest and has to be based on facts and not on the judgements or assumptions. As a result, the good idea was created. The school organizes the open meetings of parents where they can share with the ideas of further development of the school. It is a kind of an interview, where the administration of the school proposes several versions of the problems and the development in a written form, where parents can choose the version they like the best. After that, there is an open conversation where parents can share with their own ideas and propose their vision of everything that goes on in a school.
A3. Improving Loyalty
After all that, the school makes an analyze of the results, makes a conclusion about their significance and works up the offers of the parents. A such principle of work shows that there is a big credibility between the school and stakeholders.
After the meeting school starts to make the appropriate steps to changes in order to develop and to satisfy the needs of students and their parents. In other words, the school should make a decision. This process is not as simple as it seems. The process of improvement is always difficult. In the modern management of educational institutions, the problem of the efficient organization of the decision-making process has a particular relevance.
A4. Recommendations for Improvement
The implementation in practice of personal capabilities of each member of the school staff in making managerial decisions, the effective use of the individual and collective capacity of participants in the management decision, the development of specific programs of improving management decision-making and research organization reserves to increase its efficiency, are becoming a key factor and one of the main scientific and practical problems of the school management. As it was said, the decision of a problem has to satisfy everyone, so the searching of the right decision should be conducted with all the staff. Groups that have good development of cooperation and understanding are more successful, they avoid mistakes and failures in work. As a result of a good work, the school has students who are totally satisfied with the education process.
B1. Determining Satisfaction
The teachers also understand the importance of a systematic planning. The presence of well-thought plans helps to avoid a spontaneity in action, wasting time, efforts, finances, low quality and bad final results. It helps to plan the work better, to make the necessary adjustments in time, and to evaluate properly its results. It was noticed, that there should be a unity in a work. Teachers try to work in conditions of understanding and compliance with planning and application of the general theoretical principles like focus, systematic, comprehensive, specificity, reality, simplicity and clarity of planning. This will positively reflect on every aspect of an education process.
B2. Use of Satisfaction Data
One more point that is very important is the understanding that the school is, maybe, the only stable thing in the students’ life and this part of their life must be maximally comfortable. Saying comfortable, it means the moral comfort, where children can feel themselves confident and protected. Even all the problems that are in society like fights, racism and other manifestations of the violence should be eradicated in school. The school should be a place of a high culture. It is a place where students can see what the society should be. If children go to school with an enjoyment and confidence, the satisfaction of stakeholders will be assured.
B3. Follow-Up
Good results can be achieved only in a case if the staff that works with students is competent. The process of education and satisfaction is impossible without a mechanism of coordination of action and specific interests of each member of the team to create the best mode of functioning of the team. There is a thought some special tests and verifications should be created in order to check up the teachers and to detect those who do their work carelessly.
B4. Recommendations for Improvement
As a result of such a policy and the cooperation with stakeholders, the school has its advantages. Firstly, if the results are good, the number of the students will be increasing and the level of credibility of stakeholders will be higher. It is a kind of a chain reaction. Moreover, the result of a good work is also the spreading of occupations and the possibilities of the school. The collaboration and the exchange of the experience with other schools or even countries will make the quality of the education process only higher and give perspectives to further development and financing of stakeholders.
References
Cobb, J. (2015). How firms shape income inequality: Stakeholder power, executive decision-making, and the structuring of employment relationships. Academy Of Management Review.
Bjorkquist, C. (2011). Stakeholder regimes in higher education. Münster [u.a.]: Waxmann.
