Organizational Development Model and Plan

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Problem identification

Development of models that help solve critical issues depends on a company’s desires to tackle its problems in a scientific approach. This will need sound mechanical orientations to attempt and unravel such mysteries, once identified institution of appropriate measures becomes long overdue. In this context, the company does adventure to provide basic military, police, and life skill education. Although there is no utilization of high stake testing, the company’s main issue lies with the students’ ability to choose either military or police profession. The company lacks a proper method that engages students in designing learning affairs to cater for their interests. This is partly because the company fails to provide a successful approach to recruiting future military and police candidates. Notably, these organizational issues arise from setting priorities, governance, and effective dialogue in the firm (Hoy & Hoy, 2009). Capacity building is a crucial consideration of the organizational development; in this respect, it is paramount for the company to institute an internal mechanism that helps solve such complexions (Fred & Allan, 2011).

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Professional training takes into account several fundamentals that help those concerned to grasp vital ideas useful to career and life skill. Most institutions would only base their interest in imparting knowledge without having a critical consideration of issues that matter to their clients (Ubels et al., 2010). In this perspective, engaging students in their training affairs to cater for their specific needs is a basic requirement for such institutions. Most importantly, programs must not be new to them. Introduction of programs at earlier stages of life helps these people identify their interest at an earlier stage of life. They would therefore, prepare their mind and thoughts to embark in a career choice with many expectations. Research shows that students’ professional skill development depends largely on the amount of time taken to help sharpen their educational needs (Ubels et al., 2010). This is true because innovation and other life skill take a longer duration to come out; progressive monitoring is therefore, essential to achieve tangible results. Assessment based on acquired life skill other than theoretical grasping of knowledge is more appropriate than testing one’s capability to remember theories learnt in a classroom session. This will help students apply knowledge in a real life situation. This does not go well with most institution interested in minting money at the expense of their students (Fred & Allan, 2011).

Designing learning affairs that rhymes with the community’s needs is also paramount in validating the entire system. Education should be problem oriented; that is why special attention of students’ learning affairs is worth considering. This will help professionals become well equipped with necessary life skills that eventually help the entire community. Training facilities with this in their curriculum are more productive in the business segment. Responding to these issues forms a complete recipe in tackling the entire educational system desires. When such systems institute methods of evaluation, it helps motivate students in embracing innovation and application of their knowledge, from this, chances are that it would be easy for them to choose a career unit within the profession. This is because they would identify themselves with certain areas of their career development (Marelize, et al., 2010).

Recruitment approach is a necessary process that helps identify appropriate group in any profession. This method determines the wellbeing of that profession because the fresh blood will either introduce new ideas or develop the existing programs into more glories. It is thus vital to lay down strategies that help identify the right personnel for hire (Marelize, et al., 2010). This must be in line with company’s policies to authenticate the process. Studies show absence of this may lead to several problems that may have a lasting impact on the future prospects of the firm for several years unless an overhaul comes to rescue the problem (Fred & Allan, 2011).

The positive consequence of assessing students is it helps the company gauge what instructional matter needs improvement in each subject matter. It also allows each instructor to improve instructional methods to make the lesson effective for student learning. This effectiveness can improve in areas such as simplifying the lessons in English, so students’ engagement with the lesson increases. Also, it allows instructors to improve the content of the lesson by adding or minimizing difficult information to make the lesson more comprehendible. As these positive consequences seem to soothe let’s view the negative consequences to the assessment process of assessments.

The negative consequence of assessments with the company is its ability to effectively create questions that challenge students learning. The assessment does not incorporate learning strategies that involve comprehension, cognitive, or numerical abilities. The assessment also has language issues in its interpretation of English to Arabic language. The assessment process does not allow students exposure to past learning areas and the majority of them have never come across any of these lessons from prior grade levels. Overall, the assessment process contradicts its ability to effectively gauge a student’s cognitive understanding of the company’s program curriculum because of an improper foundation of curriculum content.

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According to Hoy and Hoy (2009); “A highly trained professional gives most diagnostic tests to students individually. The goal is usually to identify the problems a student is experiencing. Achievement tests that are either standardized or teachers’ made would identify students’ weaknesses in academic content areas like mathematics, computation, or reading” (p. 287). This testing seems to fit perfectly for how the company assesses students’ understanding of the programs. They utilize this testing effectively because they incorporate questions in the instructional and student feedback forms for every past lesson to help restructure the curriculum and instructional methods for positive improvement of students’ learning. The company also have incorporated into the lesson plan particular needs and differentiation portion to identify students with learning disabilities or physical disadvantages, this allow instructors to adapt to those student’s desires.

According to Hoy and Hoy (2009); “Aptitude tests measures abilities developed over many years and predict how well a student will do in the future when learning unfamiliar material. The greatest difference between the two types of tests is their uses for different purposes. Achievement tests measure final performance (and perhaps give grades), while aptitude tests predict how well people will do in particular programs like college or professional school” (p. 287). This testing needs to be more functional in the curriculum to assist the company identifying if students’ will be successful in either police or military careers upon graduation (Ubels et al., 2010).

A notable example would be an ‘ASVAB’ test that the states utilizes to determine a Military Occupational Specialty (MOS) that a student would be adept at in the military aspect. The UAE needs to incorporate these types of testing into their programs to make it more effective for students’ learning process, but most importantly, it will validate on how serious students take the programs for their benefit. It will also allow determine the students needed in the program to utilize the funds and resources properly.

In the past, the development of the assessments was not close to the standards the company currently implements, but for future trends, the firm needs to separate its program from the public sector to achieve sound results in line with its duties (Ubels et al., 2010). Yes, these programs provide discipline and structure that assist students in creating an understanding of everyday life skills. My professional opinion is that it hinders its ability to engage students’ interest in joining the military or police, and needs to reforms to effectively engage students’ interest in joining either profession (Fred & Allan, 2011). If the company would emulate other first world country’s models like the U.S, I believe there would be a more apprehensive approach to the program for those interested in joining the military or police professions in future.

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The only evidence that I have to provide that the company is regressing in its ability to keep students engaged into the program is the fabrication of scores on test and attendance. This shows that the company will take desperate measures to show a positive result driven program for student success, when in actuality the company is failing to provide a successful approach to recruiting future military and police candidates. Hopefully, the company will realize that this is not the answer to recruiting and that drastic change will need to take place for a successful outcome (Marelize, et al., 2010).

These issues need a critical evaluation before embarking on possible methods of addressing them. The company should understand that as much as it is necessary to engage in capacity building to enable the country strengthens its security systems, it is equally essential to adapt novel scientific approaches of tackling issues in its dockets (Ubels et al., 2010). Assessment of students alone cannot help institute strong security systems, but rather sound systems that ensures each candidate has a right of choosing the department to specialise in would most suffice (Michael et al., 2008). Methods of ensuring they take a certain line of duty should help strengthen their faith in the system. This will go great miles in attaining the entire objectives for all stakeholders in the institution. Problems related to introduction of course basics at the lower level of learning are most appropriate because it helps make a decision on the career prospects.

Policies must therefore, be in line with the students’ unique needs, this ensures their desires forms part of the curriculum development for their benefit. A connection between the tutors and students is pivotal in the sense that it helps both sides take a decisive step in helping the company grow in all facets. The main hindrance to this is the estimated cost for implementation. But if the company has strong systems, some of its funds would need reallocation in areas that urgently need consideration to improve its capacity building prospects (Michael et al., 2008).

Participants and change agents

Implementation of these issues requires goodwill and participation of all those involved in one way or the other. The primary role should lie with the management team; these people ensures appropriate curriculum is in place prior to commencement of training. They must have a way of contributing toward the success of the company in its capacity building objectives. It would be futile to ignore active involvement of the students in the entire system; this can be effective through carrying out a survey based on the past classes to assess what they think should be appropriate for the coming groups before engaging them to give their inexperienced perception to build a bigger picture of the entire evaluation scheme. The approach will yield fruits if given the right perception to include significant issues affecting the recruits in their specific careers (Fred & Allan, 2011).

Problem diagnosis

The assessment process for the three terms (winter, spring, and fall) in which term one (fall season) the baseline assessment in all subject matter would not reflect the real issues students know and those they need to understand helping carry out an assessment of foundational learning. This may lead to misjudgement and eventually a compromise in capacity building because the tutors’ assumption may not reflect the facts if students do not participate. This call for restructuring of management approaches to take into account an evidence-based method that solves real issues of concern to both parties (Fred & Allan, 2011). At the end, of each term students undergo a final assessment to see what they have comprehended from each lesson taught. This does not encourage innovation and other key life skill, in fact, not all students’ abilities are examinable.

Procedure of solving problem

This need to take into account the basics and other problems in a chronological manner to help both students and tutors attain their objectives. First, the institution should ensure they acquaint themselves with the community and students’ expectations; this helps design appropriate measures to answer their worries. Once these issues get a nod, making viable policies in line with these will help attain the goal in a more easy way (Marelize et al., 2010).

Secondly, giving students an appropriate channels of making the decision to join either the military or the police department based on their unique abilities is crucial. This will help produce the best out of them. Engaging students in organizational and curriculum development brings harmony in the entire company structure because it will include their expectations and specific needs. Despite utilizing the formative and summative assessment process throughout each lesson to check for understanding and comprehension at the end of each term, innovative methods of evaluation will help tap other skills from the students (Michael et al., 2008).

Thirdly, before recruiting the students, it is essential to conduct a survey from the past graduates and incorporate their views on what they thought should have been appropriate. This will provide the benchmark of designing a solid method of integrating future groups into the programs while taking care of their distinct requirements. Introduction of basic classes in earlier stages of learning will also help build a strong foundation for people interested in the career.

Finally, aligning organizational structures from the management team to the lowest stakeholder helps connect the main goal to the needs of everyone within the institution.

References

Fred, C.L, & Allan, C.O. (2011). Educational Administration: Concepts and Practices. Mason-OH: Cengage learning.

Hoy, A., & Hoy, W. (2009). Instructional Leadership: A Research-Based Guide to Learning in Schools (3rd ed). Boston, MA: Pearson Education, Inc.

Marelize, G.A., Gorgens, M., &Kusek, Z.J. (2010). Making monitoring and evaluation systems work: a capacity development toolkit. Washington DC: World Bank Publication.

Michael, F., DiPaola, M.F., & Wayne K.H. (2008). Principals improving instruction: supervision, evaluation, and professional development. Mason OH: Pearson/Allyn and Bacon.

Ubels, J., Naa-Aku, A.B., &Fowle, A. (2010).Capacity Development in Practice. London, UK: Earthscan Ltd.

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