reflective analysis

EDUC 745

Case Study Part Seven

Liberty University

EDUC 745

Dr. Rector

Charles Poole

6/25/2020

Case Study Part Seven: Intervention

When addressing an organization's problem, there is no merit in treating the symptoms in most cases that will only conceal the predicament or delay the organization's discord. To fix the problem, the organization's leadership will try to get to the issue's root. There have to be action items and modifications made to the school's current operation to achieve change for an organization. The changes can occur in many different places, but the areas that will be a view for this case study are structural, systematic, cultural, and political.

Structural Intervention

In a hierarchy that is designed as a tier system, every tier's head has formal power in most situations concerning his or her level. The individual in the level above will always have more formal ability than the person below them in this pyramid design. The school being examined in this case study has an issue with the Principal executing needed communication skills.

From a structural view, this problem in a school can be addressed in a few different ways. The first intervention could be to add layers to the school structure, which would, in turn, make this school different. The benefit would add an extra layer of checks and balances for the school while dividing the principal's job up with several people. The disadvantage to this is it makes another layer of the organization, which will escalate operating costs, and this step is not sure to fix the dilemma.

The next possible intervention would come from the Superintendent’s Office (the head of the organization). The organization's top management could apply additional mandates to the school to make sure that communication duties are being met quickly (Morgan, 2006). Once again, the drawback to this adjustment is the extra labor being generated and laid on the Superintendent’s Office. This could trigger the spotlight to be taken away from the whole school.

Terminating the current principal, when all interventions have failed, is the last but best option. Such an action, though, causes the loss of an employee to improve school leadership. When the new principal comes in, there needs to be a training period for him/her, since they would be starting with a clean record with the faculty and staff. With all-new administrators, this is a change to help the school with new communication patterns.

Systematic

From a systematic standpoint, this school would benefit from a change in the principal position. Systematically nothing from a perspective has changed, but the situation change could create a new feedback loop. With further information to build a unique view from parents and faculty, the school could review present practices and see what is going right. A change in administration could create a feedback loop that was absent from the previous principal's negative connotation. Upon receiving new feedback, whether it is negative or positive, it is up to the new principal to initiate their influence to ensure the school makes positive progress.

Cultural

The principal position change would create a difference in all aspects of the school, depending upon the principal's leadership style. When a new individual is hired to the position is correcting issues from the previous, this can be a chance to create and boost the school's morale with the faculty and parents. Once the change in the administration position in this school, it could allow the ability to for the building's culture to change.

Political

When a significant change, such as a change in a school principal takes place, there will be a change in the political climate. Of course, individuals may have allegiance to the outgoing administrator who may not have a positive outlook for the school's future and might be a factor to see in the overall morale. The majority of individuals are typically excited about the new experience, which can be a positive vibe for the political environment.

Intervention Breakdown

The main reason in the intervention used with the issues in the school is the structural lens. From an operational viewpoint, the best choice for the institution's advancement is the change in the principal position. With the change, all the other lenses are affected, but the change catalyst comes from the difference in the school's overall structure. The importance of the structural lens applied could be almost one hundred percent, but thinking simplistically. When the process is used via the lenses involved in this case study, a scaffolding effect occurs. With all of the possibilities that could happen, every lens plays a role in this organization's intervention.

Conclusion

Each lens plays a significant role in the success of an institution. The school has been viewed with all of the lenses mentioned above, and it has established a valuable reflection for encouraging change in the organization. From all of the achievable interventions open, the organization's best option is to change the school principal's leadership. With this change, there will be a progressing effect felt through the organization, but with shift comes the likelihood of a rise in the organization's wellbeing.

References

Morgan, S. (2006). Images of organization. Thousand Oaks, CA: Sage Publications.

CASE STUDY SEVEN 1

CASE STUDY SEVEN 5

Case Study: Part 7 Grading Rubric

Criteria	Levels of Achievement
Content 70%	Advanced	Proficient	Developing	Not present
Multi-Dimensional Action Plan: Structural Lens Viewpoint	19 to 20 points Criteria is addressed clearly and accurately and includes an extensive description of a multi-dimensional action plan. Full application of the lens has been incorporated into the multi-dimensional action plan.	17 to 18 points Criteria is addressed clearly and includes an adequate description of a multi-dimensional action plan. Some application of the lens has been incorporated into the multi-dimensional action plan.	1 to 16 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment. Components of a multi-dimensional action plan not present.	0 points Not present
Multi-Dimensional Action Plan: Systems Lens Viewpoint	19 to 20 points Criteria is addressed clearly and accurately and includes an extensive description of a multi-dimensional action plan. Full application of the lens has been incorporated into the multi-dimensional action plan.	17 to 18 points Criteria is addressed clearly and includes an adequate description of a multi-dimensional action plan. Some application of the lens has been incorporated into the multi-dimensional action plan.	1 to 16 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment. Components of a multi-dimensional action plan not present.	0 points Not present
Multi-Dimensional Action Plan: Cultural Lens Viewpoint.	14 to 15 points Criteria is addressed clearly and accurately and includes an extensive description of a multi-dimensional action plan. Full application of the lens has been incorporated into the multi-dimensional action plan.	13 points Criteria is addressed clearly and includes an adequate description of a multi-dimensional action plan. Some application of the lens has been incorporated into the multi-dimensional action plan.	1 to 12 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment Components of a multi-dimensional action plan not present.	0 points Not present
Multi-Dimensional Action Plan: Political Lens Viewpoint	14 to 15 points Criteria is addressed clearly and accurately and includes an extensive description of a multi-dimensional action plan. Full application of the lens has been incorporated into the multi-dimensional action plan.	13 points Criteria is addressed clearly and includes an adequate description of a multi-dimensional action plan. Some application of the lens has been incorporated into the multi-dimensional action plan.	1 to 12 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment Components of a multi-dimensional action plan not present.	0 points Not present
Structure 30%	Advanced	Proficient	Developing	Not present
APA	14 to 15 points A title and reference page is included. Paper, citations, reference pages, and sources are formatted in current APA style (0-1 errors). Body of paper is 3-5 pages.	13 points A title and reference page is included. Paper, citations, reference pages, and sources are formatted in current APA style (2-3 errors). Body of paper is 3-5 pages.	1 to 12 points A title page or reference page is not included. Paper, citations, reference pages, and sources are not formatted in current APA style (4 or more errors). Body of paper is less than 3 pages.	0 points Not present
Grammar, Spelling, Mechanics	14 to 15 points Correct grammar, spelling, and mechanics are used throughout the assignment. There are 0-1 errors in grammar or spelling that distract the reader from the content.	13 points There are occasional errors in spelling, grammar, or mechanics. There are 2-3 errors in spelling, grammar, or mechanics that distract the reader from the content.	1 to 12 points There are 4 or more errors in spelling, grammar, or mechanics that distract the reader from the content.	0 points Not present