Organizational Structure and Culture Essay Example for Free

Organizational Structure and Culture Essay Knowledge – Mastery of facts, range of information in subject matter area. Skills – Proficiency, expertise, or competence in given area; e.g., science, art, crafts. Abilities – Demonstrated performance to use knowledge and skills when needed. KSA Definitions Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals with conflicts, confrontations, disagreements in a positive manner, which minimizes personal impact, to include controlling one’s feelings and reactions. Deals effectively with others in both favorable and unfavorable situations regardless of status of position. Accepts interpersonal and cultural diversity. Team Skill Establishes effective working relationships among team members. Participates in solving problems and making decisions. Communications Presents and expresses ideas and information clearly and concisely in a manner appropriate to the audience, whether oral or written. Actively listens to what others are saying to achieve understanding. Shares information with others and facilitates the open exchange of ideas and information. Is open, honest, and straightforward with others. Planning and Organizing Establishes courses of action for self to accomplish specific goals [e.g., establishes action plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals and objectives. Develops and uses tracking systems for monitoring own work progress. Effectively uses resources such as time and information. Organizational Knowledge and Competence Acquires accurate information concerning the agency components, the mission[s] of each relevant organizational unit, and the principal programs in the agency. Interprets and utilizes information about the formal and informal organization, including the organizational structure, functioning, and relationships among units. Correctly identifies and draws upon source[s] of information for support. Problem Solving and Analytical Ability Identifies existing and potential problems/issues. Obtains relevant information about the problem/issue, including recognizing whether or not more information is needed. Objectively evaluates relevant information about the problem/issue. Identifies the specific cause of the problem/issue. Develops recommendations, develops and evaluates alternative course of action, selects courses of action, and follows up. Judgment Makes well reasoned and timely decisions based on careful, objective review and informed analysis of available considerations and factors. Supports decisions or recommendations with accurate information or reasoning. Direction and Motivation Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and accountability. Provides advice and assistance to help others accomplish their work. Directs/motivates self. Decisiveness Identifies when immediate action is needed, is willing to make decisions, render judgments, and take action. Accepts responsibility for the decision, including sustaining effort in spite of obstacles. Self-Development Accurately evaluates own performance and identifies skills and abilities as  targets of training and development activities related to current and future job requirements. Analyzes present career status. Sets goals [short and/or long term]. Identifies available resources and methods for self-improvement. Sets realistic time frames for goals and follows up. Flexibility Modifies own behavior and work activities in response to new information, changing conditions, or unexpected obstacles. Views issues/problems from different perspectives. Considers a wide range of alternatives, including innovative or creative approaches. Strives to take actions that are acceptable to others having differing views. Leadership Ability to make right decisions based on perceptive and analytical processes. Practices good judgment in gray areas. Acts decisively. KSA Definitions {General Supervisory/Manager Competencies} Problem Solving and Analytical Ability Identifies existing and potential problems; notes, understands, and includes the critical elements of problem situations; obtains and evaluates relevant information; demonstrates awareness that new and/or additional information sources are required; notes interrelationships among elements; identifies possible causes of the problems; recognizes the need to shift to an alternative course of action including innovative or creative approaches; and appropriately terminates information collection and evaluation activities. Planning and Organizing Identifies requirements; allocates, and effectively uses information, personnel, time, and other resources necessary for mission accomplishment; establishes appropriate courses of action for self and/or others to accomplish specific goals; develops evaluation criteria and tracking systems for monitoring goal progress and accomplishment; and specifies objectives, schedules, and priorities. Decisiveness Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a timely fashion, to include the appropriate communication of both negative and positive information and decisions. Judgment Develops and evaluates alternative courses of action; makes decisions based on correct assumptions concerning resources and guidelines; supports decisions or recommendations with data or reasoning; defines and implements solutions to problems; and recognizes when no action is required. Communication Skill Presents and expresses ideas and information effectively and concisely in an oral and/or written mode; listens to and comprehends what others are saying; shares information with others and facilitates the open exchange of ideas and information; is open, honest, and straightforward with others; provides a complete and timely explanation of issues and decisions in a manner appropriate for the audience; and presents information and material in a manner that gains the agreement of others. Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals effectively with others in favorable and unfavorable situations regardless of their status or position; accepts interpersonal and cultural differences; manages conflict/confrontations/ disagreements in a positive manner that minimizes personal impact, to include controlling one’s own feelings and reactions; and provides appropriate support to others. Direction and Motivation Motivates and provides direction in the activities of others to accomplish goals; gains the respect and confidence of others; appropriately assigns work and authority to others in the accomplishment of goals; provides advice and assistance as required. Supervisory role Performance Displays knowledge of the roles, responsibilities, and duties of supervisors and managers; accurately assesses the impact upon others of role performance; and supports and promotes organizational decisions, policies, programs, and initiatives such as EEO and Affirmative Action. Specialty Competence Understands and appropriately applies procedures, requirements, regulations, and policies; maintains credibility with others on specialty matters; uses appropriate procedures or systems in the operation and/or staff environment as the position requires. Organizational Knowledge Demonstrates knowledge of the department’s or agency’s organizational components, the mission[s] of each relevant organizational unit, and the principal programs in the organization. Leadership Establishes work standards and expectations for self and others. Appropriately assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals and objectives in sight at all times, monitors progress toward goals, and works to overcome barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps subordinates overcome obstacles and deal with problems. Appropriately assesses contributions and p performance of employees; provides appropriate recognition, and deals with problems as they arise. Instills in others a sense of pride in the job at hand. Executive Core Competencies [ECC] ECC #1Leading Change ECC #2Leading People ECC #3Results Driven ECC #4Business Acumen ECC #5Building Coalitions/Communications ECC #1 Leading Change This core qualification encompasses the ability to develop and implement an organizational vision which integrates key national and program goals, priorities, values, and other factors. Inherent to it is the ability to balance change and continuity – to continually strive to improve customer service and program performance within the basic government framework, to create a work environment that encourages creative thinking, and to maintain focus, intensity and persistence, even under adversity. Key Characteristics: 1. Exercising leadership and motivating managers to incorporate vision, strategic planning, and elements of quality management into the full range of the organization’s activities; encouraging creative thinking and innovation; influencing others toward a spirit of service; designing and implementing new or cutting edge programs/processes. 2. Identifying and integrating key issues affecting the organization, including political, economic, social, technological, and administrative factors. 3. Understanding the roles and relationships of the components of the state or regional policy making and implementation process, including the Governor, legislature, the judiciary, local governments, and interest groups; and formulating effective strategies to balance those interests consistent with the business of the organization. 4. Being open to change and new information; tolerating ambiguity; adapting behavior and work methods in response to new information, changing conditions, or unexpected obstacles; adjusting rapidly to new situations warranting attention and resolution. 5. Dealing effectively with pressure; maintaining focus and intensity and remaining persistent, even under adversity; recovering quickly from setbacks. 6. Displaying a high level of initiative, effort, and commitment to public service; being proactive and achievement-oriented; being self-motivated; pursuing self-development; seeking feedback from others and opportunities to master new knowledge. Leadership Competencies Creativity and Innovation – Develops new insights into situations and applies innovative solutions to make organizational improvements; creates a work environment that encourages creative thinking and innovation; designs and implements new or cutting-edge programs/processes. Resilience – Deals effectively with pressure; maintains focus and intensity and remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively balances personal life and work. Continual Learning – Grasps the essence of new information; masters new technical and business knowledge; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. Service Motivation – Creates and sustains an organizational culture which encourages others to provide the quality of service essential to high performance. Enables others to acquire the tools and support they need to perform well. Shows a commitment to public service. Influence others toward a spirit of service and meaningful contributions to mission accomplishment. External Awareness – Identifies and keeps up to date on key national and international policies and economic, political, and social trends that affect the organization. Understands near-term and long-range plans and determines how best to be positioned to achieve a competitive business advantage. Strategic Thinking – Formulates effective strategies consistent with the business and competitive strategy of the organization. Examines policy issues and strategic planning with a long-term perspective. Determines objectives and sets priorities; anticipates potential threats or opportunities. Flexibility – Is open to change and new information; adapts behavior and wok methods in response to new information, changing conditions, or unexpected obstacles. Adjust rapidly to new situations warranting attention and resolution. Vision – Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others. Influences others to translate vision into action. ECC #2 Leading People This core competency involves the ability to design and implement strategies which maximize employee potential and foster high ethical standards in meeting the organization’s vision, mission, and goals. Key Characteristics: 1. Providing leadership in setting the workforce’s expected performance levels commensurate with the organization’s strategic objectives; inspiring, motivating, and guiding others toward total accomplishment; empowering people by sharing power and authority. 2. Promoting quality through effective use of the organization’s performance management system [e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate]. 3. Valuing cultural diversity and other differences; fostering an environment where people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals. 4. Assessing employees’ unique developmental needs and providing developmental opportunities which maximize employees’ capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring. 5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations what could result in unpleasant confrontations. 6. R3solving conflicts in a positive and constructive manner; this includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when others means have not been successful. Leadership Competencies Conflict Management – Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact. Integrity/Honesty – Instills mutual trust and confidence; creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. Cultural Aw3areness – Initiates and manages cultural change within the organization to impact organizational effectiveness. Values cultural diversity and other individual differences in the workforce. Ensures that the organization builds on these differences and that employees are treated in a fair and equitable manner. Team Building – Inspires, motivates, and guides others toward goal accomplishments. Consistently develops and sustains cooperative working relationships. Encourages and facilitates cooperation within the organization and with customer groups; fosters commitment, team spirit, pride, trust. Develops leadership in others through coaching, mentoring, rewarding, and guiding employees. ECC #3 Results Driven This core competency stresses accountability and continuous improvement. It includes the ability to make timely and effective decisions and produce results through strategic planning and the implementation and evaluation of programs and policies. Key Characteristics: 1. Understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise; understanding linkages between administrative competencies and mission needs; keeping current on issues, practices, and procedures in technical areas. 2. Stressing results by formulating strategic program plans which assess policy/program feasibility and include realistic short and long-term goals and objectives. 3. Exercising good judgment in structuring and organizing work an setting priorities; balancing the interests of clients and readily readjusting priorities to respond to customer demands. 4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem areas relating to program implementation and goal achievement; selecting from alternative courses of corrective action, and taking action from developed contingency plans. 5. Setting program standards; holding self and others accountable for achieving these standards; acting decisively to modify them to promote customer service and/or quality of programs and policies. 6. Identifying opportunities to develop and market new products and services with or outside of the organization; taking risks to pursue a recognized benefit or advantage. Leadership competencies Accountability Assures that effective controls are developed and maintained to ensure the integrity of the organization. Holds self and others accountable for rules and responsibilities. Can be relied upon to ensure that projects within areas of specific responsibility are completed in a timely manner and within budget. Monitors and evaluates plans; focuses on results and measuring attainment of outcomes. Entrepreneurship – Identifies opportunities to develop and market new products and services within or outside of the organization. Is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage. Customer Service – Balancing interests of a variety of clients; readily readjust priorities to respond to pressing and changing client demands. Anticipates and meets the need of clients; achieves quality end-products; is committed to continuous improvement of services. Problem Solving – Identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; provides solutions to individual and organizational problems. Decisiveness – Exercises good judgment by making sound and well-informed decision; perceives the impact and implications of decisions; makes effective and timely decisions, even when data is limited or solutions produce unpleasant consequences; is proactive and achievement oriented. Technical Credibility – Understands and appropriately applies procedures, requirements, regulations, and policies related to specialized expertise. Is able to make sound hiring and capital resource decisions and to address training and development needs. Understand linkages between administrative competencies and mission needs. ECC #4 Business Acumen This core competency involves the ability to acquire and administer human, financial, material, and information resources in a manner which instills public trust and accomplishes the organization’s mission, and to use new technology to enhance decision making. Key Characteristics 1. Assessing current and future staffing needs based on organizational goals and budget realities. Applying sound human resource principles to develop, select, and manage a diverse workforce. 2. Overseeing the allocation of financial resources; identifying cost-effective approaches; establishing and assuring the use of internal controls for financial systems. 3. Managing the budgetary process, including preparing and justifying a budget and operating the budget under organizational and legislative procedures; understanding the marketing expertise necessary to ensure appropriate funding levels. 4. Overseeing procurement and contracting procedures and processes. 5. Integrating and coordinating logistical operations. 6. Ensuring the efficient and cost-effective development and utilization of management information systems and other technological resources that meet the organization’s needs; understanding the impact of technological changes on the organization. Leadership Competencies Financial Management – Demonstrates broad understanding of principles of financial management and marketing expertise necessary to ensure appropriate funding levels. Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit thinking to set priorities; monitors expenditures in support of programs and policies, Identifies cost-effective approaches. Manages procurement and contracting. Technological Management – Uses efficient and cost-effective approaches to integrate technology into the workplace and improve program effectiveness. Develops strategies using new technology to enhance decision making. Understands the impact of technological changes on the organization. Human Resource Management – Assesses current and future staffing needs based on organizational goals and budget realities. Using merit principles, ensure staff are appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action. ECC #5 Building Coalitions/Communication This core competency involves the ability to explain, advocate and express facts and ideas in a convincing manner, and negotiate wit5h individuals and groups internally and externally. It also involves the ability to develop an expansive professional network with other organizations, and to identify the internal and external politics that impact the work of the organization. Key Characteristics 1. Representing and speaking for the organizational unit and its work [e.g., presenting, explaining, selling, defining, and negotiating] to those within and outside the office [e.g., agency heads and other government executives; corporate executives; Department of Administrative Services budget officials; legislative members and staff; the media; governor’s office; clientele and professional groups]; making clear and convincing oral presentations to individuals and groups; listening effectively and clarifying information; facilitating an open exchange of ideas. 2. Establishing and maintaining working relationships with internal organizational units [e.g., other program areas and staff support functions]; approaching each problem situation with a clear perception of organizational and political reality; using contacts to build and strengthen internal support bases; getting understanding and support from higher level management. 3. Developing and enhancing alliances with external groups [e.g., other agencies or firms, state and local governments, legislature, and clientele groups]; engaging in cross-functional activities; finding common ground with a widening range of stakeholders. 4. Working in groups and teams; conducting briefings and othe45r meetings; gaining cooperation from others to obtain information and accomplish goals; facilitating â€Å"win-win† situations. 5. Considering and responding appropriately to the needs, feelings, and capabilities of different people in different situations is tactful and treats others with respect. 6. Seeing that reports, memoranda, and other documents reflect the position and work of the organization in a clear, convincing, and organized manner. Leadership Competencies Influencing/Negotiating – Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates â€Å"win-win† situations. Partnering – Develops networks and builds alliances, engages in cross-functional activities; collaborates across boundaries, and finds common ground with a widening range of stakeholders. Utilizes contacts to build and strengthen internal support bases. Interpersonal Skills – Considers and responds appropriately to the needs, feelings, and capabilities of different people in different situations; is tactful, compassionate and sensitive, and treats others with respect. Political Savvy – Identifies the internal and external politics that impact the work of the organization. Approaches each problem situation with a clear perception of organizational and political reality; recognizes the impact of alternative courses of action. Oral Communication – Makes clear and convincing oral presentations to individuals or groups; listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication. Written Communication – Expresses facts and ideas in writing in a clear, convincing and organized manner.

Early Arizona Women Teachers :: Essays Papers

Early Arizona Women Teachers At the end of the nineteenth century, Arizona was not a state, merely a territory, with a fledgling government and an even more rudimentary school system. Great distances separated people and often the eight children required to start a school and hire a teacher could not be gathered in an area. When they could, however, the teacher was often in for a surprise. Holding school in old saloons, carrying water to the schoolhouse every day, having to use turned over barrels for desks, and being the sole caretaker of the schoolhouse were just a few of the hardships faced by teachers. For women teachers, there were still more: being paid less than male teachers, even though they were the majority, being unable to keep her job if she married, and not being able to attain higher positions such as superintendent or principal. Despite these conditions, women actively and ably pursued careers in teaching, and often went beyond the call of duty for their students and their community. By facin g many obstacles and overcoming them, the early women teachers of Arizona greatly improved the status of Arizona schools and that of women everywhere. In this period, the lot of teachers was a much more expanded role in the community than that of present-day teachers. Many teachers had to become translators when faced with the problem of teaching children who knew little or no English. In the book, Portrait of a Teacher: Mary Elizabeth Post and Something of the Times in Which She Lived, Ruth Leedy Gordon explains that Mary Elizabeth Post, an early schoolteacher in Yuma,learned Spanish simply to communicate with her students (10). She also wrote recipes for her pupils’ mothers in Spanish and went to their homes to show them how to cook new dishes (76). In their collection of stories from the pioneer days in Arizona, Dust in Our Desks: Territory Days to the Present in Arizona Schools, Alleen Pace, Margaret Ferry and L.J. Evans recorded that in an Arizona town called Morenci, teachers taught night classes for those who wanted to learn English, as well as those who wanted to learn Spanish (29). The language barrier created a lot more work for Arizona teachers, work that was not written in their contracts, but they took on the task of learning another language and teaching English to others without complaint.

Report to Shareholders Essay

Business Model When Magee Company began in 2011, the company had the goal of producing top of the line sensors to customers who demand the newest technologies. The firm would do this by manufacturing its product lines at or above the expectations of customers, while still trying to maintain a competitive price within in the market. To gain market share, the company planned to heavily promote its products, while increasing the number of distributors and sales personnel to make products more available. Current State Despite its plan’s, Magee Inc. was unstable from the beginning. With the exception of year one, Magee Comapny was never able to generate net profits from operations. This stemmed from several issues in poor management decisions. First, Magee management incorrectly believed that profits from its traditional segment could provide sufficient cash to invest in plant and product improvements for the other lines. It is now clear that Magee should have financed the operations through long-term debt. Magee believes that investments in automation could have increased productivity and therefore increase margins on products, as they were low relative to Magee competitors (see Appendix). Magee Inc. was also unable to gain a significant amount of market share due to poor marketing activities. Initially, the firm priced some products too high, which caused an initial decrease in market share. The lack of marketing management was also a factor in the reduced demand, which left the plant running below capacity. To counter act this, management decided to boost production above normal capacity. Prices were then dropped in an attempt to push product out onto the market, but this action proved futile as only two of its four products had positive margins. Because of these decisions, the firm now sits with nearly $100 million in inventories. To accommodate the inventory production and lack of sales, the firm was forced to take an emergency loan totaling nearly $82 million. Bankruptcy Alternatives Andrews plans to shut down production this current year, and will begin liquidating assets as soon as possible. In its current state, Magee has nearly $100 million in inventories, which will be sold at or slightly above cost, dependant on the length of time it takes to sell the product. The company will then be sold, either in pieces of as a whole to the Ferris company. For most of Ferris’ products, the firm’s capacity is at or near the maximum, and could be willing to purchase the entire Magee facility (See Appendix). The expected value of Magee capacity is approximately $56 million while the firm still maintains $43 million in other fixed assets. Total asking price for the entire firm would be about $105, the premium due to all equipment would be in place, fully operational, with trained staff. Magee also has the option to sell capacity in pieces, which could be sold for $50 – $60 million. The remainder of the plant would also be sold for approximately $40 million, or best offered price. In total, Magee would expect to earn between $190 and $205 after liquidation of all assets, both current and long-term. As Magee total liabilities total $150 million, the sale of all property would relieve the debt owed to creditors. Starting Over Given the opportunity to reenter the industry, there are numerous changes in strategy and operation that Magee management would do. First, the firm would enter the industry as a broad differentiator, maintaining products in all segments. In order to finance all of the operations, Magee would take on a substantial amount of long-term debt and issue stock. With available cash, the firm would invest in automation to reduce variable costs, expand the capabilities of Magee products, and market their capability widely in an effort to gain the greatest market share. Once the firm had established cash flow, Magee would make an attempt to produce new products in segments that it is competitive, but differentiated to acquire the market share of customers that find their needs in between currently available products. Another change necessary to survive in the industry would be to carefully monitor and cap inventory. Considering high end products have high materials and labor expenses, holding inventory not only has a carrying cost, but the opportunity cost of not having that cash available was a major player in Magee failing. Despite the management plans, Magee is currently owes $43 million to its creditors, and maintains about $34 million dollars in inventory in excess inventories.

Buddhist traditions in the West Free Essay Example, 1250 words

Buddhist Traditions in the West It was only from the 19th century, as European powers began to colonize Buddhist regions of Southern and Eastern Asia, that any detailed knowledge about Buddhist thinking and culture became readily available in the West. Nevertheless, in some intellectual circles, there had been an interest in Buddhism from the 18th century, and Schopenhauer is generally credited with introducing the conception of Buddhism as a major, living faith to Europe. Towards the end of the 19th century, Sir Edward Arnold, in a long poem entitled ‘The Light of Asia’ attracted many new and inquiring minds to researches in Buddhism (Ross, 1966, p. 134). It has been in the postwar period, a time of enormous cultural exchange between traditionally Buddhist regions and the West, that Buddhism has become properly established in many Western countries. For example, in 1959, the famous Japanese teacher Suzuki Roshi arrived in San Francisco, and was a key proponent of Buddh ist values in the United States and beyond, writing a series of essays on Zen Buddhism. Mass migration from some predominantly Buddhist countries to the West has, of course, also helped in the dissemination of Buddhist religious culture, but it is questionable whether or not it then spread beyond the immigrant communities in their adopted countries. We will write a custom essay sample on Buddhist traditions in the West or any topic specifically for you Only $17.96 $11.86/pageorder now Later, Buddhism became associated with what might be called ‘New-Age’ spirituality, and became something of a fashionable religion, especially among those involved in the entertainment industry. In the West, Buddhism is often thought of as an exotic and progressive, even modern religion, whereas in the East, where it has been developing for centuries, it is more likely to be thought of as traditional and familiar, and part of the basic fabric of society in many countries. Buddhist messages and motifs have become commonplace in Western culture in the past half century, and especially those associated with Tibetan Buddhism. Lopez (1998) found many examples of aspects of Buddhist culture being casually used in the West, and concluded that ‘Tibetan Buddhism has been in for some time’ (p. 2). For example, at the opening ceremony of the 1996 Olympic Games, Micky Hart’s musical piece ‘Call to Nature’ was performed, and this work begins with the chant of a Tibetan monk from Gyuoto monastery. On a more popular level, the 1995 film ‘Ace Ventura: When Nature Calls’ opens with the title character spending some time in a Tibetan monastery, while the 1992 Christmas edition of Paris Vogue magazine invited His Holiness the Dalai Lama as guest editor.