MANAGING ORGANIZATION PROCESS

Organizing, like planning, must be a carefully worked out and applied process. This process involves determining what work is needed to accomplish the goal, assigning those tasks to individuals, and arranging those individuals in a decision-making framework (organizational structure). The end result of the organizing process is an organization — a whole consisting of unified parts acting in harmony to execute tasks to achieve goals, both effectively and efficiently.

A properly implemented organizing process should result in a work environment where all team members are aware of their responsibilities. If the organizing process is not conducted well, the results may yield confusion, frustration, loss of efficiency, and limited effectiveness.

          The smooth and efficient flow of organizing processes are certain to yield favorable results. For instance, in DCNHS, Department Heads are met first by the School Principal who will help formulate an effective and efficient process for the purpose.

ORGANIZATIONAL TRANSFORMATION PROCESSES

Transformation is not something you do to an organization. It is a process that you go through yourself. Transform means to change form. Structure wins and that is the root of the issue and the key to completing the journey successfully. Both you, and others, and the organization have to change together. This change will be punctuated evolution: long periods of linear change broken by moments of disruptive shifts that are death and rebirth experiences.

          There is a paradox and a dilemma associated with this subject. There is no question that every organization, to survive and prosper in the future, has to transform its basic structure - this is the good news. The bad news is that few seem to be willing to actually do it. Instead they accept dressed up “change management” as a substitute for real work. Since organizational transformation cannot be accomplished without a requisite and deep personal process, this is not something that Management “does to” the rest of the organization nor is it something that can be done to an organization “from outside.” The transformation of an organization is a change in culture and change in habits and change in attitude and often a change in purpose. It is a reconceiving of the entire paradigm of the organization and its circumstance.

          There has been several transformations made in the Department of Education. New leaders paves the way for another transformation; hence, teachers and employees of DepEd has been accustomed to such practices and has been willing to submit to such changes.

THE CORE COMPETENCE OF ORGANIZATION

Core competency is the ability of an organization to be especially good at a particular activity (technical innovation, developing excellent managers, marketing new products, etc.).  It is the sum of individual skills and experience harnessed to the resources of the organization and may include the way information, technology and relationships are used.

All people gravitate towards their strengths. The best cook makes the meals for the family. The mechanically-inclined person fixes the squeaky door. The plant lover tends the garden.

Likewise, companies gravitate towards their strengths, but in a much more formal way. Successful businesses adopt a rigorous approach to identifying and defining their core competencies and then single-mindedly pursue them.

The CORE COMPETENCE of Davao City National High School lies on its ability to cope and contend with the emerging trends of contemporary education. Teachers of DCNHS are more than willing to respond to such rigorous demands.

MOTIVATING EMPLOYEES

In today's turbulent, often chaotic, environment, commercial success depends on employees using their full talents. Yet in spite of the myriad of available theories and practices, managers often view motivation as something of a mystery. In part this is because individuals are motivated by different things and in different ways.

In addition, these are times when delayering and the flattening of hierarchies can create insecurity and lower staff morale. Moreover, more staff than ever before are working part time or on limited-term contracts, and these employees are often especially hard to motivate.

It is a painful reality that in Davao City National High School, monetary considerations are among the widely regarded motivating factor. Teachers and employees are more driven to work if there is monetary consideration is at stake in exchange for their work.

Awards and citations no longer bear substantial merit in the performance of teachers. It seems that working has become a routine; thus, quality of outputs is not a primary considerations for as long as their respective duties and responsibilities have been performed.

There are no real disadvantages to successfully motivating employees, but there are many barriers to overcome. Barriers may include unaware or absent managers, inadequate buildings, outdated equipment, and entrenched attitudes, for example:

·         "We don't get paid extra to work harder."

·         "We've always done it this way."

·         "Our bosses don't have a clue about what we do."

·         "It doesn't say that in my job description."

·         "I'm going to do as little as possible without getting fired."

Sometimes it hurts to be a part of an organization who considers money as a primary motivating factor, but that is a reality that we cannot afford to oversee.

THE PASSIVE-AGRESSIVE ORGANIZATION

In passive-aggressive organizations, people pay those directives lip service, putting in only enough effort to appear compliant. Employees feel free to do as they see fit because there are hardly ever unpleasant consequences, and the directives themselves are often misguided and thus seem worthy of defiance. Making matters worse, senior management has left unclear where accountability actually lies, in effect absolving managers of final responsibility for anything they do. Those with initiative must wait interminably for a go-ahead, and their actions when finally taken are accompanied by a chorus of second-guessing, a poor but understandable substitute for the satisfaction of accomplishing the task at hand.

DepEd for instance as a whole, is a PASSIVE-AGGRESSIVE ORGANIZATION. Basically it is because of the centralization of its policies and guidelines. Some of which do not render effective results because they are not suitable on certain environmental factors that are not present in other school organizations in the country.

The irony of centralization like that of DepEd lies on the fact that ample studies should be conducted before a certain policy or guidelines would be issued. Moreover, DepEd should adapt flexibility of these directives whenever deemed necessary so as not to put students welfare and development in utmost jeopardy.