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6.3 ConclusionsItbe said that, The applicability of high performance organization framework tothese schools toward students academic achievement was 48% of all respondents.

The score is very low which indicates that even if these schools could be seenperforming somehow good in regionwise but in nationwise they still struggling, andits because of their less application of HPO framework to their school plansand processes. For them to become very strong competitors nationwise theyshould clearly adop these HPOframework. The school managemnet has to work veryhard to make sure that they apply and take seriously all HPO framework factors.

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School management are advised to carry out HPOFramework to their managementstyle.Thefollowing are the suggestions of this study based on the specific objectivesidentified in the study;Thefirst specific objective was to determine the use of management quality inCatholic schools academic plans that influences students academic achievement.As it has been seen that 44% of all respondents agreed that catholics schoolsadhered principles of management quality in running their schools, theindication of this score is that people do not convinced with the way theseschools are managed, school managers and school heads should make sure that Qualitymanagement ensures school teaching and learning processes are in qualityplanning, quality assurance, quality control and quality improvement. Qualitymanagement is focused not only on teaching and learning quality but also on themeans to achieve it. Quality management, therefore, uses quality assurance andcontrol of processes to achieve more consistent qualityin teaching and learning process. Under quality management, management orauthority learns their responsibilities and take on leardership as well assupervision to help teachers and students to achieve goals and objectivesagreed (Rose, 2005).Thesecond objective was to evaluate the practices of openness and actionorientation in Catholic schools . 44% agreed that catholics schools practicesopenness and action orientation.

The practice of openness and orientation inschools management is important because research has shown that organizationalboundaries (i.e. business unit, job function, office location) have a negativeinfluence on who interacts with whom inside the organization (de Waal, 2008). Apair of individuals that shares the same business unit, job function and officelocation communicates at an estimated rate of approximately 1,000 times higherthan two people that are not within the same boundary and who are geographicallyseparated.

So if school heads or managers do not pay dedicated attention toregular knowledge sharing and exchange of experiences with teachers andstudents, they run the risk that their schools turn into a war ground. Sometimeswe say that there are some processes which are so important that they should bedone in the same way in all units. School heads get together to talk aboutprocesses that should be common, common problems that they might have, commonstrategies they might be pursuing, and in that way they are creating goodworking environment (Zaleznik, 2004)Furthermore,the third specific objective was to assess the application of long-termorientation of workforce that influences students academic achievement. In thisspecific objective 49% of respondents agreed that catholic schools apply long-termcommittment of workforce.In an HPO, long-term committment gain is far moreimportant than short-term profit. This long-term orientation is extended to allhead of schools, teachers and the school community (de Waal, 2008). An HPOcontinuously strives to enhance value creation by learning what students want,understanding their values, building excellent relationships and having directcontact with them, involving them in the school’s affairs, being responsive tothem, and focusing on continuously enhancing academic value (Tipuric, 2014). AnHPO creates a safe and secure workplace by giving people a sense of safety(physical and mental) and job security and by using dismissal as a last resort(de Waal, 2010).

Thefourth specific objective was to determine the use of continuous improvement inCatholic schools academic strategic plans for sustainable academic achievement.The process of continuous improvement and renewal starts with an HPO adopting aunique strategy that will set the company apart by developing many newalternatives to compensate for dying strategies (de Waal, 2008). After that, anHPO will do everything in its power to fulfill this unique strategy. Itcontinuously simplifies, improves and aligns all its processes to improve itsability to respond to events efficiently and effectively and to eliminateunnecessary procedures, work, and information overload (de Waal, 2010). Thelast specific objective of this stuy was to examine the application of qualityof employees in Catholic schools to academic achievement. An HPO makes sure itassembles a diverse and complementary workforce and recruits people with maximumflexibility to help detect problems in teaching and learning processes and toincite creativity in solving them (de Waal, 2008).

An HPO continuously works onthe development of its workforce by training staff to be both resilient andflexible, letting them learn from others by going into partnerships with teachersand students, inspiring them to improve their skills so they can accomplishextraordinary results, and holding them responsible for their performances andwith that encouraging them to be creative in looking for new productive ways toachieve the desired results (Bart, 2015).As a head of school you focus onequipping your teachers to do the right things. Only when people reallyunderstand and internalize what the school aims for, will they use their energyand focus to contribute to that mission. Therefore you need to provide peoplefreedom to act, a context where they can be creative, and create trust. And ifyou get teams to cooperate based on this, you are up to something great (Bart,2015). It is not the task of the school head to take responsibility to becomehigh performing, it is the task of the school head to inspire employees to takethat journey. It is the way you use the energy of all those talentedindividuals (David, leadership quotes, 2011). 6.

4 RecommendationsThefollowing are the recommendations given by the researcher basing of the scoresas well as specific objectives of this research.Thefirst objective was to determine the use of management quality in Catholic schools academic plans that influences students academicachievement. 44% of therespondents were agreed, which is less than ahalf of all respondents. The researcheris recommending as follows; According to the study conducted by Dr. Bart Sayle in eyeforphama he suggested the following; School Heads and the management should maintain trust relationships with teachers and students  by valuing their loyalty, treating them with respect, creating and maintaining individual relationships with teachers and students, encouraging belief and trust in others. Head of schools and the management should  work with integrity and are a role model to others, because they are honest and sincere, show commitment, enthusiasm and respect, have a strong set of ethics and standards, are credible and consistent, maintain a sense of vulnerability and are not self-complacent (Bart, 2015). HPO Head of schools and the management coach and facilitate teachers and students to achieve better results by being supportive, helping them, protecting them from outside interference, and by being available to them (de Waal, 2010). Management holds people responsible for results and is decisive about non-performers by always focusing on the achievement of results, maintaining clear accountability for performance, and making tough decisions (Bart, 2015).

Head of schools at an HPO develop an effective, confident and strong management style by communicating the values and by making sure the strategy is known to and embraced by all organizational members (Bart, 2015).Thesecond objective was to evaluate the practices of openness and action orientation in Catholic schools. And 44% of therespondents were agreed, the indication of this score is that the management isnot that much open to teachers and students. The way processes and strategiesconducted in the school is not known to teachers and students thats why thescore is less than ahalf. The following is the recommendation to school head assuggested by the researcher; School management should value the opinion of teachers by frequently having dialogues with them and involving them in all important plans and school processes.

School  management should allow mistakes by permitting teachers to take risks, being prepared to take risks themselves, and seeing mistakes as an opportunity to learn (Bart, 2015). In this respect, school management welcomes and stimulates change by continuously striving for academic achievement, developing dynamic managerial capabilities to enhance flexibility, and being personally involved in change activities (Bart, 2015).Thethird objective was toassess the application of long-termorientation of workforce that influences students academicachievement. Theobjective scored 49% of the respondents who agreed that the school applieslong-term commitment. The following is a recommendation proposed the theresearchert to school management. long-term gain is far more important than short-term profit. This long-term orientation is extended to all stakeholders of the school, that is, teachers, students and society at large (de Waal, 2010). School management should understand values, building excellent relationships and having direct contact with teachers and students, involving them in the school’s affairs, being responsive to them, and focusing on continuously enhancing academic value (Bart, 2015).

  Management of an HPO is committed to the school for the long haul by balancing common purpose with self-interest, and teaching school members to put the needs of the school first (de Waal, 2010). They grow new management from their own ranks by encouraging staff to become leaders, filling positions with internal talents, and promoting from within. School management should understand that an HPO creates a safe and secure workplace by giving people a sense of safety (physical and mental) and job security and by using dismissal as a last resort (Bart, 2015). Thefourth objective was to determine the use of continuous improvement in Catholicschools academic strategic plans for sustainable academic achievement. Theobjective has been agreed by 43% of all respondents who said that, schoolsapply and use continuous improvement strategies to achieve students academicperformance.

The score is very low than needed and the following are therecommendation suggested by the researcher; School management should understand that the process of continuous improvement starts with an HPO adopting a unique strategy that will set the school apart by developing many new alternatives to compensate for dying strategies. After that, an HPO will do everything in its power to fulfill this unique strategy (de Waal, 2010). It continuously simplifies, improves and aligns all its processes to improve its ability to respond to events efficiently and effectively and to eliminate unnecessary procedures, work, and information overload (Bart, 2015). The school also measures and reports everything that matters, so it measures progress, monitors goal fulfillment and confronts the brutal facts. It reports these facts not only to management but to everyone in the school, allowing all school members to access financial and non-financial information needed to drive improvement (Bart, 2015). School management should understand that staffs at an HPO feel a moral obligation to continuously strive for the best results (de Waal, 2010). The school continuously innovates processes and services, constantly creating new sources of competitive advantage by rapidly developing new processes and services to respond to academic performance changes (Bart,2015).

Thefifth objective of the study was to examine the application of quality of employees in Catholic schools to academic achievement. The results show that, 48% of all respondents wereagreed that, schools apply quality of employees in their respective schools.The following are the recomendations suggested by the researcher; School management should apply and adhere to the maximum on HPO because it makes sure that it assembles a diverse and complementary workforce and recruits people with maximum flexibility to help detect problems in teaching and learning processes and to incite creativity in solving them (Bart, 2015).

An HPO continuously works on the development of its workforce by training staff to be both resilient and flexible, letting them learn from others by going into partnerships with suppliers and customers, inspiring them to improve their skills so they can accomplish extraordinary results, and holding them responsible for their performances and with that encouraging them to be creative in looking for new productive ways to achieve the desired results (Bart, 2015).

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