Grace R.

Campos Course: EDD ELM

Affiliation: Malabog National High School Position: Master Teacher I

I. Results and Analysis of Management Skills Assessment Instrument

Table 1.

Management Skills of EdDELM Student Employed in Secondary Level

Areas Indicator Mean Std.Dev. N

Market Strongly Agree 4.87 0.352 1

Clan Strongly Agree 4.8 0.414 1

Hierarchy Strongly Agree 4.53 0.516 1

Adhocracy Strongly Agree 4.87 0.352 1

Strongly Disagree = 1.00 – 1.80; Moderately Disagree = 1.81 – 2.60; Slightly Agree/Disagree = 2.61 – 3.40; Moderately Agree = 3.41 – 4.20;
Strongly Agree= 4.21 – 5.00

Table 2.

Management Skills Assessed by Secondary Education Personnel

Areas Indicator Mean Std.Dev. N

Hierarchy Strongly Agree 4.47 0.223 5

Market Strongly Agree 4.45 0.245 5

Clan Strongly Agree 4.59 0.233 5

Adhocracy Strongly Agree 4.56 0.216 5

Strongly Disagree = 1.00 – 1.80; Moderately Disagree = 1.81 – 2.60; Slightly Agree/Disagree = 2.61 – 3.40; Moderately Agree = 3.41 – 4.20;
Strongly Agree= 4.21 – 5.00

Table 3.

Management Skills Per Competencies Assessed by Secondary Education Personnel

Areas Categories Indicator Mean Std.Dev. N

Hierarchy Managing Acculturation Strongly Agree 4.52 0.303 5
 Managing Control System Strongly Agree 4.40 0.2 5

Managing Coordination Strongly Agree 4.48 0.179 5

Managing Competitiveness Strongly Agree 4.40 0.245 5

Market Energizes Employees Strongly Agree 4.56 0.329 5

Managing Customer Service Strongly Agree 4.40 0.141 5

Managing Teams Strongly Agree 4.64 0.219 5

Clan Managing Interpersonal Relationships Strongly Agree 4.60 0.316 5

Managing Development of Others Strongly Agree 4.52 0.179 5

Managing Innovation Strongly Agree 4.68 0.228 5

Adhocracy Managing the Future Strongly Agree 4.56 0.219 5

Managing Continuous Improvement Strongly Agree 4.44 0.167 5

Strongly Disagree = 1.00 – 1.80; Moderately Disagree = 1.81 – 2.60; Slightly Agree/Disagree = 2.61 – 3.40; Moderately Agree = 3.41 – 4.20; Strongly Agree=
4.21 – 5.00

Table 4.

Management Skills Per Competencies of EdDELM Student employed in Secondary Schools

Areas Categories Indicator Mean Std.Dev. N

Managing Acculturation Strongly Agree 4.60 0.548 1

Hierarchy Managing Control System Strongly Agree 4.60 0.548 1

Managing Coordination Strongly Agree 4.40 0.548 1

Managing Competitiveness Strongly Agree 4.80 0.447 1

Market Energizes Employees Strongly Agree 4.80 0.447 1

Managing Customer Service Strongly Agree 5.00 0 1

Managing Teams Strongly Agree 4.80 0.447 1

Clan Managing Interpersonal Relationships Strongly Agree 4.80 0.447 1

Managing Development of Others Strongly Agree 5.00 0 1

Adhocracy Managing Innovation Strongly Agree 4.8 0.447 1
 Managing the Future Strongly Agree 5 0 1

Managing Continuous Improvement Strongly Agree 4.8 0.447 1

Strongly Disagree = 1.00 – 1.80; Moderately Disagree = 1.81 – 2.60; Slightly Agree/Disagree = 2.61 – 3.40; Moderately Agree = 3.41 – 4.20; Strongly Agree=
4.21 – 5.00

A. Implications to management strengths and weaknesses as gleaned

Based on the results of self - assessment, the strengths of the focal person are
gleaned towards managing interpersonal relationships, managing the future, and
managing customer service. Whereby the weaknesses of the focal person are gleaned
towards managing coordination and competitiveness.

In the study of Tampan (2016), it was revealed that interpersonal skills are strong
predictor of business and professional success as well as an indicator of a decrease in
organizational success, and problem solving. Similarly, the findings on the self-
assessment, indicates that the secondary workplace supports an atmosphere where in
the school system build a positive relationship to perform creative work. In addition,
managing the future speaks about being a visionary leader and an optimistic member of
the organization. As a new teacher, the focal person is still a visionary and optimistic
educator and leader.

A visionary sets a goal and uses all resources to pursue it. As a visionary
teacher, the focal person sets goals for both self and more importantly for the students
and the organization and utilize all great teacher power to work toward desired
achievements. Every teacher is a leader too, and a visionary leader works to inspire
groups of people to work together or follow them in achieving their goals, and they
require structure and organization to help them. Having a vision for the organization
implies that the leader has visualized a path for it, and to put plans into motion, they
must share this vision with their team. According to Camp's 2017 research, having goals
can help instructors either by motivating them to take directed action or by encouraging
thought that results in self-awareness and a sense of control. And this most likely a
factor common to most new teachers in the field just like the focal person. As a
visionary, the focal person has a clear view on where she will lead and achieve the
visions of the institution.

Another strength of the focal person based on self – assessment is gleaned

toward managing customer service. The students are the top clients of a school, and
prioritizing the services offered to the students is rightful be a top concern of a teacher
and school administrator. The most significant school-level element influencing student
success is teachers. Valuing the students’ voice, preferences and devising ways how to
improve services for the students or innovations likely play a significant factor in
achieving success in a school organization.

The associates and the focal person both identified managing interpersonal
relationships as a top strength of the focal person. Moreover, the associates incited that
the focal person strengths are also gleaned towards managing teams and innovations,
 both of which are from different competencies. The associates highlighted managing
teams as another competency highly exhibited by the focal person. The findings indicate
that the associates are concerned about effective leadership management. The kind of
relationships that affect employees' views of risk toward taking on tasks that will benefit
the organization are those that leaders cultivate by getting to know their staff members,
demonstrating empathy and respect, and offering support and trust.

Furthermore, another important organizational culture as observed by the

associates is gleaned towards adhocracy which specifically is managing innovation. In
the classroom setting, teachers oversee developing an innovative culture and teaching
students that the academic aspect matters. Likewise in management, a leader should
also possess an innovative character that will help create an inventive workplace
catering the needs of the organization in a different way. The associates view this as
one of the greatest strengths of the focal person. Though one of the youngest leaders in
the school organization, the focal person acted or have done something outside the
normal thinking frame. In addition, the new breed of teachers possesses braveness and
serves as a motivating factor in making changes or innovating and looking things from
different perspectives.

Surprisingly, the associates and the focal person provided almost similar ratings
for the areas of weaknesses of the focal person. The weaknesses are gleaned towards
adhocracy, citing managing innovation, the future and continuous improvement as the
weakness of the focal person. In addition, a competency under market was also one of
the named weaknesses of the focal person, managing competitiveness should also be
improved.

B. Does your appraisal of management competence and area for improvement match or
are compatible with those identified by the other independent raters?

The appraisal of management competence and area for improvement are not
compatible with those identified by other raters in terms of citing the strengths of the
focal person, but in terms of the weaknesses, the two parties cited common grounds
that needs for improvement.

C. Enrich your analysis by pointing out common or uncommon perceptions among your
raters.

The personal views and the other raters pointed out different perceptions. The
focal person incited almost similar results for three cultures, depicting clan, market, and
hierarchy culture as her strengths. The results highlighted managing customer service
under market culture, managing coordination under hierarchy, and managing
interpersonal relationships as her strengths. The focal person and the raters both
perceived adhocracy culture as the weakness and area that needs improvement.
The raters and focal persons both perceived clan culture as the strength of the
focal person. This depicts that the focal person operates on maintaining a good work
 relationship where consensus and commonality is emphasized. Building good
interpersonal relationships and communication are also emphasized. The focal person
pays important attention to establishing good interpersonal relationships as it provides
overall physical and emotional happiness in the workplace. Building good relationships
help fight loneliness while also giving sense of purpose at work and life. Moreover, the
closeness between colleagues provides an essential part of emotional support at work.
The adhocracy culture is cited by the raters and the focal person as area that
needs improvement. Adhocracy provides a clear contrast to more formal decision-
making methods. This adaptability can be beneficial in fields that change quickly since it
gives firms a competitive edge to be the first to spot and seize new opportunities. In the
case of the focal person, this area must be managed. Independent action, innovation,
and risk taking should be developed by the focal person. Moreover, the organization
should foster a place where decision – making and responsibilities are both transparent
and clearly articulated for the employees.
The market culture is also perceived by the focal person as a strength. This
depicts that the focal person, focus on performance and results and help the
organization become more productive. The results depict aggressiveness of the focal
person which can be associated as being new in the field. The wavelength of experience
may be short for the focal person but the drive and passion is still fresh and is driven by
strong will and competitiveness to achieve excellence and customer service at work.
The associates and focal persons both highlighted adhocracy as the weakness.
Therefore, the focal person should focus on improving this area utilizing the advantages
of the other cultures to improve adhocracy qualities.

II. OCAI
1.1 Graphical presentation
 OCAI
NOW PREFERED
CLAN

40.00

20.00

HIERARCHY 0.00 ADHOCRACY

MARKET

1.2 Three defining features of my Organizational culture. Explain the dynamics of

such cultural climate, based on readings of current literature

The three defining features of my Organizational culture are hierarchy, clan, and
market. These features are what apparently is observable in my perspectives and with the
lens of my associates.
My colleagues are obsessed with hierarchical culture and clearly would want to
observe the levels and structures of the organization. Employees feel secured in a
workplace when given responsibilities and are being well compensated. The requirements
of employees for security and predictability can be satisfied with the aid of a hierarchical
culture. People seek to experience order, predictability, and control in their life, according to
Maslow's Hierarchy of Needs. A hierarchical structure can be a great approach to satisfy
people's security requirements and win their loyalty in an organization.
Our organization also operates on clan culture. The organization works like a family
and emphasizes consensus and commonality. Interpersonal relationships and
communication are also emphasized in our organization, and by doing so, it portrays an
image to create one big happy family. Teachers interact frequently. Even beyond work
hours, they typically stay close and bond over meals while also sharing personal struggles
or victories. There are academic leaders who disapprove of faculty members networking
with other schools or organizations. Despite its advantages, an exclusively clan culture may
give rise to isolationism. They rely on themselves far too much. They refrain from seeking
out pertinent procedures at other schools. Communication would be primarily top-down, as it
is in most Filipino homes. Younger members would be more likely to keep their proposals
for improvement to themselves or look for better places to live under such a strong clan
culture, which would be impacted by their generational perspective.
Another prominent organizational culture of our school is gleaned towards market
culture. Delivering value, making decisions quickly, and completing tasks in general are
priorities in the market culture. Decision-making and quickness are not attributes associated
with educational institutions. And it has been noted that this might be due to a predilection
for a clan-like culture and a concentration on relationships which is also dominant in our
organization. However, results indicate that our organization also pays attention to market
attributes which is manifested in our school practices. Recent studies have shed light on the
crucial roles that organizational culture and a focus on the market play in improving
organizational effectiveness. Employees in a market culture are always encouraged to go
above and beyond and are motivated and inspired by their leaders, which results in team
members who are continuously focused on enhancing their skills and expertise.

a. Least dominant characteristics. Discuss in terms of advantages and

disadvantages

The least dominant characteristics observed by the focal person and the associates
falls under the culture of adhocracy. The term "adhocracy culture" refers to an organization
that operates haphazardly. Leaders that react quickly to situations and are open to change
encourage teams to change course on tasks and objectives as needed. While typical
hierarchical organizations erect barriers and defenses against risk, adhocracy scoffs at
consistency and stability. Companies with an adhocracy culture value collaboration among
employees to identify the best solutions to problems. It is sometimes referred to more
broadly as any form of democratic or participatory decision-making framework.

b. Include a potion in your discussion if change is necessary and along what

aspects of culture change must be affected, from your own level of
perception

One of the key elements in influencing employees' behaviors and attitudes is the
culture of the organization. People come together for a common goal because of the
organizational culture. While a result, administrators and teachers may need to be mindful of
this as they establish the institutional culture or classroom culture as these views on culture
originate from the business world.
My organization should glean towards adhocracy culture. Our organization should
highlight the features of adhocracy. I think that to promote autonomy, innovation, and risk-
taking at work, it is important that roles and duties related to autonomy and decision-making
are both transparent and well-defined.
Decisions should be taken swiftly in response to pressing school needs. In
circumstances where in-depth study is of minimal value, leaders and even teachers should
 be enabled to respond instinctively. Adhocracy-based organizations are characterized as
adaptable, which I believe is needed in the 21 st century. The present generation faces
unprecedented events, and all adversities, organizations and employees should foster
resilience and flexibility, which I believe are attributes of the adhocracy culture. Along with
other key indicators of other cultures, the advantages of each should be of use and put into
greater practice in every organization.

References:
Camp, H. (2017). Goal Setting as Teacher Development Practice. International Journal of
Teaching and Learning in Higher Education. 2017, Volume 29, Number 1, 61-72.