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[answered] Assignment: Week 4 Case Study: Building a Coalition Leaders


Hey Sir, you just helped me with my case study for my management class.? I guess I didn't get the most updated assignment so I was wondering if you could help me out again?? Attached are the new instructions and also here is what you helped me with on the previous assignment.? Thanks!


Assignment: Week 4 Case Study: Building a

 

Coalition Leadership +

 

Organizational Behavior NOTE: Each student is required to analyze this week?s case study and submit a paper

 

addressing the key questions identified at the end of this document. Remember that all case

 

studies present both too much and too little information. There may be information presented

 

that is not really relevant, and there may be scant information about a key area. This analysis

 

does require interpretation of the information and there is not one right answer. However, you

 

must explain and defend any assumptions you made or conclusions resulting from your analysis

 

with citations from the text or from the case itself. There is no need to research outside sources

 

for this paper. Application of course concepts is key to fully meeting the assignment

 

deliverables. 1 Case 3: Building a Coalition1

 

Learning Goals

 

Many of the most important organizational behavior challenges require coordinating plans and goals

 

among groups. This case describes a multi-organizational effort, but the same principles of

 

accommodation and compromise also apply when trying to work with multiple divisions within a single

 

organization. You?ll create a blueprint for managing a complex development team?s progress. The Scenario

 

The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school

 

system in Washington, D.C. to improve student outcomes. There?s ample room for improvement. The

 

schools have problems with truancy, low student performance, and crime. New staff quickly burns out as

 

their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the

 

classroom. Turnover among new teachers is very high, and many of the best and brightest are the most

 

likely to leave for schools that aren?t as troubled.

 

The plan is to create an experimental after-school program that will combine the Woodson

 

Foundation?s skill in raising private money and coordinating community leaders with the educational

 

expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because

 

less money is available for schools than in the past. After several months of negotiation, the leaders of

 

the Woodson Foundation and the school system have agreed that the best course is to develop a new

 

agency that will draw on resources from both organizations. The Woodson Foundation will

 

provide logistical support and program development and measurement staff; the school system will

 

provide classrooms and teaching staff.

 

The first stage in bringing this new plan to fruition is the formation of an executive development team.

 

This team will span multiple functional areas and establish the operating plan for improving school

 

performance. Its cross-organizational nature means representatives from both the Woodson Foundation

 

and the school district must participate. The National Coalition for Parental Involvement in Education

 

(NCPIE) is also going to be a major partner in the program, acting as a representative for parents on

 

behalf of the PTA. Conflict and Agreement in the Development Team

 

While it would be perfect if all the groups could work together easily to improve student outcomes, there

 

is little doubt some substantive conflicts will arise. Each group has its own interests, and in some cases

 

these are directly opposed to one another.

 

School district representatives want to ensure the new jobs will be unionized and will operate in a way

 

consistent with current school board policies. They are very concerned that if Woodson assumes too

 

dominant a role, the school board won?t be able to control the operations of the new system. The

 

1 Taken from Robbins, S. P., & Judge, T. A. (2013). Organizational Behavior, p. 629.

 

2 complexity of the school system has led to the development of a highly complex bureaucratic structure

 

over time, and administrators want to make sure their policies and procedures will still hold for teachers

 

in these programs even outside the regular school day. They also worry that jobs going into the new

 

system will take funding from other school district jobs.

 

Woodson, founded by entrepreneur Theodore Woodson around 1910, still bears the hallmarks of

 

its founder?s way of doing business. Woodson emphasized efficiency and experimentation in everything

 

he did. Many of the foundation?s charities have won awards for minimizing costs while still providing

 

excellent services. Their focus on using hard data to measure performance for all their initiatives is not

 

consistent with the school district culture.

 

Finally, the NCPIE is driven by a mission to increase parental control. The organization believes that

 

when communities are able to drive their own educational methods, students and parents are better able

 

to achieve success together. The organization is strongly committed to celebrating diversity along racial,

 

gender, ethnic, and disability status categories. Its members are most interested in the process by which

 

changes are made, ensuring everyone has the ability to weigh in.

 

Some demographic diversity issues complicate the team?s situation. Most of the students served by

 

the Washington, D.C., school district are African American, along with large populations of Caucasians

 

and Hispanics. The NCPIE makeup generally matches the demographic diversity of the areas served by

 

the public schools. The Woodson Foundation, based in northern Virginia, is predominantly staffed by

 

Caucasian professionals. There is some concern with the idea that a new group that does not

 

understand the demographic concerns of the community will be so involved in a major change in

 

educational administration. The leadership of the new program will have to be able to present an

 

effective message for generating enthusiasm for the program across diverse stakeholder groups.

 

Although the groups differ in important ways, it?s also worth considering what they have in common. All

 

are interested in meeting the needs of students. All would like to increase student learning. The school

 

system does benefit from anything that increases student test scores. And the Woodson Foundation and

 

NCPIE are united in their desire to see more parents engaged in the system. Candidates for the Development Team

 

The development team will consist of three individuals? HR representatives from the Woodson

 

Foundation, the schools, and the NCPIE?who have prepared the following list of potential candidates for

 

consideration.

 

Victoria Adams is the superintendent of schools for Washington, D.C. She spearheaded the initial

 

communication with the Woodson Foundation and has been building support among teachers and

 

principals. She thinks the schools and the foundation need to have larger roles than the parents and

 

communities. ?Of course we want their involvement and support, but as the professionals, we should

 

have more say when it comes to making decisions and implementing programs. We don?t want to shut

 

anyone out, but we have to be realistic about what the parents can do.?

 

Duane Hardy has been a principal in the Washington area for over 15 years. He also thinks the schools

 

should have the most power. ?We?re the ones who work with these kids every day. I?ve watched class

 

sizes get bigger, and scores and graduation rates go down. Yes, we need to fix this, but these outside

 

groups can?t understand the limitations we?re dealing with. We have the community, the politicians, the

 

3 taxpayers?everyone watching what we?re doing, everyone thinking they know what?s best. The parents,

 

at least, have more of a stake in this.?

 

?The most important thing is the kids,? says second-year teacher Ari Kaufman. He is well liked by his

 

students but doesn?t get along well with other faculty members. He?s seen as a ?squeaky wheel.? ?The

 

schools need change so badly. And how did they get this way? From too little outside involvement.?

 

Community organizer Mason Dupree doesn?t like the level of bureaucracy either. He worries that

 

the school?s answer to its problems is to throw more money at them. ?I know these kids. I grew up in

 

these neighborhoods. My parents knew every single teacher I had. The schools wanted our involvement

 

then. Now all they want is our money. And I wouldn?t mind giving it to them if I thought it would be used

 

responsibly, not spent on raises for people who haven?t shown they can get the job done.?

 

Meredith Watson, with the Woodson Foundation, agrees the schools have become less focused on the

 

families. A former teacher, she left the field of education after being in the classroom for 6 years. ?There

 

is so much waste in the system,? she complains. ?Jobs are unnecessarily duplicated, change processes

 

are needlessly convoluted. Unless you?re an insider already, you can?t get anything done. These parents

 

want to be involved. They know their kids best.?

 

Unlike her NCPIE colleagues, Candace Sharpe thinks the schools are doing the best they can. She is

 

a county social worker, relatively new to the D.C. area. ?Parents say they want to be involved but then

 

don?t follow through. We need to step it up, we need to lead the way. Lasting change doesn?t come from

 

the outside, it comes from the home.?

 

Victor Martinez has been at the Woodson Foundation for 10 years, starting as an intern straight out of

 

college. ?It?s sometimes hard to see a situation when you?re in the thick of it,? he explains. ?Nobody likes

 

to be told they?re doing something wrong, but sometimes it has to be said. We all know there are flaws in

 

the system. We can?t keep the status quo. It just isn?t cutting it.? Strategies for the Program Team

 

Once the basic membership and principles for the development team have been established, the

 

program team would also like to develop a handbook for those who will be running the new program.

 

Ideally, this set of principles can help train new leaders to create an inspirational message that will

 

facilitate success. The actual content of the program and the nature of the message will be hammered

 

out by the development team, but it is still possible to generate some overriding principles for the

 

program team in advance of these decisions. Your Assignment

 

Given the situation described, address each of the four parts of the assignment as defined in the

 

following table. We want your focus to mainly be on group and team dynamics.

 

4 Your paper MUST include the following labeled sections:

 

Category Part I: Issues

 

Identification Part II: Team

 

Dynamics

 

Foundations Points Description

 

Identify challenges or issues related to the formation of this new

 

organization. (focus mainly on team dynamics)

 

20 30 Provide a brief tutorial on key group and team dynamics concepts that you

 

feel will be important for the executive development team to understand.

 

Explain the concept and provide your rationale why this is an important

 

consideration. Given the stakeholders (Woodson Foundation, Public School System, and

 

NCPIE) involved in building a coalition to improve student outcomes,

 

teacher turnover, and morale issues, identify, describe, and defend a

 

blueprint to help the formation of this new team (coalition) with special

 

attention to group dynamics.

 

Part III:

 

Evaluation 30 What are the essential team building blocks that need to be considered in

 

helping this new team come together and achieve agreement and unity of effort

 

in achieving their goals?

 

What team processes will require special attention? Part IV: Reflection 20 Provide a summary of your assessment/recommendation and why you

 

believe your courses of action will make a difference. 5

 


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