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Organizational Effectiveness

Introduction

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

Organizational ***** strategies

According to Nourayi and Daroca (1996), there is a very high probability that the relationships between structural properties ***** organizational effectiveness are not only statistical, but also causal. The key ***** motivating any organization boils down to ***** 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 treating 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 *****ir strengths and weaknesses ***** and how they contri*****e to the overall success (or failure) of an **********. (Nourayi and Daroca)

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

Decentralized management.

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

Centralized *****.

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

*****.

Relatively high levels of formalization are required ***** quasi-*****tal institutions ***** 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 ***** organizational ***** in board*****g *****, where the staff and management are *****ly responsible for both the education and the general welf***** of their "clients." (Schminke, *****)

***** autonomy.

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

Coordination.

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

Control.

Close control is required to ensure ***** of service quality in organizations where the ***** of professional*****m ***** performance of workers is relatively low. ***** control is required ***** ensure ********** autonomy in organizations ***** the level of professional

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