Based on the comments made by the head of the biology department, it is evident that Warren College’s administrative structure is bureaucratic. Most of the decisions that have been made do not involve the faculties. The professor insisted that the best way to solve the current financial crisis is to fix the administrative structure of the place (Bess & Dee, 2012). He also noted that there had not been any significant changes in place for three years since John’s installment as the president of the institution. Besides, the history professor insisted that an honest conversation with the faculty members is crucial to bringing changes at Warren College.
Therefore, the current governance structure is not effective at this institution. Warren College’s president, John Kenwood summoned a group of senior faculty members to deliberate on the present financial calamity in the institution. They all gathered at the president’s office intending to find a suitable solution to the problem. John aims to involve all the stakeholders, meaning that he does not want to make the decisions alone. This is evidence that he is open to a variety of ideas from all the groups. Besides, he does not take the criticisms aimed towards as personal. For example, when the head of the biology department criticizes the current decision-making within the institution, he welcomes the best ways to approach the issue.
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Alternative Governance Structure
I would recommend collective governance to address the problems at Warren College. This model of governance is a solutions-oriented and put its focus on the public value. The stakeholders are involved in improving the delivery of services as well as the management of resources. This kind of governance is useful in consensus-oriented decision-making among stakeholders (Rich & Moberg, 2017). Besides, collective governance covers both formal and informal relationships in decision-making and problem-solving. Also, collective management ensures that everybody within the institution is involved in making the decisions.
From the conversation between Warren College president and heads of faculties, it is evident that there is conflict in decision-making. Faculty heads are complaining that they have never been involved in deciding on various issues facing the institution. The head of the biology department argues that the only way to solve the problems in place is to fix the governance structure (Bess & Dee, 2012). The head of the history department agrees that the top management at Warren College has never taken a step in discussing with the faculty members. Therefore, it may be concluded that the governance structure in place is the operational model.
The comments made by the heads of the faculties show that the top management is making the decisions all alone. The history professor joked that “…the senior faculty can’t have an honest conversation with the president.” This demonstrates the level of disintegration within Warren College. Members of the faculties are dissatisfied with the way the top management is handling the school affairs. The president and other senior members of the institution implement programs without involving different stakeholders. As a result, failure to achieve the goals and objectives of the institution does not warrant a sense of responsibility among various stakeholders.
Therefore, Warren College must tie down every stakeholder to the outcome of the actions within the institution. The collective model of governance is crucial in bringing together all these people. One of the advantages of collective management is that it enables a shared and better understanding of the issues that involve many stakeholders. This allows the stakeholders to work together as a team and to deliver actions more effectively. As a result, it serves as a way of identifying the solutions that have a more significant impact on the institution. Besides, this structure may contribute new perspectives to the issues and policies; hence, it offers ways of implementing the strategies to bring positive change.
The stakeholders who are not involved in the formal activities of the institution can better understand the inner workings of the management. As a result, these people can positively influence the process of decision making. The collective model brings all the individuals together, ensuring that the organization is run in mutual consent (Rich & Moberg, 2017). The decision-making process is not the responsibility of the top management alone. Every employee is part of the whole process. Therefore, in case of a misunderstanding, the stakeholders can come together and sort the problems as a team. This exercise is vital in the overall strategic management of the institution.
Finally, a collective structure combines the relevant capacities and skills of all the stakeholders. The management must note that every employee within the institution has a vital role to play. The skills and experiences of these people can be tapped to bring a positive change to the institution. For example, the history professor is respected for her knowledge since she has served Warren College for long. Therefore, she may be consulted to give suggestions that can solve some of these issues.
References
Bess, J. L., & Dee, J. R. (2012). Understanding College and University Organization: Theories for Effective Policy and Practice; Volume I: The State of the System . Herndon, VA: Stylus Publishing, LLC.
Metin, H., Preniqi, N., & Gërvalla, M. (2017). The Effect of the Organizational Culture, Organizational Structure and Usage of Social Media on Corporate Governance. 2017 UBT International Conference . doi:10.33107/ubt-ic.2017.270
Rich, E., & Moberg, J. (2017). Collective governance in practice. Beyond Governments , 19-32. doi:10.4324/9781351286084-2
