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Organizational Effectiveness

Introduction

***** paper is a two-part discussion on organizati*****al effectiveness. The first section will discuss differing approaches or strategies for developing organizational *****. The emphasis will be on organizational effectiveness in non-profit environments, such as schools. ***** second section will suggest strategies that will make team members and an educational institution effective in developing ***** 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 and organizational effectiveness are not only statistical, but also causal. The key to motivating any organization boils down to ***** three R's, respect, recognition, and rewards.

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

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

***** management.

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

Centralized *****.

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

*****.

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

***** autonomy.

This variable is required primarily in organizations where the professional level of workers ***** ***** high. The workers seek 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 *****stitutions, where the staff and director are highly involved. Specifically, actors need to coordinate ***** each o*****r to ensure adherence to regulations as a condition ***** attaining *****. Loose coordination ***** more appropriate in ***** serving heterogeneous target populations, where the *****als ***** differential and service technologies are adapted ***** the different *****s of clientele.

Control.

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

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