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A Comprehensive Analysis of West Chester Private School Closure and Management
Revamp
Jailene Espinoza
Grand Canyon University
Course Number: MGT-420 Dr. Alan Swank
August 20, 2023
1
A Comprehensive Analysis of West Chester Private School Closure and Management
Revamp
The closure of West Chester Private School presents an opportunity to evaluate the organizational effectiveness of West Chester Private School as an open system, assess its internal
culture, analyze the decision-making process leading to closure, identify technology and innovation challenges, propose solutions, and suggest long- and short-term goals to revamp management. This paper will provide an in-depth analysis of these aspects and conclude with a plan to integrate the four functions of management towards achieving the recommended goals.
Review of WCPS as an Open System Organizations, like West Chester Private School, are open systems that interact with their
external environment. These interactions can impact their effectiveness and performance. West Chester Private School was unable to adapt to the changing external environment, such as declining enrollment rates and increased competition, leading to reduced effectiveness as an open system at the time of closure. Organizations are open systems that continuously exchange inputs, processes, and outputs with their external environment. This interaction is crucial for organizational survival and growth. Organizations obtain inputs, such as resources and information, from the external environment, process them internally, and produce outputs that are returned to the environment. This would involve considering factors such as communication with parents and students, partnerships with other educational institutions, and engagement with the local community. Additionally, factors such as financial stability, leadership, and adaptability
in response to changes in the educational landscape and competitive market would also need to be assessed. By considering these elements, one can evaluate the effectiveness of West Chester 2
Private School as an open system, determining whether it was able to effectively adapt and thrive
in its external environment or if it faced challenges that ultimately led to its closure.
Evaluation of Organizational Culture
The decision to close two campuses at West Chester Private School was influenced by its
internal culture. The readings on internal environment highlight the importance of a positive and adaptable culture. However, West Chester Private School had a culture that resisted change and had a lack of collaboration, leading to difficulties in making effective decisions and addressing challenges. The closure of WCPS indicates a breakdown in the effectiveness of the organization as an open system. The decision to close two campuses suggests inadequate management of the interdependence between the school and its external environment. West Chester Private School may have failed to adapt to the changing demands of the education sector, resulting in a decline in student enrollment and financial difficulties. Organizational culture plays a significant role in decision-making processes. The decision to close two campuses indicates a malfunctioning organizational culture at West Chester Private School. It is crucial to assess the cultural factors that contributed to this decision. For example, if there was a lack of open communication channels or resistance to change within the organization, it may have hindered the identification of alternative solutions and prevented stakeholders from participating in the decision-making process.
Evaluation of the Decision-Making Process The decision made by Dr. Murphy and Education Management Services to close down the campuses of West Chester Private School can be evaluated positively in terms of the process they followed. The behavioral decision-making model was applied effectively in this scenario. Firstly, the model recognizes that decisions are influenced by both rationality and emotions. In 3
this case, the decision to shut down the campuses was influenced by rational factors such as the spread of COVID-19, the need for social distancing, and the potential health risks faced by students and staff. It also took into account the emotional impact of this decision on the students, their families, and the staff (Tingley, 2019). The comprehensive communication plan implemented by West Chester Private School helped address the emotional concerns and kept stakeholders informed throughout the process. Secondly, the model emphasizes the importance of gathering and analyzing relevant information. West Chester Private School had access to reliable data about the rising cases and the potential consequences of keeping the campuses open.
By having this information, they were able to make an informed decision that prioritized the health and safety of their community. They also considered the experiences of other educational institutions and the guidance of public health officials. The model emphasizes the evaluation of alternatives and their potential outcomes. West Chester Private School explored various options, such as hybrid learning and increased safety measures, but ultimately decided that closing the campuses was the most effective solution. They considered the potential benefits and drawbacks of each alternative and made a decision that aligned with their primary objective of ensuring the well-being of their students and staff. Dr. Murphy and EMS demonstrated a thorough application
of the behavioral decision-making model in the West Chester Private School's decision to shut down its campuses. Their emphasis on both rationality and emotions, utilization of relevant information, and evaluation of alternatives resulted in a well-considered decision that prioritized the health and safety of their community during the COVID-19 pandemic.
Analysis of a Major Technology and Innovation Challenge
One major technology and innovation challenge that West Chester Private School faced was the integration of online learning platforms into their curriculum. As the COVID-19 4
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