MGT 420 Topic 2 Essay

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Grand Canyon University *

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MGT420

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Management

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Feb 20, 2024

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docx

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Uploaded by MasterComputerQuetzal22

A Comprehensive Analysis of West Chester Private School Closure and Management Revamp Jailene Espinoza Grand Canyon University Course Number: MGT-420 Dr. Alan Swank August 20, 2023 1

A Comprehensive Analysis of West Chester Private School Closure and Management Revamp The closure of West Chester Private School presents an opportunity to evaluate the organizational effectiveness of West Chester Private School as an open system, assess its internal culture, analyze the decision-making process leading to closure, identify technology and innovation challenges, propose solutions, and suggest long- and short-term goals to revamp management. This paper will provide an in-depth analysis of these aspects and conclude with a plan to integrate the four functions of management towards achieving the recommended goals. Review of WCPS as an Open System Organizations, like West Chester Private School, are open systems that interact with their external environment. These interactions can impact their effectiveness and performance. West Chester Private School was unable to adapt to the changing external environment, such as declining enrollment rates and increased competition, leading to reduced effectiveness as an open system at the time of closure. Organizations are open systems that continuously exchange inputs, processes, and outputs with their external environment. This interaction is crucial for organizational survival and growth. Organizations obtain inputs, such as resources and information, from the external environment, process them internally, and produce outputs that are returned to the environment. This would involve considering factors such as communication with parents and students, partnerships with other educational institutions, and engagement with the local community. Additionally, factors such as financial stability, leadership, and adaptability in response to changes in the educational landscape and competitive market would also need to be assessed. By considering these elements, one can evaluate the effectiveness of West Chester 2

Private School as an open system, determining whether it was able to effectively adapt and thrive in its external environment or if it faced challenges that ultimately led to its closure. Evaluation of Organizational Culture The decision to close two campuses at West Chester Private School was influenced by its internal culture. The readings on internal environment highlight the importance of a positive and adaptable culture. However, West Chester Private School had a culture that resisted change and had a lack of collaboration, leading to difficulties in making effective decisions and addressing challenges. The closure of WCPS indicates a breakdown in the effectiveness of the organization as an open system. The decision to close two campuses suggests inadequate management of the interdependence between the school and its external environment. West Chester Private School may have failed to adapt to the changing demands of the education sector, resulting in a decline in student enrollment and financial difficulties. Organizational culture plays a significant role in decision-making processes. The decision to close two campuses indicates a malfunctioning organizational culture at West Chester Private School. It is crucial to assess the cultural factors that contributed to this decision. For example, if there was a lack of open communication channels or resistance to change within the organization, it may have hindered the identification of alternative solutions and prevented stakeholders from participating in the decision-making process. Evaluation of the Decision-Making Process The decision made by Dr. Murphy and Education Management Services to close down the campuses of West Chester Private School can be evaluated positively in terms of the process they followed. The behavioral decision-making model was applied effectively in this scenario. Firstly, the model recognizes that decisions are influenced by both rationality and emotions. In 3

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this case, the decision to shut down the campuses was influenced by rational factors such as the spread of COVID-19, the need for social distancing, and the potential health risks faced by students and staff. It also took into account the emotional impact of this decision on the students, their families, and the staff (Tingley, 2019). The comprehensive communication plan implemented by West Chester Private School helped address the emotional concerns and kept stakeholders informed throughout the process. Secondly, the model emphasizes the importance of gathering and analyzing relevant information. West Chester Private School had access to reliable data about the rising cases and the potential consequences of keeping the campuses open. By having this information, they were able to make an informed decision that prioritized the health and safety of their community. They also considered the experiences of other educational institutions and the guidance of public health officials. The model emphasizes the evaluation of alternatives and their potential outcomes. West Chester Private School explored various options, such as hybrid learning and increased safety measures, but ultimately decided that closing the campuses was the most effective solution. They considered the potential benefits and drawbacks of each alternative and made a decision that aligned with their primary objective of ensuring the well-being of their students and staff. Dr. Murphy and EMS demonstrated a thorough application of the behavioral decision-making model in the West Chester Private School's decision to shut down its campuses. Their emphasis on both rationality and emotions, utilization of relevant information, and evaluation of alternatives resulted in a well-considered decision that prioritized the health and safety of their community during the COVID-19 pandemic. Analysis of a Major Technology and Innovation Challenge One major technology and innovation challenge that West Chester Private School faced was the integration of online learning platforms into their curriculum. As the COVID-19 4

pandemic forced educational institutions to shift to remote learning, West Chester Private School was faced with the task of quickly adapting to a virtual teaching environment (Li, C., 2021). This posed a challenge for the three primary stakeholders affected: students, teachers, and parents. To make WCPS more competitive in meeting their needs, a proposed solution would be to invest in comprehensive professional development programs for teachers and provide ongoing support for them to enhance their online teaching skills. This would help teachers effectively use digital tools and platforms, providing a seamless learning experience for students. Additionally, West Chester Private School should offer a user-friendly and interactive online learning platform that allows students to access course materials, engage in discussion boards, and collaborate with their peers. To meet the needs of parents, West Chester Private School should regularly communicate updates on their child's progress, offer accessible customer support, and provide resources for parents to navigate the online learning environment. By addressing these challenges and implementing these solutions, West Chester Private School can stay competitive in meeting the evolving needs of the three primary stakeholders. Explanation of Effective Closure Management with Stakeholders The closure of a private school is undoubtedly a difficult and sensitive situation for all stakeholders involved, including students, parents, faculty, and the wider community. To handle the closure effectively, the administration could have employed different management theories to ensure transparency, empathy, and engagement. From the classical approach, the administration could have utilized principles of scientific management ( Uhl-Bien et al, 2021). This theory, proposed by Frederick Taylor, emphasizes the need for job analysis, efficiency, and clear hierarchies. In this case, the administration could have conducted a comprehensive analysis of the school's financial situation, including a transparent presentation of the challenges and 5

potential solutions. By using data and logical decision-making processes, they could have demonstrated to stakeholders that the closure was a necessary outcome and not a result of mismanagement or negligence. From the human relations approach, the administration should have considered the emotional and psychological aspects of the closure on all stakeholders. Elton Mayo's theory highlights the importance of understanding employees' and other stakeholders' needs and motivations (Knowles, 1958). In this context, the administration could have prioritized open and regular communication with all parties, providing emotional support and counseling services to students and parents during and after the closure. By showing empathy and offering resources for emotional well-being, they could have mitigated the negative impact on stakeholders and fostered trust and understanding. Lastly, using the modern management approach, specifically the contingency theory, the administration could have recognized the uniqueness and complexity of the closure situation. This theory suggests that there is no one- size-fits-all approach to management. Instead, managers must adapt their strategies based on the specific circumstances and the needs of the stakeholders. In this case, the administration could have formed a task force or committee consisting of students, parents, faculty, and community members to collaboratively navigate the closure. By involving stakeholders in decision-making processes and tailoring solutions to their specific needs, the administration could have fostered a sense of ownership and reduced potential resistance or mistrust. Suggested Goals for WCPS One long-term goal for the future direction of West Chester Private School could be to enhance the school's reputation and standing within the community by focusing on academic excellence and holistic student development. This can be achieved through continuous improvement in the quality of teaching, curriculum offerings, and extracurricular activities. By 6

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encouraging students to embrace a growth mindset and providing ample opportunities for personal and intellectual growth, the school can produce well-rounded individuals who are prepared for success in higher education and beyond ( Uhl-Bien et al, 2021). This long-term goal is justified as it helps attract more talented students and teachers, thus raising the overall standard of education at West Chester Private School and making it a sought-after institution. A short-term goal could be to improve the school's technology infrastructure and integrate it into the teaching and learning process. Providing students and teachers with access to up-to-date technology, such as laptops, tablets, and educational software, can greatly enhance the educational experience and facilitate innovative teaching methods. By investing in tech-savvy classrooms and facilitating training for teachers to effectively utilize technology, West Chester Private School can create an engaging learning environment that aligns with the ever-evolving technological landscape. This short-term goal is justified as it equips students with essential digital literacy skills and prepares them for the tech-dependent future job market. The adoption of modern technology also reflects the commitment of West Chester Private School to stay ahead in educational advancements and meet the evolving needs of students in the digital age. Conclusion To revamp management at West Chester Private School and achieve the suggested goals, integration of the four functions of management—planning, organizing, leading, and controlling —is vital. By strategically planning and organizing resources, setting clear directions, fostering a positive culture, establishing effective communication channels, and regularly monitoring progress, West Chester Private School can position itself for success in the future. In conclusion, West Chester Private School 's closure provides an opportunity to evaluate its performance as an open system, assess its internal culture, analyze the decision-making process, address technology 7

and innovation challenges, propose solutions, and suggest long- and short-term goals for revamping management. By implementing the suggested changes and integrating the four functions of management, West Chester Private School can strive towards success and meet the needs of its stakeholders effectively. 8

References Knowles, W. H. (1958). Human Relations in Industry: Research and Concepts. California Management Review, 1(1), 87–105. https://doi-org.lopes.idm.oclc.org/10.2307/41165339 Li, C. (2021, February 25). How covid-19 has changed The way we educate children. World Economic Forum. https://www.weforum.org/agenda/2021/02/digital-learning-covid-19- changed-way-we-educate-children/ Tingley, S. C. (2019, June 24). Teaching strategies for the remote classroom. Hey Teach! https://www.wgu.edu/heyteach/article/teaching-strategies-remote-classroom1906.html Uhl-Bien, M., Piccolo, R.F., Schermerhorn, J. R. & Bachrach, D.G. (2021) ISBN-13: 9781119791553. MGT-420 organizational behavior and management with WileyPLUS. Wiley & Sons. 9

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