Freeman Brown Private System Case Study

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Introduction



For this particular case study review, we will be analysing the Freeman-Brown Private School (FBPS) Case. The paper will answer questions related to different aspects and decisions made through the school's operational time. To be more precise, the paper will analyse FBPS and its organizational decisions/processes during its closure process.

FBPS System



Usually when an organization has a direct and interactive relationship with its external environment, it is termed as an open system. This entails the organization being co-dependent on the surroundings which could include culture, market, corporate world, industries as well as the end consumers amongst other external structures. Hence feedback and open communication to and from the organization is imperative for its success, in an open system (Griffin, n.d.). The opposite stands true for a closed system however, which is primarily an isolated structure that is not in any way dependent upon the skeleton of its external environment. This simply means that the output for closed systems is completely independent and can stand on its own; these systems are only known internally (businessdictionary.com). FBPS seemed to be a closed system for most of its operations with some cultural factors playing a role in community building aspects across campuses. Despite being a closed system, FBPS seemed to have managed the weaknesses of such a system very well and was meeting its vision of an exemplary educational institution across all of it campuses from the point of view of the studnets' families. This simply means that FBPS, while being a closed system primarily, was still successful in satisfying its end consumer.

Organizational culture and organizational climate



The circumstances of the closure as well as the short notice of its announcement does now paint a pretty picture of the nature of the organizational culture and climate of the organization. The organizational climate, which defines the qualities of its culture, was not supportive or compromising towards the needs of the faculty, the staff or the families. The culture, which is the unique social contribution to the community, was extremely stringent and unwelcoming (Uhl-Bien, Schermerhorn and Osborn, 2014.).

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All of the families who had previously been satisfied with the institutes performance were left out in the cold a with limited to no viable options.

Dr. Murphy, Caudill and closure



I believe the decision made was necessary yet harsh. Demographics being the sole reason represented for closure was a bit immature and thus came across as blindsiding. The method of communicating the reasons for closure however was better as the organization chose to answer directly to its stakeholders without any intermediary and thus eradicated possible misinterpretations or related misinformation.

Social responsibility and stakeholders



In my opinion, FBPS did display an ethical standard of social responsibility. If the financial analysis are in fact correct, then the closures were an obvious reality for some time and the way that it was handled thus, as a last minute announcement, was not only unethical bus also crippling for all parties involved. The three stakeholders that had to face the brunt of the impact were: the students and their families who were facing uncertainty with regards to completion of the academic year and were not reimbursed for the fees paid for the academic year; the faculty and the staff who were left with prospects of looming unemployment ; and, the organization’s reputation that took a major hit due to the way that the closure was announced and handled.

Stakeholders and Management



The classical approach to management is dependent upon four features: a, the leaders of the company have to implement a strict regiment and structure for each function; b, employees are chose on merit and skills; c, all functions must be devoid of foreseeable interruptions ; and d, financial security and growth is use a factor of employee motivation and employee retention (Terry, 2017). Keeping this approach….....

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References

Business Dictionary. n.d. Closes systems. Accessed from: http://www.businessdictionary.com/definition/closed-system.html

Center for Education Reform. (2011). Appendix D. Closed charter schools by state. Retrieved from https://www.edreform.com/wp-content/uploads/2011/12/CER_FINALClosedSchools2011-1.pdf

Chand, S. n.d. Modern Management Theory: Quantitative, System and Contingency Approaches to Management. Accessed from: http://www.yourarticlelibrary.com/management/modern-management-theory-quantitative-system-and-contingency-approaches-to-management/25621

Griffin, D. n.d. Open System Organizational Structure. Accessed from: http://smallbusiness.chron.com/open-system-organizational-structure-432.html

Perry, G. L. (2017). Human Relations Management Theory Basics. Business.com. Accessed from: https://www.business.com/articles/human-relations-management-theory-basics

Schermerhorn, J. (2014). Exploring Management. Hoboken, NJ: Wiley Custom Learning Solutions. ISBN: 978-1-118-62019-9

Terry, L. (2017). Classical and Scientific Management Theory. Business.com. Accessed from: https://www.business.com/articles/classical-and-scientific-management-theory/

U.S. Department of Labor. (2013). Travel expenditures during the recent recession, 2005–2011. Retrieved from http://www.bls.gov/opub/ted/2013/ted_20130115.htm

Uhl-Bien, M., Schermerhorn, J. JR., Osborn, R, 2014. Organizational Behavior 13th Edition

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