research about Nord Anglia school
(introduction)
The group of schools was founded in 1972, and they are located all over America, China, Europe, the Middle East, and also in Southeast Asia. They boast of having 66 schools in these regions with a population of over 51000 students aged between 2 years and 18 years (Eyre, 2016). The schools have different curricula that they follow, which includes the English National Curriculum, which they have adapted to offer benefits to the students of all the regions. Other curricula they use are the A-Levels, the IGCSEs, the French Baccalaureate, the International Baccalaureate Diploma Programme, and also the Swiss Maturité. For admission into the schools, they require the students to have a good understanding of English, which will help them in coping with the Curriculum taught, which is the English National Curriculum. The school organizes the students into small classes that consist of less than 20 students each (Eyre, 2016). This makes them comfortable and also allows the tutors to have their attention on all the students and to monitor their abilities, their comfort in terms of gender, nationality, and even language.
– background of school
function roles and skills of managing in schools
The management of the schools is based on each school which has leadership that answers to the main board of directors. This kind of management allows the roles of the leaders and the actions to be delegated from the governing body to the leaders of the schools in each region. This allows for easy decision making and also better results. Delegation is a way of managing, and leading the school enables quicker decision making and actions in individual schools. The skills of managing the schools require leadership knowledge and skills. The institution employs leaders with strong leadership skills and styles (Deakin, 2014). This helps in smooth leadership in every school across all the regions and also quick and sound decision making.
The leadership role is an essential function in the institution. Having strong leaders help in the direction and the critical decisions without involving the higher levels of management in the daily running of the individual institutions in different areas. This has helped in the development of the institutions and also making them independent (Deakin, 2014). This has also led to higher management, having not to deal with the daily decision making in the institution and the focus on more critical decisions in the group.
– Organizational culture and motivation. Definition.
type of organization they use in their school
strong vs. weak
The organizational culture of the group refers to the way that the organization is set. It includes the experiences, the expectations, the philosophy, and also the values that are used in guiding the behaviors of the members of the organization. The culture is visible in the working, the image, and even the interactions of the members of the organizations with the community outside it and also the expectations of the future.
The organization culture of the group of schools is in offering quality education to the students across the regions (Lo, 2002). The students are equipped with strong skills and competencies that enable them to become better equipped at facing the world and also being better leaders and contributing positively to the world. To the teachers, they are given leadership skills and better experiences with international curricula. The teachers are expected to be better examples to the students, and this expectation makes them develop leadership skills and also better attention to details from the students.
The organization type that is employed by the school is both the clan and Hierarchy organization types. The clan type of organization culture makes the organization be formed like a family and has a focus on mentoring, nurturing, and caring for all the subjects in it. It cares and nurtures the students from different backgrounds while also nurturing the tutors to be better leaders (Lo, 2002). By using the hierarchy type of organization, it puts its focus on the stability, efficiency, and making them do their things in the right way. These types of organizations help the organization to be strong and be better than their competitors.
-group development
different types of organizations
There are three different types of organizations, namely, Functional, projectized, and the matrix organization. The school makes use of the projectized kind of organization. In this type, the organization has its projections and also its targets that are set (Andreu & Sieber, 2005). The school has its forecasts and is managed as a project with its growth being the core and also the development of the members that are involved in its daily running.
How teams are used in the decision-making process.
The school has different levels of individuals from the students, the teachers, the shareholders, and the managers. The various groups are all involved in the decision making that affects the school (Cui, 2015). The teachers and the stakeholders are included in the identification of the issues that need to be addressed and also in the subjects that require a change in the schools. The managers at the highest level are tasked with the implementation of the decisions that have been arrived at.
References
Andreu, R., & Sieber, S. (2005). Knowledge integration across organizations: how different types of knowledge suggest different ‘integration trajectories.’ Knowledge and Process Management, 12(3), 153–160. https://doi.org/10.1002/kpm.232
Cui, Z. (2015). Decision Making in Cross-Functional Teams: The Role of Decision Power*. Decision Sciences, 47(3), 492–523. https://doi.org/10.1111/deci.12188
Deakin, B. (2014). Managing clinic recruitment: sourcing the right skills for administrative roles. Journal of Aesthetic Nursing, 3(3), 148–148. https://doi.org/10.12968/joan.2014.3.3.148
Eyre, D. (2016). High performance learning: How to become a world class school. Routledge.
Lo, T. Y. (2002). Quality culture: a product of motivation within organization. Managerial Auditing Journal, 17(5), 272–276. https://doi.org/10.1108/02686900210429704