Transforming Public and Non-Profit Organizations, Essay Example

When choosing to take a management course the idea was based on the generic idea of what management was. If you could tell a few people to drop an order of fries and make sure the condiments are stocked, management would be a breeze. This was the assumption going into this class too. Get grouped with other students, point out parts of projects to complete, we all compile it together and bam, easy A. However, as it was learned very early on, it’s not about being able to manage a McDonalds, it’s about the bigger picture of the entire idea of what a manager is. Perhaps some individual just have a natural ability to take leadership and have manager characteristics. During the progression of this class, personally it has come to question as to whether management is something that can be learned. Or is it necessary for an individual to have the natural instinct in order for a class like this to be beneficial. Regardless of the answer, there are many concepts that will be addressed regarding management in this discussion paper.

Leadership theories are an important part of management. There is a clear differential between managers and leader. There are many competencies that aid in this journey. “The intra-personal level includes these competencies: ethical, reflective/learning-oriented, empathetic, visionary/foresight, creative/innovative. One must also have an operational mindset, which includes these competencies: trustee/caretaker, mission-driven, accountable, integrative/systems thinker, attention to detail, comfortable with ambiguity. At the interpersonal level, the transformational steward is: a trust builder, empowering, democratic, power sharing, and a coalition builder” (Kee & Newcomer, 2008). The more competencies that an individual possess, the better the potential leader.

A point that is very important to discuss is the difference between a manager and a leader. Reverting back to the McDonalds manager example. This job, by no means is being belittled. Having a couple dozen high school students working in a place where they would rather be socializing, and customer who order dollar burgers and want filet mignon in return would have its own challenges. This would be a place where leadership could prove more valuable than originally perceived. When an individual is able to lead a group, it is typically based upon factors such as listed above. Most importantly, it is viewed as respect. Those high school kids show up for their shifts because they respect the leader, not because their manager put them on the schedule. Again, this is a very remedial explanation, but being given the creative freedom to think it out, it helps to take the learning and associate it on a more personal level. It is easier to associate with McDonalds than it is to an international billion dollar company.

Another topic covered in this class is the need for change. The possibility of change in the public interest is important, but leading it is dire. In order for the executive leader to be successful in determining organizational capabilities and change risk, strategizing and arguing the need for change, implementing and maintaining necessary change, and reinforcing change, they have to know their role. “The way in which such change management occurs is organized around four constructs: change complexity, sociopolitical environment, organizational capacity and stakeholders. Embedded in each of these four constructs is an overriding awareness of the normative role of the public interest” (Kee & Newcomer, 2008). There is a clear process that is implemented as the change is deemed necessary.

Along the line of change, is performance measurement. “Performance measurement is the ongoing monitoring and reporting of program accomplishments, particularly progress toward pre?established goals” (Starling, 2008). It is not easy to measure performance because it seems that it is continually changing. As Starling implied it is the tail that wants to wag the dog at times. There are requirements for measuring standards against performance that have yet to be defined. Without clear objective or intent for a program, the performance will never be up to par. This can show that there is a very important disconnect in the process. If a company expect so much revenue to be generated quarterly, there would be breakdowns of production and where they need to be. However, if a revenue goal is not broke down by department, would there be any success in measuring the performance?

According to Starling, “we also have program evaluation – a study type to see how well a program is working” (Starling, 2008). The performance data can then be compiled and utilized for several different functions. The first is to inform. This allows executives and stakeholders the opportunity to use the data to determine if, when, where, and why change would be necessary, and it allows them to make their cases for change. The second option is to focus. This is where the focus on the data covers various aspects of performance programmatic that could potentially be affected. Lastly, is to track. This is where the effects of change are used to reward or reinforce the appropriate stakeholders for their achieving the target goals.

The program as laid out by Starling has a lot of significant relevance in managing. Program evaluation could determine how well a manger really is doing. For example, the line leader determines that they could increase production significantly by adding one additional person. Justifying the need to increase payroll is offset by the potential for return. The line produces even more than originally projected, and the upper management is ecstatic. The program evaluation is positive because it proved to be even better than originally thought. Now they are given the option to go back and revisit the idea of changing other lines to have the success that line one found. This process is significantly important for managers and businesses alike.

In the classroom we addressed many questions like why should we measure performance? What should be measure? How frequently should we measure? Who will analyze and collect the data? How should we measure performance? (Kee & Newcomer, 2008). Again the problem with program management is the ability to measure its true output. If there is not a program put into place that can accurately dictate the outcome, there will be no possibility that this will find its success. Therefore it has to be predetermined who will collect the data, who will measure it, and who will interpret it.

One of the exercises what to act as a change agent. The first responsibility was to diagnose how effective the performance measurement system is, and if it works or not. Second determining if there are different measures that need to be taken. The performance measuring system should be able to tell the amount of counting forms and output. Clearly this role was more complicated because there is no company that a student could actually act as a change agent for. It would be a great opportunity to be able to go into a company and actually analyze their performance measuring systems. Seeing first-hand how a company makes such determinations from scratch and to see what changes personally would be suggested for implementation. Even with book knowledge, it would be difficult to see this being an easy task, but it would be a significant learning opportunity none the less.

Lastly, it is necessary to point out an important concept that ties into the majority of the learning, project management is a form of accountability. It appear to be results. It shows that things are appearing to be going as expected, but it leaves out important details that really are necessary. Even if a lot of things are being measured, it has to be clear why it is being measured or why a program exist. If it can’t be determined how things will be effected if it ends, is it really necessary?

References

Kee, J.E. and Newcomer, K. E. (2008). Transforming Public and Non-Profit Organizations: Stewardship for Leading Change. Public Organiz Rev (2010) 10:299–301

Starling, Grover. (2008) Managing the Public Sector. Thomas Higher Education.