Catanduanes State University GRADUATE SCHOOL Virac, Catanduanes RAISSA A.

DEL VALLE BA 401: Organization and Management Permit No. 3221 ORGANIZATIONAL MANAGEMENT Objectives (missions, goals and targets) Conflicts between objectives Appropriate strategy formulation Determination of culture Different models available for categorizing cultures Different models of organizational management available to achieve goal congruence

I am associating the image of the above mobile phone to the concept of Organizational Management. Before the creation of a phone, it first undergoes series of tactful brainstorming of the features, designs model, etc, and the market it will cater before its actual manufacturing and selling. The manufacturer has therefore set objectives for the phone prior to its introduction in the public and in the market. However, even objectives have been set, conflicts still come out, and hence applicable strategy has to be formulated. In any organization, different cultures arise. The management has to determine the cultures that exist in the organization since existence of diverse beliefs, traditions, embodied in a culture, may affect the operation of the organization. Also, knowing the cultures present in an organization mean knowing how to make a good deal or implementing appropriate action whenever cultural setbacks come up.

In a mobile phone point of view, a phone is created to get along with the variance of cultures existing in the market. A keypad feature of a mobile phone in America is far different from that of the keys in Middle East countries though both are made by a known mobile manufacturer. A number of models or ways of organizational management are available in order to attain the goal of the organization. Whichever of the model shall apply to issues an organization might be into. Lastly, organizational management is about having to learn the inside and out of an organization. Inside, these are the people, where each has a distinct purpose, which each develops some structure so members can do their work. Outside, this is the general environment that may affect the organization --the economic, political, legal, socio cultural, demographic, technological and global conditions. When both factors are known, any future difficulty that the organization will have to face can be dealt with well with the aid of choosing the strategies best for the situation. With regards to the mobile phone reflecting on the organizational management concepts, one cannot repair or detect what is damage on the phone, if one does not know any about the phone as a whole. The inside (circuits and parts) and outside, the phone image and the features it contain.

MANAGEMENT OF RELATIONSHIP Process of management covering planning, organizing, staffing, directing, motivating, communicating and control Concept of power, authority, responsibility and delegation Characteristics of leaders and managers Management style theories Contingency Approach

Parts of the Human Body

Management of relationships is vital to the well being of the organization and its upstream and down-stream partners. The most valuable of all business relationships are likely to be those that are collaborative. Where organizations work together using their specialized resources innovatively to achieve aims and objectives that could not be realized on their own, collaborative relationship management principles will apply. I am relating the Human Body to Management of Relationship in an organization. The human body can be viewed as a system in which parts do things for other parts and for the organism as a whole. Different parts of the human body play a vital role for the human to live and do multiple tasks. The parts work harmoniously as they are interrelated with each other. The different body systems work together to build the functioning human body. Similar to the human body, an organization is also a system in which it is composed of group of individuals where in one way or another carry out duties in line with the goals and objectives that the

company sets for its purpose. These individuals are working collaboratively; one is dependent of the other and vice-versa. The human body is composed of different parts and that an item may not work if its parts are missing. Also, an assembly of parts can perform functions that the single parts cannot perform alone. Same goes with the organization, each on the organizational structure are important, one unit cannot perform without the assistance of other unit. It should be noted that parts within a system usually influence one another and that a system may not work as well, or at all, if a part is missing, broken or worn out, or misconnected. In addition, they should be able to make correlations about systems in general to systems of the human body. Specific to the human body, students should understand the following: by eating food, humans obtain energy and materials for body repair and growth; by breathing, humans take in the oxygen they need to live; by communicating with all parts of the body, the brain understands what is going on at different parts throughout the body; and the skeleton provides the body with structure and protection.

Relationship management is one of the most important management systems that should be in place and as such it should be clearly documented both in policy and in practice. It uses its own virtuous action cycle that acknowledges the joint nature of the endeavor and ensures that performance increases become inevitable.

MANAGEMENT OF CHANGE Stages and process of management change Structural change and cultural change Approaches to the management of organizational development Importance of managing critical period of change Ways of handling these periods of change

Human Growth Development

Change in everything is inevitable. If there is one thing permanent in this world, that is change. In an organizations setting, change will always be in the air, it will always happen at any time of the day. Organizations are changing because the world around them has changed and is continuing to change. As the human growth development portrays, an organization as well go through stages and these stages have to adapt processes on how these would be properly manage. Say for example, an organization is a new one (infant) it is in a crucial stage where it has to be taken cared of well because if not rightly nurtured, it may not develop fully and be where it actually is looking forward to be in the future. An organization, just like a human being will come to a point where it faces a critical period of change. For the organization, it could be nearly in the brink of bankruptcy or chaos among employees, etc. For humans, perhaps it will be nearing retiring age or separation from work. In order to resolve these occurrences, several ways and means which is appropriate for the situation has to be considered by the organization and the individuals.

We can look at change in two ways. We can consider it, first of all, in terms of the change itself the new syllabus, the new technique, the new textbook etc. However, this kind of view will not explain many of the difficulties and apparent irrationalities that are experienced in the change process. An alternative is to view change in terms of the change in behavior (and the attitudes and values that underlie that behavior) required of the people involved in order to accommodate themselves to the actual innovation. When we view change as a human problem in this way, a number of fundamental features emerge: 1. Change is not just a professional concept. Change is a natural part of the human condition. It is likely that people react to professional change in the same way as they react to change in other aspects of their lives, such as marriage, accidents, growing up etc. 2. Change in one aspect of a persons life will have an effect on, and be affected by, other aspects. Reactions to professional change, therefore can often have little or nothing to do with the actual change itself, but may be conditioned by apparently unrelated factors. 3. Change poses a potential threat to what psychologists call the key meanings of our lives (Blacker and Shimmin, 1984). Key meanings provide stability and security, and make our behaviour meaningful. Examples of key meanings are our relationships with other people, our perception of our status, our moral or religious values, our group allegiances, our habits and routines. Any change poses a threat to one or more of these key meanings. Individual reactions to change Marris (1974) approached the question of individual reactions to change by studying reactions to bereavement. He argued that if we study how people react to what must be the most disruptive of all changes the death of a loved one -, this can give us an indication of how people react to change in general. Individuals act both as themselves and as representatives of their groups. Since individuals greatly fear isolation from their groups, when in doubt it is best to trust the group loyalty to dominate. The power of groups to affect individual behaviour is generally ignored in ELT teacher training, where teachers are by and large trained or retrained as individuals. The logic of the ideas on group norms argues in favour of educating teachers in their normal work groups i.e. their school, faculty or department. When considering human behaviour, there is no objective reality. People behave in accordance with how they perceive the situation to be. And perceptions vary, because individuals approach the same situation with different key meanings. Changes which appear reasonable and straightforward to some may, in altogether unforeseen ways, undermine certain key attachments that are felt by others. (Blacker and Shimmin, 1984).

If changes are to be effective, the differing perceptions of all concerned parties must be taken into account. If they are not, there is a risk that reaction to the change will be non-committal or downright obstructive. (For a good illustration of this, see Tomlinson, 1990. In Tomlinson s example the perceptions of certain key players were not taken into account with the result that many of the aims of the project were not fulfilled.) (See also Tomlinson, 1988). Educational innovation is particularly prone to this kind of problem, as educational systems comprise alarge number of groups with differing needs and interests as well as teachers and students, there are head teachers, ministry officials, inspectors and advisers, examination bodies, textbook writers, academics and publishers. Change is an important feature in. We need to see change as a human problem and concentrate on the impact that any change will have on the individuals and groups involved. This involves recognizing some important aspects of how people react to change. Change disturbs the framework by which we make sense of our lives and our natural reaction is to resist. On an individual level, change generates the problem of integrating new ideas or actions into our existing network of key meanings. The process of accommodation is slow, often contradictory and can only be achieved by the individual concerned. Change also threatens group norms. People fear isolation from their groups and so will resist straying too far from the group norm, even at the cost of their own individual feelings. Lastly, in any socal activity, such as education, there will be differing perceptions of the need for and the nature of any change.