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“In addition to organizational structure, the people within an organization determine how the organization functions. The values and perspectives of these individuals can influence how programs are implemented, how the organization obtains money and other resources, who is hired by the organization, and what services the organization provides,” (Hardina, Middleton, Montana & Simpson, 2007 pg. 29). The following will analyze the Saginaw Intermediate School District (Saginaw ISD) and their ability to meet the needs of those people it serves as well as those individuals they employ. Stakeholder Groups Recruiting and retaining active stakeholders increases, “Greater community support and buy-in, varied perspectives, a better understanding of the community context and an overall, more effective effort,” (Morgan, Stakeholders and Collaborators, 2018).
I whole-heartedly agree with Moran when she states that, “the absence of trust impedes effectiveness and progress” (99). People need to be able to rely on one another and feel that what they are saying has value. Also, teachers want to know that administrators are going to put into place the steps in order to reach a goal if that is what they say they are going to do. Finally, parents and students need to have trust in the system which is often difficult when the system has failed them in the past. Therefore, establishing and maintaining this trust in each other is paramount to running a successful student-centered school.
Over time, schools have become more refined and communicative, especially with the addition of student liaisons at board meetings, reporting on their school’s events, activities, and
Some of the important stakeholders include: internal (executive and senior management, such as CFO, CEO, CNIO, CMIO, CIO, departmental directors), interphase (focus groups representing front line clinicians, pharmacists, nurses, other allied healthcare professionals) and external ( e.g. government regulatory bodies, patients, accreditation associations). As a stakeholder is any individual that can affect or be affected by the CIS deployment, it is important to identify and engaging them early on is critical to the latter success. The interphase stakeholders know best the workflows at the point of care and will help identify a system that is compatible with the needs and has functionality that is in line with the processes. The internal stakeholders
Chapter two of the textbook revolves around the learning community within each school. While many communities fail, these groups of people have the ability to foster change (Kalkan, 2002, p. 1620). The learning community will aid the leader in pushing forth his/her vision for the year and will empower the stakeholders to assist in said vision. By collaborating with the staff as mentioned throughout the chapter, the school leader is able to uphold ISLLC Standard 1, Function A.
This was a school that was previously non-profit so there are previous generations of stakeholders who still believe in the founding fundamentals. The human resources department could have had a valuable input in responding to the situation. By trying to intertwine the growth of the campus with the cohesiveness of the community the Meritas Family could have started an ascending growth rate in student enrollment. Communicating with staff and parents could have given administrators another perspective to look at the campuses. The overall objectives could have been met with strategic planning.
The text states, “The superintendent did have enormous power of initiative in virtually all matters concerning the schools: the appointment of staff, the selection of textbooks, plans and contracts for buildings, the determination of the curriculum, and normal decisions about everyday running of the schools” (159). When examining the formal education of our current educational institutions, it is evident that the power structure lies with superintendents, school boards and principals who share expectations on how classrooms should be run as well as decision making for the betterment of the institution and students. Overall, formal education has evolved and will continue to evolve as educators search for their perception of the “one best system” for their students. Throughout the history of education, power structure and social class matters have influenced how educators implement regulations, interact with community members and fellow educators, but most importantly, the education of students so that they may be instilled with the skills and confidence to further themselves as
One of the commitments that must be upheld by educators is the commitment to the student. In order to be committed to the student the educator must maintain an appropriate relationship with the students. Within this relationship the educator is to “[discipline] students justly and fairly [in a way that] does not deliberately embarrass or humiliate them” (NC State Board of Education, 1998). Moreover, when obtaining information about the student in a professional setting the educator is to keep such information confidential unless it is deemed appropriate for professional reasons. Similarly, the educator should “[Refuse] to accept significant gifts, favors, or additional compensation that might influence or appear to influence professional decisions or actions” (NC State Board of Education, 1998).
Members participated on improving the school by supporting the staff and students, and also planning, organizing, and executing school
Build positive relationships with students will help establish a more comfortable classroom environment. Michie have put a great amount of effort at trying to get to know his students on a more personal level, such as through individual home visiting and personal questionnaires about each student’s likes and dislikes about school. In order for students to feel that the information is relevant to them, teachers should make connections and relate to real life examples. Michie uses his past classroom experiences to connect to his students and further sparks class discussion. Michie would try to relate to what the students were going through in their lives to get to know them better.
Introduction This case study explores the acquisition of the Body Shop, which is one of the largest franchise cosmetics companies in the world, by L’Oreal. The main concentration of the case study aims at investigating the impact on business ethics and corporate social responsibility by the concentricity of the Body Shop and L’Oreal and how the general attitude and buying behaviour is distorted in the course of this acquisition. L‘Oreal being the big conglomerate in the cosmetics industry acquired the Body Shop International which is comparably small but having iconic brand of environmental and socially responsible concerns, on 17 March 2006, through a covenant of $1.2 billion. The combination of two brands in a newly formed conglomerate implies a combination of values, principles and associations that might affect a company’s appeal. The verity that L 'Oreal 's acquisition of the Body Shop provides plenty of potential growth opportunities is undeniable; nevertheless the question of how well the acquisition sits in the group of the world 's largest cosmetics company is another matter.
3. Stakeholders: Definition:A person, group or organisation that has interest or concern in an organisation. Stakeholders can affect or be affected by the organisation 's actions, objectives and policies. Some examples of key stakeholders are creditors, directors, employees, government (and its agencies), owners (shareholders), suppliers, unions, and the community from which the business draws its resources. Not all stakeholders are equal.
In their professional practice they model respect for cultural values, social justice, confidentiality ……. Trust: Teachers’ professional relationships with students, colleagues, parents, guardians and the public are based on trust. Integrity: Teachers are honest and reliable and engage in continual reflection to enhance their professional development.
The History of Business Ethics and Stakeholder Theory in America Ethics play a huge role in the global business field, since considerations have to be made on moral practices, values, and judgments that govern the direction and overall success of the company. Consequently, over the progression of history, managers, entrepreneurs, and stakeholders at the helm of organizations have always had the mandate of making moral resolves on matters of ethics. According to Hunter (2003), such an approach to ethical behavior prompts a substantial growth in the organizational corporation, as well as maximizing business profits, and creating a reputable company image (Cutler, 2004). Notably, the overall performances of organizations that take part in unethical
After reviewing the PTA National Standards for Family-School Partnerships Assessment Guide, it is clear that multiple items in my Community & Family Engagement Inventory reflect effective examples of the various essential features included in the PTA Standards. Strengths and weaknesses of specific initiatives become more easily recognized after reviewing the standards as well. One strong example that reflects the essential features of one of the PTA Standards is our district’s Strategic Planning initiative. Standard 5 states that families should be “full partners in making decisions that affect their children at school and in the community” (PTA, 2008, Standard 5, p. 1). The Strategic Planning initiative involved the development of a focus
