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Overview of the Case
The paper has been developed to identify how organized data collection methods can be utilized in organizational change. In the given case study, some of the documented response from the teachers, parents, and staffs of Logan Elementary School has been attached. There are 38 faculty associates, eight school staffs, and a single part-time librarian. Nancy Mestas, the principal of the school, has wanted to build an improved relationship among the teaching staffs to provide a better education for students. Considering her overall vision, she has made several drastic changes over the past few years. To understand the organizational challenges, a five-day interview session has been conducted on the parents, faculties and staffing members to evaluate essential views and data supportive for further research. Now, the data must be organized in a specific way following the grade level, interviewee role and tenure to present a data source to Nancy.
Organizing the data to present to Nancy
Identifying the reviews of the parents, faculties and staffing members, most of the organizational achievements as well as loopholes of the organizational management can be figured out efficiently. Considering the positive comments, most of the faculty staffs and schooling staffs and parents of the students have significantly appreciated the performance and leadership of the principal. Apart from that, the experience and knowledge sharing techniques of the principal are undoubtedly impressive. By the comments of the teaching staffs, the working strategy of Nancy Mestas is excellent (Anderson, 2013). The principle always tries to improve the relationship with the parents, faculties and staffing members. Furthermore, many teachers have appreciated Nancy’s approach to solving the concerns of other organizational staffs.
On a whole, there are some major drawbacks of Nancy’s leadership that have been discovered from the data analysis. Considering the feedback of the interviewees, the arranged faculty meetings are very tense and awkward. Additionally, Nancy sometimes ignores the views of the associate teachers and makes a decision on individual’s merit. Some of the parents have stated that the faculty staffs put more care on the high-grade students. Identifying the additional response and data outcome can lead to solution plan for make further development.
Different way to organize data
A different way can be used to organize the data. It can be presented in a note to present the positive views and negative views of the interviewee on the functioning of the school. There is no need to present the demographic details of the interviewee, and the data could be presented in two segments. The first segment will present the negative views of the respondents providing the problems that the organization is facing at the current stage (Murgatroyd, 2014). The second segment will present the positive views of the respondents that will provide the achievements of the organization.
According to the study, the organization needs to find out the problems that it faces in maintaining a good relationship between the faculty and staff members. Hence, the study must focus on problems in place of providing details of the respondents. The alternative method of presenting the problems and achievements would be much effective in developing the operations and strategies of the organization.
Structure of the meeting
The structure of the meeting must present enough resources to the organizational head to understand the main challenges. Most importantly, prioritizing the data collected from the interview must be considering as the best strategy. The agenda of the meeting must clearly state how the meeting will commence. First of all, an essential data and reviews must be presented to Nancy to show the critical organizational challenges. The meeting must evaluate the main objectives of the problems (de Clercq, 2007). Verifying the common challenges, the goals for the individuals must be set in the meeting. In the center of the meeting, items of the agenda, proper data reports, and supporting items must be presented to the principal. At the wrap-up section of the meeting, a summary of decisions and actions must be developed to achieve the desired result. Considering the prompt data analysis, the functions and responsibilities of the faculties and the principle must be sorted out to develop teamwork supportive for overall success. Eventually, the honest opinion of the taken decisions must be overviewed to make most appropriate choices within the scheduled timeframe (Stoll & Fink, 2012). Apparently, the meeting must be conducted in a critique technique to find the most suitable ideas.
Salient problems
The salient problems faced in the organization identified through the survey are presented in the points given below:
Discrimination in the faculty meetings: The teachers and staffs feel discriminated while participating in the faculty meeting.
Dependence on a particular choice of books: The teachers need to get dependent on a particular choice of reading books in class. They cannot use their books to improve the standard of education (Anderson, 2013).
Reading textbook issues: There is a need of taking views of every teacher in choosing the academic reading books for the students. It builds confidence among the faculty members to participate actively in the decision-making.
Delay in informing faculty members: The teachers feel that Nancy makes delay in informing the faculty members about the change in the curriculum schedule. It becomes difficult for them to rearrange the schedule during an ongoing session.
The busy schedule of the Principal: The principal has a busy schedule to solve all problems of the faculty and staff members.
More attention on higher grades: The principal provides more attention to higher grades in place of equalizing her time for everyone.
Relationship with district office: The school does not have a regular interaction with the district office. Hence, it faces problems while the change in the curriculum schedules.
Fund for extra-curricular activities: There is a need for funding to carry on the extra-curricular activities and development of the school.
Interaction with the parents: The voice mailbox is read by the principal. Hence, the parents cannot directly interact with the class teachers to know about the progress of their children. The voice mail is not effective in dealing with the queries of the parents.
Solution to fix the problems
The suggestions to fix the problems are stated below:
Individual discussion with the faculty and staff members: The faculty and staff members must be a call for individual meetings to express their views and problems on the working of the school. It would be much effective in developing the performance of the school.
Monthly teacher-parent meetings: The monthly teacher parents meeting can be helpful in building a good relationship with the parents. The parents can know about the progress report of the student, and the school can build a personal relationship with the parents.
Regular interaction with district office: The regular interaction with the district office will keep the school authority informed on the changes in the curriculum schedule. It will also help the school to raise fund for further development and support its extra-curricular activities.
Employ an assistant for reducing workload: The principal needs to employ an assistant to reduce her workload that will enhance her performance and provide her with better time management.
References
Anderson, D. (2013). Organization Development: The Process of Leading Organizational Change (3rd ed., pp. 184-187). SAGE Publications.
de Clercq, F. (2007). School monitoring and change: a critical examination of Whole School-Evaluation. Education As Change, 11(2), 97-113. http://dx.doi.org/10.1080/16823200709487168
Murgatroyd, S. (2014). Relationships, Change and the School. School Organisation, 4(2), 171-178. http://dx.doi.org/10.1080/0260136840040209
Stoll, L., & Fink, D. (2012). Effecting School Change: The Halton Approach. School Effectiveness And School Improvement, 3(1), 19-41. http://dx.doi.org/10.1080/0924345920030103
