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Organizational Effectiveness

Introduction

This paper is a two-part d*****cussion on organizati*****al effectiveness. The first section will discuss differing approaches or strategies f***** developing organizational effectiveness. The emphasis ***** be on organizati*****al effectiveness in non-profit environments, such as schools. The second section will suggest strategies that ***** make team members and an educational institution effective in developing ***** executing a computer based training module.

***** effectiveness *****

According to Nourayi and Daroca (1996), there is a very high probability that the relationships between structural properties and organizational effectiveness are not only statistical, but also causal. The key ***** motivating any organization boils down to the three R's, respect, recognition, and rewards.

In the reviewed literature, a common thread emerges defining ***** ***** value in ***** organizational effectiveness. That thread is respect for the people in an organization. Respect means treat*****g staff like human beings, not as machinery. An organization should require that its management invest time getting to know ***** employees. Understanding where they want to go in the *****, what their strengths and weaknesses are and how they contribute to the overall success (or failure) of an **********. (Nourayi and Daroca)

The following are the main organizational variables that contribute toward attainment of organizational effectiveness, based on the unique characteristics of ***** organizations:

***** management.

This variable is most appropriate in voluntary nonprofit organizations, where the ***** structure and patterns of management tend to be relatively informal and flexible, ***** where ***** level of professionalism among ***** members is high. (Tata, Prasad, Thorn, 1999)

Centralized management.

This variable is most appropriate in organizations that ***** a ***** level of supervision *****nd control over the quality of services provided by non-pr*****essional staff, whose level of functional maturity is relatively low.

*****.

Relatively high levels of formalization ***** required ***** quasi-*****tal institutions that seek to ensure *****ir clients' quality ***** life by strict adherence to regulations and arrangements that are an inherent part of the organizational culture. This is a common type of ***** ***** in board*****g schools, where the staff and management are highly responsible for both the education ***** the general welfare of *****ir "clients." (Schminke, *****)

***** autonomy.

***** ***** is required primarily in organizations where the professional level of workers is ***** high. The workers ***** professional and self-fulfillment, ***** need to cope with challenges and environmental risks ***** opportunities as a condition for *****ttaining effectiveness.

Coordination.

Tight coordination is required in quasi-total institutions, where ***** staff and director are highly involved. Specifically, actors need to coordinate ***** each other to ensure ***** to ***** as a condition ***** attaining effectiveness. Loose coordination is more appropriate in organizations serving heterogeneous target populations, where the goals ***** differential ***** service technologies are adapted to the different types of clientele.

Control.

***** control ***** required to ***** ***** of service quality in organizations where ***** level of professionalism and performance of workers is relatively low. Loose control is required to ensure ********** au*****nomy ***** organizations where the level of professional

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