Reference no: EM133089930

Leadership and Management

LO1 Examine leadership and management theories and principles, and their impact on the effectiveness of an organization
P1. Discuss different theories of leadership in relation to the management activities in different organizations
P2 Explore different theories of management in relation to the management and leadership activities in different organizations.
M1 Analyze the impact of the application of leadership and management theories on the effectiveness of a large organization

LO2 Review the influence of different leadership and management styles on the culture of organizations
P3 Assess different leadership and management styles and their application in a range of business situations in different organizations.
M2 Analyze how different types of innovation are successfully processed within different Organization settings
P4 Examine the factors that influence the development of the culture in organizations
M3 Evaluate the importance of organizational culture on the performance of different organizations
D1Critically analyse how innovation is successfully developed and embedded in different organizational contexts

LO3 Develop a motivational strategy to optimizeorganizational performance.
P5 Produce a motivational strategy for an organization that supports optimal achievement of organizational objectives
M4 Produce a detailed motivational strategy for an organization that addresses intrinsic and extrinsic motivation
D2 Produce a comprehensive motivational strategy that effectively addresses all variables of motivation to enhance organizational performance

LO4 Apply leadership and management approaches to managing performance to ensure continuous improvement.
P6 Apply to a range of business situations, appropriate leadership and management approaches for managing performance and continuous improvement
M5 Assess how leadership and management approaches for managing performance supports continuous improvement
D3 Make recommendations to improve performance management that will ensure continuous improvement.

Read the following Case Study and Prepare a report with the guidelines provided.

The Case Study of American Hopeful School Management:

Emirates American School is a school situated in United Arab Emirates (U.A.E). This school has approximately 3000 children both boys and girls and 200 teachers to accommodate the needs of the students. Even though the name of the school is American, there are diverse nationalities studying, from local UAE nationals to Filipino, American, Indians and Chinese. But, majority are Arab students and teachers.

An Arab principal use to own and lead the school earlier but then, sold it to a different Nationality, and the whole management changed.
It was functioning beautifully when the Arab principal managed.

However, after it got sold,the new management brought in American leadership which meant American School Principal and, American vice-principals for Primary, Secondary and High-School. But, the rest of the management from school supervisors to teachers, remained the same old one.

To the management's surprise, with the change of management, a lot of Arab teachers slowly started leaving the school and the repercussions of that was that a lot of existent children in the school were without a teacher.

Core subjects like Mathematics, Science, English were not being taught for almost 3 months and then came the exam time, Students were panicking on how they'llprepare for the exam and write, but, eventually after 3 months teachers were hired.

Unfortunately, none of the teachers stayed for long and resigned within a month or so. Some even resigned within the first day of class.

Reasons for leaving:
- Student Behavior
- Entrance test in School had no meaning and whoever could paid fees, could enter the school. Thus, giving the teachers a view point that this school isn't professional.
- Students that had little to no knowledge of English were recruited in higher secondary and due this mismanagement teachers were having a difficult time to teach students at the higher secondary level with, the kind of quality she could have otherwise.
- PSAT exam in grade 10 was a compulsory test to be taken, and student's weakness in English just couldn't support them in practicing for the test.
- Management enforced all the teachers to make sure children are studying well and are getting high scores in PSAT, but with a diverse group of students from not understanding English at all, to Shakespeare readers in one classroom, and, PSAT requiring a good basic understanding of English within 6months with holidays of a month coming in between, it was getting difficult for teachers to cope up with the students level as the weaker ones never cooperated and, created a ruckus in class and the smarter ones although wanted to study, kept losing focus in studying and in order to not miss out on enjoyment, joined the weaker kids in continuing the noise in class.
A lot of children complained that they do not understand anything in school and a ton of parents were upset and threatening to leave the school if, corrective measures were not taken. To make the parents happy school use to threaten the teachers to not be tough graders.
School was doomed.
"It is already going through a loss!" Said, One of the partners of school
"No good teachers are willing to join a school with such a weak rating of the school, Management was hiring anyone and everyone." Another partner mentioned.
In addition, if the school manages to find a good teacher by chance, it would overload the teachers with work such as, calling up children's parents to inform them about their performance, writing student behavior referral forms in the middle of their instruction time, have an amazing class wherein students learn everything and also, tolerate the bully behavior of students towards the teacher.
Thus, Management decided to bring a change calling in Principles, Vice-Principles etc and come up with a plan. First plan was to bring a change in the most recent graduates, as they will also be the marketers of the future students wanting to join the school.
"Fix the High-School student behavior as they are going to graduate soon" - Responsibility provided to the newly hired Vice- Principal of the High-School

Vice-Principal
The new Vice-principal of the school held a meeting with the teachers to address the current student behavior issue and new instructions were provided.
- - Teachers cannot miss their teaching instruction time even if, the students are running in class.
- - Vice-Principal will be available to help teachers each time they encounter extreme behavior/issues by the students to curb them down.
- - Teachers need to be accommodating and providing a structure in class, basically doing what they always do.
- - Vice Principal will make rounds and maybe even inspect/visit classes randomly.
- All the teachers were happy with these simple instructions.
So, after the meeting with the Vice-Principal, the next day, a teacher followed his instructions andto not miss her instructional time, went upto the principal for help, he looked at her, didn't hear anything that she said and, walked away.
Later on, he told her "I did not come in to the class to help you because students should not feel that you don't have an authority. They must listen to you and if every time there is a problem and I come, they will lose respect for you."
The teacher stood there, confused.
In the meanwhile, student misbehavior kept increasing towards all the teachers and, they were unable to complete their portions.
The Vice-Principal kept conducting meetings with the teachers, to inform them that they are not doing a good job and they need to manage student behavior on their own.
School Management then decided to resolve the problem by using a student behavior form.
This form was a universal form provided to teachers to write about student's misconduct and would be used against the students if they broke the law or were not maintaining discipline in the classroom. At the beginning teachers started using the student behavior forms and it worked! A quarter of the students were calming down.
But, eventually all the teachers stopped using those, because they realized that they spent most of their time filling up the forms, and in the end result was that the management didn't take any action against those students.
Even students eventually realized that this is a piece of paper and students will not be held accountable for their actions, and so, they too went back to square one. Which means, being chaotic.
The management understood teacher's dilemma but did not do anything against the student as they needed to get fees from students to run the school.
The vice-principal again held a meeting stating the importance of student behavior forms, and telling how teachers weren't being great leaders and, giving in to what the students were doing. He was furious with the teachers this time.
The Vice Principal also clarified another instruction to the teachers, that if a teacher is substituting for a class, they must teach in that class no matter what.
Note: This instruction was provided to high-school teachers ONLY not Primary.
Substitution Alert
Usually, teachers get notified about their substitute class the minute they come to school, that means early in the morning, 6a.m. So, a grade 1 English teacher was given a substitution for grade 12. She was clueless on what should she teach, so She entered the class and sat there. The minute students realized that their teacher is absent, they started the ruckus and even if the teacher had wished, they would not study from her.
The Vice- Principal walked down the corridor and peeped through the glass door, only to see this teacher sitting there.
He walks in the classroom and...
Screams at the teacher for her behavior and walks off.
He then again held a meeting with teachers telling them how this was a drama to scare the
students, so that they feel guilty for not listening to the teacher and pay more attention in class.
After this incident however, teachers got really upset, they thought they weren't being treated well. But a lot of the teachers STILL stayed because they had their children studying in the school and wanted to have a cheaper fee for them.

HR Management

The new management does not have a qualified HR, they have changed their respective HR more than 5 times in school in the last one year. Thus, all the problems of the teachers is eventually dealt with the principal herself.

The new teachers that were hired by the amateur HR staff, were either not up to the mark or did not agree with the low salary the management was offering and the expectations the management was setting.

The management is thinking of firing the old staff one by one and hiring new staff and thinks, this will improvise the situation.

You have been hired as a consultant to solve the issue in this school. Kindly provide a roadmap on how you can help the school perform better and do a better job.

The Report should include the following and written in word format:

1. Critically evaluate the challenges the school is currently facing. Please make sure you have incorporated minimum 5 challenges.
2. Examine the Management theories and principles and suggest which management style the school should adopt to better their system. Also, elaborate on the 7S Mckinsey Model and suggest areas with the support of the model that the management requires to work upon and explain how would this bring a cultural change with your suggestions.
3. Develop a motivational strategy plan to optimizeorganizational performance and address both intrinsic and extrinsic motivation.
4. Critically assess the leadership theories, and suggest any 2 theories each for the management, principle and teachers to better their organizational culture.
5. Create your own combination of leadership and management principles and suggest a new leadership plan for continuous improvement in the long run for the school.