The behaviour of the organizational community greatly depends on its internal environment, the cooperation between the personnel and other things. However, it would be a mistake to believe that the external context has no influence on it (Allen 2001).
The Luxborough Primary School, like all other state schools in Britain, is doing its best to deliver the policy and remain on the top of the Local Education Authorities’ priorities. The Head, Trevor implemented his own approach, which he calls “house style” and was new to the school, to make the educational facility prosper and attract the attention of the authorities and parents. Due to it, the staff is tight-knit, and the pupils are taught to cooperate (Davies & Ellison 2005). Political involvement makes the school funded by the Department for Education but not self-funded and allows it to carry forward funds for now. It makes sure that the teachers are employed only by LEAs and that Governing Bodies are involved in the operations.
Needless to say that the funding decisions are made not only by the school community (the staff and governors). LEAs also attended the meeting that was devoted to the building of the new class. However, the decision of its representatives that the creation of one more class is not efficient was not considered valuable enough, which might be a mistake. One more issue may occur, as the parents were not informed of the opportunity to use these funds for other purposes. They might prefer the building of a swimming pool or car park. Moreover, the prices for the building made the Head choose H&Q. If the diversity was not that critical, another company might provide better services for the school and do everything in time. The provision of the school occurred to be affected by the neighbourhood educational facilities.
A huge problem for the Luxborough Primary School is the population of the village. There are not enough children for it to maintain all operations efficiently. The classes could not be divided decently, and different year-groups were taught together. With the growing interest towards the school, the number of pupils increased and the necessity of building a new class occurred as well as the need to hire a new teacher (Preedy, Glatter & Wise 2003). The parents also affect the behaviour of the teachers and support staff (as they interact) making them patient and trying to streamline the process of building (Smith, Farmer & Yellowley 2013). Except for that, the fact that the parents prefer to send their children to this school but not to others increased the competition between educational establishments. As Trevor communicated mostly with Piort, he faced lots of troubles. The direct interaction with Jock might have streamlined the building and be advantageous for the school.
Using the description of the case, it occurs to be not possible to make a decent technological analysis of the school (What is PESTLE analysis? 2015). There is no extended information regarding the usage of computers or any other technologies and IT systems. Still, as the new class is to be built, it seems to be clear that some new equipment is required. For example, the problems with finding the position for radiators and sockets were discussed. Here the electricians, Jock and Piotr considered the issue and influences the outcome.
The legislative system that deals with health and safety requires the building site to be caged so that the children who are attending the school avoid danger (Tooma 2008). As it can be seen, the builders often forget to secure it, which is more than a simple disadvantage. It makes the Head worry and try to quicken the process. The problem also occurs because the pupils cannot study in the class (Hauser 2014). They need to use the school hall and library for such purposes, which is inadmissible so that there is no surprise that the parents are not satisfied and tend to raise conflicts. Moreover, the legislative system made the school choose the building company only among those accepted by DfE. As a result, Trevor had no opportunity to find a company that can provide better service and have more free workers. However, it also prevented him from hiring people who do not know the standards that should be followed when dealing with educational establishments.
Finally, the role of the environment should be considered (Morrison 2009). As the class is still not ready, the children occur to be in danger of being hurt while attending school. The playground is surrounded by caging, which means that there is less free space in the yard. The fact that many parents from distant urban environments come by car also should have been considered by the Head and governors. The building of the car park could make them more satisfied. The existence of the neighbourhood schools and their wish to have some reconstructions made H&Q delay the building of the new class, otherwise they might do everything in time, and the pupils could have a place to study. As the weather was good, the days were long, and the children were all on holiday, Trevor and the School Governors decided to start building. Different conditions might have made them delay it, which could influence the outcomes, or even abandon this idea.
Reference List
Allen, M 2001, Analysing the organisational environment, Select Knowledge Limited, Beaconsfield.
Davies, B & Ellison, L 2005, Strategic direction and development of the school, Routledge, London.
Hauser, B 2014, Internal and external context specificity of leadership, Springer, Innsbruck.
Morrison, M 2009, PESTLE analysis for schools or education. Web.
Preedy, M, Glatter, R & Wise, C 2003, Strategic leadership and educational improvement, SAGE, London.
Smith, P, Farmer, M & Yellowley, W 2013, Organizational behavior, Routledge, New York.
Tooma, M 2008, Safety, security, health and environment law, Federation Press, Leichhardt.
What is PESTLE analysis? 2015. Web.