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Stakeholder Template

Stakeholder Analysis
Directions: To conduct the stakeholder analysis, begin by identifying individuals and groups that are affected by, have influence over, or have an interest in solving the problem you are attempting to address in the organization. List titles and groups in the specified column. Do not list names of specific individuals. Next, describe the role of each individual/group using the corresponding column. It is important to determine whether or not the individual/group has a negative (-), indifferent (0), positive (+) or very positive (+) predisposition about the problem, and this should be noted in the corresponding column. Next, determine the individual/group level of influence and support using the "Current-State Matrix" terminology from the corresponding tab. Examine the remaining columns and use the research you have conducted to make notes about anticipated reaction and issues, motivation, driver, expectations of exchange, when the stakeholder needs to be involved in the change effort, stakeholder management activities, who delivers, when due, and status columns.
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Title or Group Role Predisposition Support Influence Anticipated Reaction and Issues Motivation, Drivers, Expectations of Exchange When does this stakeholder need to be involved in the change effort? Stakeholder Management Activities Who Delivers When Due Status
- 0 + ++ Support
PRINCIPAL Manegment 0.1 0 8 positive neutral provide reasons for the general failure or success in organization perception on improvement ASAP Close contact daily; regular communication with staff x Now and daily Fast improvement positive
DEPUTY PRINCIPAL Disceplinary 0.5 0 3 4 positive neutral provide reasons for the general failure or success in organization perception on improvement ASAP Close contact daily; regular communication with staff x Now and daily Slow improvement unsure
HEAD OF DF DEPARTMENT deligation of duties 1 1 1.5 3 positive neutral shows reluctance show attitude to change ASAP Regular communication with staff x Now and weekly Slow improvement neutral
TEACHERS Teaching 3 0 1 1.5 neutral positive connected with students daily parenting and maintain their job ASAP Regular engagement with students x Now and weekly Fast improvement negative
SURBODINATE STAFF Guidance Counselors 2 0 6 positive positive offer the best solutions parenting and maintain their job ASAP Regular engagement with students x Now and weekly Fast improvement
Open Text Predisposition Sum - 0 + ++ Pulldown Pulldown Open Text Open Text Open Text Open Text Open Text Open Text Open Text
5 5 3 5

Current-State Matrix

INFLUENCE Negative Support/High Influence (Commit) Positive Support/High Influence (Leverage)
Negative Support/Moderate Influence (Invest) Positive Support/Moderate Influence (Plan)
Negative Support/Low Influence (Marginalize) Positive Support/Low Influence (Maintain)
SUPPORT
In the organization set up different individual plays different roles for the smooth running and operation. These divisions of roles assist in avoiding power grid impact (Goodpaster, 2012). In an organization when change is to be implemented or is introduced the members have different ways of responding to them. Response to change in an organization will depend on how it will affect the employees’ salaries, morale and the direct value to the employee. This research is done in a local high school in California analyses reasons why different group or individuals will react to a new challenge in the organization. Below is a research carried out in one of schools in Ontario area. The research analyses how the organization will respond on how to improve on the school dropouts. The school is made up of 150 employees. In this research, I compiled on how the group of 150 employees will react to high school dropout in most Ontario high schools. In the research the employees took a relaxed mode when asked their take on the relation to the improvement on school dropout issue. The higher the role in the high school the higher their perception on improvement on school dropout. That is from the head teacher to the lowest. The principal is more positive at ++8 and it slows down has the superiority diminishes to subordinate staffs. This is caused by the fact that in an organization, the superior roles will have to provide reasons for the general failure or success in organization. Additionally, the lower levels of the organization have to answer to the top most superiority authority. Has the chain of authority reduces the lesser the concern with responsibility duties. This is explained on spread sheet of research; in the school, the head of the department are never answerable for school dropout level hence has most negative appeal. Another reason found in research sample Ontario is known for violence and drug histories the members tend not to see it as a surprise on the dropout of school. The level of drop out is linked to easy money from drug smuggling. Due to this the level of relativeness to improve students’ dropout is linked to drug issues and joining of gangs in the past. The data analysis shows reluctance on the issue that is with all organizational levels reluctant at zero. In the column of head of the department, it is a 1 higher than other levels. The head of department show attitude to change because most of their children are school dropouts. They cannot afford money for other boarding schools. The deputy principal and teachers who has the role to ensure disciplinary matters in general and in class level can be consulted for the solutions. They offer facts based on the direct student relation on the discipline issues. In the research data analysis teachers who interact with students shows +1 and Deputy Principal +3. The Subordinate staff will offer the best solutions has they are specialized in many issues linking organizational duties. On the far end the head of department can pose a major barrier to implementation of plans. Subordinate group have more of a role to play in which they stand between the school and the students who drop out. They play two roles of parenting and maintain their job this can be a double standard. The role played in the improvement in school dropout must be done collectively.
References
Goodpaster, K. E. (2012). Business ethics and stakeholder analysis. Business ethics quarterly, 1(01), 53-73.
Grimble, R., & Wellard, K. (1997). Stakeholder methodologies in natural resource management: a review of principles, contexts, experiences and opportunities. Agricultural systems, 55(2), 173-193.