Jose Rizal University

GRADUATE SCHOOL

HISTORY OF THE UNIVERSITY

Jose Rizal University was originally founded as the Far Eastern College
School of Accounts, Commerce, and Finance in 1919 as a non-stock nonprofit non-sectarian private educational institution to blaze the trail in the field
of commercial education. Its founder was the late Vicente Fabella, the first
Filipino Certified Public Accountant. The name was subsequently changed to
Jose Rizal College in 1922, in honor of the great Filipino patriot and martyr
who tried to awaken his countrymen in his writings to the need for economic
self-sufficiency and independence.

The University was first located at R. Hidalgo Street in Quiapo, Manila. It

offered the four-year bachelors degree course in Commerce as well as the high
school course. It has continued to provide educational services since 1919
except during the Japanese occupation of the Philippines in World War II
when it remained closed as a gesture of protest in spite of repeated attempts
by the occupation authorities at the time to have it opened.

Jose Rizal University

GRADUATE SCHOOL

The University reopened after the end of the war in 1945 and, faced
with the need for expanded facilities, transferred in 1950 to its present site
in Mandaluyong City, then part of the province of Rizal and subsequently
Metro Manila.
The
Association

University

is

Colleges

and

of

founding

member

of

the

Philippine

Universities

(PACU)

in

1932,

of

the

Philippine Association of Collegiate Schools of Business (PACSB) in 1962,

of the Private Education Retirement Annuity Association (PERAA) in 1974,
and Philippine Association of Personnel Management in Private Schools
(PAPMIPS) in 1997.

During its more than half a century of existence, the University has
achieved the singular distinction of having produced a remarkable number of
successful graduates who have enjoyed the respect of the nation. Among
them are included a President of the Philippines, a justice of the Supreme
Court, several members of the legislature and of the Cabinet, some
ambassadors, no less than twenty heads of banks and financial corporations
several

heads

of

educational

institutions, acknowledged leaders

in the various fields of industry, commerce, agriculture and trade, and

armed forces and police officers of general rank.

Jose Rizal University

GRADUATE SCHOOL

It can rightfully claim that it has contributed its share in the molding of
character and training of the successful graduates.
The careful combination of proven competence in instruction plus valuable
experience in the practice of the profession has been the guide of the University
in the selection of faculty members. This policy, combined with carefully
planned programs in the various disciplines and adequate facilities, has
formed the basis for the impressive educational record of the University.

VISION OF THE UNIVERSITY

JRU will be a market leader in the use of technology for innovation in

teaching and learning to produce graduates of social importance.

MISSION OF THE UNIVERSITY

The University aims to develop its students to become useful and responsible
citizens through the effective transfer of relevant knowledge and desirable
values.

Jose Rizal University

GRADUATE SCHOOL

THE BUSINESS

Description of the Company

A. PROLOGUE

Inside the upscale Shaw Boulevard Mandaluyong City, a University school

intended for Commerce Courses only was established in 1919. On the year 2000
it already completed its requirements to become a University and to increase its
educational standards. It becomes to expand its operations by teaching also in
high school programs and now acquiring the senior high school of k11 up to k12,
the graduate school, and for the law school. The school was govern by Vicente
K. Fabella who was the current president of the school.

In the current situation of the school, it has 700 teaching personnel, 550
non teaching personnel. With 23,000 students on its operation last 2015 it
expanded into 26,000 students and it continues to grow as the need of a high
quality of education a primary need by the parents to their children to ensure a
good future in their lives in spite of the implementation of Senior High School

B. THE PRESENT STATE OF THE UNIVERSITY

Jose Rizal University

GRADUATE SCHOOL

The school department aims to produce graduates who are excellent and
competent for their future chosen fields, citizens with national pride and
global concerns.

The school programs are:

Pre-School

Elementary

Junior High

Senior High

College

Graduate School

Law School

Performance

1. Enrolment Enrolment in a small school level is handled by the

Registrars Office. At present it has 26,000students despite the competition
between the public schools and some of the private schools near in
Mandaluyong City.

To assure its financial visibility, the school is targeting a conservative

Jose Rizal University

GRADUATE SCHOOL

enrolment of 2,000 students, a moderate enrolment of 2,500 , or an optimistic

enrolment of 1,500 plus students by next school year. The projected enrolment
for the next 5 years was anchored on the following factors:
a. A 10% average enrolment increase per year
b. A 29% survival rate for students

2. Admissions Admission Procedures start with an applicant submitting the

required requirements.

3. Documentation Documentation is handled by the Registrars office using

a computerized data base management system. It is responsibility of the
registrars office to furnish each of the faculty the official class list.
4. Class Scheduling The Registrar prepares the schedule of classes and then
confirms the availability of the faculty handling the subject through the
respective teachers.
5. Instructional Program
a. Strategy of Instruction - lecture method, group dynamics, and self
approaches. Depending on teachers also employs such strategies as debates,
case studies, situational analysis, experimental method, problem solving and
seat work.

Jose Rizal University

GRADUATE SCHOOL

b. Language of Instruction classes are conducted in English, Filipino or

mixed.
c. Curriculum Content Revisions are done in the coordination of the
office / Head Office and the school prepares the revised curriculum for
submission to DEPED and CHED.

People

1.

Faculty Recruitment, Hiring and Selection

The Human Resource Department evaluate the applicants documents.

A demonstration lesson is held before the some faculty followed by an

interview. A LET passer in Elementary and Secondary Education is desired
for the faculties.

2.

Faculty Evaluation
Faculty evaluations are conducted both by the students and fellow

faculty members. These evaluations, however, are not tied to any increase in
compensation but only serve as a feedback for teachers.

3.

Promotion

Jose Rizal University

GRADUATE SCHOOL

Promotion is done in rank and compensation is done by a point

system. Teachers are given points for highest degree attained, working
experience.
4.

Training and Development

In-house activities are undertaken with the end in view of enhancing

knowledge, skills and attitudes of faculty.

Organization Structure
Dean of Every Department
Head of the School Unit and is responsible for promoting the school
objectives through leadership in and coordination of the academic and non
academic programs.

School Administrator
Responsible for all co curricular and extracurricular activities within or
outside the school.

Head, Guidance
Responsible for the development and implementation of the school
program

Promotion

Jose Rizal University

GRADUATE SCHOOL

Promoting and Advertising

Jose Rizal University puts up a streamer along the main road to
announce start of regular nor summer activity classes as well as a list of
programs offered. A tarpaulin and a billboard is in the front gate where
announcements are made such as dates of applications, registrations, exams,
and enrolment; school activities and award in inter-school competition.

School Statement

Outgrown by the population of the community a private school for a

complete Elementary and Secondary must be a great help to the local
community to prepare the children to enter Senior High School and College
Course.

Issues and Challenges

Jose Rizal University

10

GRADUATE SCHOOL

As a first pragmatic step, however, the school need to be guided by

four fundamental questions as the core of their continuous, outcome-based
improvement journey:
1.

How do we design and deliver an evidence-based academic and

instruction system that successfully addresses the differentiated needs of all

students while improving their rate of learning such that they progress
through the grade levels and graduate from high school with functional and
extended skills; and how do we create functional assessment and monitoring
approaches that are curriculum-based and that are used to evaluate the
impact of this instructional system and guide development of successful,
strategic interventions when students do not respond to effective instruction?

2.
positive

How do the school will design and deliver an evidence-based

behavioural

support

system

that

increases

all

students

interpersonal, problem-solving, and conflict resolution skills; that creates

safe and connected classroom and school environments; and that maximizes
students motivation and their academic engagement, independence, and
confidence; and how do we create functional assessment and monitoring
approaches that are ecologically-based and culturally-sensitive, and that are
used to evaluate these school-wide efforts and guide the development of
successful strategic and/or intensive interventions when students do not
respond?

Jose Rizal University

11

GRADUATE SCHOOL

3.

How do the school increase the parent outreach and involvement

so that all parents are motivated, capable, and involved in activities that
support and reinforce the education of all students? To complement this,
how do the school increase the community outreach and involvement so that
real interagency and community collaboration occurs resulting in effective,
efficient, and integrated services to all students at needed prevention,
strategic intervention, and intensive service levels?

4.

Finally, how do the school design and deliver this integrated,

unified educational system through a strategic planning and organizational

development process that incorporates data-based functional assessment and
problem-solving to guide decision making and provide ongoing formative
and summative evaluatioN
QUALITY POLICY

Jose Rizal University is committed to provide quality education through

compliance

with

stakeholder

requirements,

continuous

improvement of its organizational system, and develop competent and

professional teaching and non-teaching personnel, to ensure efficient
transfer of relevant knowledge and desirable values.

Jose Rizal University

12

GRADUATE SCHOOL

QUALITY OBJECTIVES

1. Continuously provide academic intervention to its students;

2. Continuously provide feedback loops in satisfying clients through
metrics,
3. Maintain and continuously develop a competent workforce through
effective performances management systems; and
4.

Maintain

effective

financial,

technological,

academic

and

administrative planning and control systems to implement its goals and

objectives.

JRU CORE VALUES

Our core values define how we behave individually and collectively, as

inspired by the ideals of the founder. A Rizalian is:
_ Responsible. A team player who is focused, attentive, gives ones best and
committed to the goals of the University.
_ Considerate and Courteous. A fair and caring person fully aware of others
rights, feelings and ideals in making decisions for the University.
_ With Integrity. A person who acts truthfully, morally and ethically.

Jose Rizal University

GRADUATE SCHOOL

OBJECTIVES OF THE UNIVERSITY

The Constitution mandate defines the aims of education as the inculcation of

love of country, the teaching of the duties of citizenship, the development of
moral character and personal discipline, and scientific, technological, and
vocational efficiency.

More specifically, the University aims (1) not only to provide students with
basic tools that will prepare them for their first job but also to ensure that they
are well equipped to succeed in todays rapidly changing technological
world, and (2) to develop in its students the personal and intellectual
qualities which characterize an educated person, such as sensitivity, creativity,
vision and leadership potentials.

Given the national objectives, the objective of the University is to train young
men and women to become responsible and useful citizens of the nation, (1) by
providing balanced instruction in general education and technical knowledge,
(2) by stressing the principles of representative government in a free society,
(3) by inculcating respect for the truth, (4) by teaching the art of the utilization
of knowledge, and (5) by encouraging active participation in the process of
national development.

13

Jose Rizal University

GRADUATE SCHOOL

Chapter Two
Life Cycle and Its Size
A. Life Cycle
Formalization Stage
Jose Rizal University is currently in the Formalization Stage were it involves
the installation and use of rules, procedures, and control systems. Communication is
less frequent and more formal. The School Administrators, Deans and Departmental
Chairmans, and other staff may be added. Top management becomes concerned
with issues such as strategy and planning, and leaves the operations of the firm to
middle management. Product groups or other decentralized units may be formed to
improve coordination. Incentive systems based on profits may be implemented to
ensure that managers work toward what is best for the overall company. When
effective, the new coordination and control systems enable the organization to
continue growing by establishing linkage mechanisms between top management
and sub units.

In Jose Rizal University, the organization is entering midlife. Bureuacratic

characteristics emerge. The organization add staff support groups, formalizes
procedures, and establishes a clear hierarchy and division of labor. Innovation may
be achieved by establishing a separate research and development per school
department. Top management has to delegate, but it also implements formal control
systems.

14

Jose Rizal University

GRADUATE SCHOOL

B. Organizational Size
Decentralization
In Jose Rizal University the organizations for every school department makes
similar decisions would be made at a lower level. In JRU the organization grows
larger and has more people and departments, decisions can be passed to the top, or
senior mamangers would be overloaded. Thus, on research an organization size
indicates that larger organizations permit greater decentralization.

C. Decline Stage
Blinded Stage
Jose Rizal University can be an example of blinded stage were the
internal and external changes can be threaten long term survival and may require
the organization to tighten up. With timely information, alert leaders can bring the
organizations back to top performance.

D. Downsizing Implementation
Allow employees to leave with dignity
It is important that layoffs be handled appropriately and humanely;
otherwise employees sense that management does not value them as human beings.

15

Jose Rizal University

GRADUATE SCHOOL

Chapter 3 and 4
ORGANIZATIONAL STRUCTURE and EFFECTIVENESS

Divisional Structure

16

Jose Rizal University

GRADUATE SCHOOL

In Jose Rizal University it uses the Divisional Structure were the divisions can
be organized according to its services. This form of structure is excellent for
achieving coordination across functional departments. When the environment is
uncertain, the technology is non routine and interdependent across departments, and
goals are external effectiveness and adaptation, then it will make that the divisional
structure is appropriate.

ORGANIZATIONAL EFFECTIVENESS

The Components of an Effective School.

While their specific titles may vary slightly across different evidence-based
school improvement models, a common core of effective school components has
been consistently used to organize organizational development and strategic
planning processes and procedures.
Using Project ACHIEVEs evidence-based model as a guide (e.g., Knoff,
Finch, & Carlyon, 2004), seven interdependent components are described briefly
components that form the foundation of a schools continuous improvement,
committee-focused, professional development, and student-specific instructional
activities.

17

Jose Rizal University

18

GRADUATE SCHOOL

These components (a) Strategic Planning and Organizational Analysis and

Development; (b) Problem Solving, Team Building and Consultation Processes; (c)
Effective School, Schooling, and Professional Development; (d) Academic
Instruction linked to Academic Assessment, Intervention, and Achievement; (e)
Behavioural Instruction linked to Behavioural Assessment, Intervention, and SelfManagement; (f) Parent and Community Training, Support, and Outreach; and (g)
Data Management, Evaluation, and Accountability.

Strategic Planning and

Organizational
Development
Problem Solving,
Teaming, and
Consultation Processes

Parent
Training, Support, and
Outreach

Effective School,
Schooling, and
Professional
Development
Academic Instruction
linked to Academic
Assessment, Intervention,
and Achievement
Behavioral Instruction
linked to Behavioral
Assessment, Intervention,
and Self-Management
Data Management,
Evaluation, and
Accountability

Jose Rizal University

GRADUATE SCHOOL

Behaviour to be changed

1. The Strategic Planning Process. Strategic planning is a continuous, systematic

process that helps to anticipate and plan their annual and multi-year goals and
activities by analyzing their system-specific strengths, weaknesses, threats, and
opportunities, as well as those of their communities.

Designed to increase organizational and staff capacity and resources

while facilitating outcomes, strategic planning involves ongoing activities
whereby schools and districts (a) develop, implement, and evaluate programs
and activities designed to meet their mission, goals, and student-related
outcomes; (b) track their needs, plans, and progress over time, (c) analyze and
decide what programs, curricula, or interventions to add, delete, substitute, or
supplement to existing programs, while determining when and how to make the
mid-course adjustments to maximize these programs success; and (d)
anticipate and respond to upcoming or future events that may affect them in
their pursuit of educational excellence. Ultimately, strategic planning uses a
systems perspective to the organization and execution of the educational process
emphasizing effective and efficient data-based planning and decision-making,
personnel and resource development and management, fiscal and technological
integrity, and school and community integration.

19

Jose Rizal University

GRADUATE SCHOOL

2. The Committee Structure of a School. The school, which operationally reflects

the characteristics of an effective school, is best implemented through a school
committee structure that maintains the same consistent organization. To this end,
the diagram below presents a recommended organizational map for a schools
building-level committees. The suggested structure is a flexible blueprint that
should be adapted to fit a schools strategic needs, organizational realities, and
desired outcomes.

Briefly, the committee structure recommended above has six primary

committees. The committee that coordinates and guides all of the strategic plan
and implementation processes in a school is the School Improvement Team.
This committee is made up of the chairs of all of the other school-wide
committees and a representational sample of teachers, related service staff,
support staff, school administrators, parent and/or community leaders, and
sometimes students.

The Curriculum and Instruction Committee looks at the most effective

ways to implement new and existing district- and building-level curricula into
the classroom such that they are most effectively taught to all students. This
committee is largely responsible for the school Academic Instruction linked to
Academic Assessment, Intervention, and Achievement component and
activities.

20

Jose Rizal University

GRADUATE SCHOOL

The School Discipline/School Climate Committee is the building-level

committee that oversees the implementation of the schools positive behavioural
support system consisting of the social skills, accountability system, special
situation analyses, crisis prevention and management, and related parent and
community outreach programs. Thus, this committee is largely responsible for
the school Behavioural Instruction linked to Behavioural Assessment,
Intervention, and Self-Management component and activities.

The Professional Development/Effective Instruction/Teacher Mentoring

Committee organizes and oversees the schools professional development and
peer-supervision activities to ensure that all teachers and staff are teaching and
interacting with students at the highest levels of effectiveness and
professionalism. This committee is largely responsible for the school and
Schooling, and Professional Development component and activities.

The SPRINT (School Prevention, Review, and Intervention Team)

Committee is responsible for developing and implementing especially in general
education classrooms with the teachers teaching there the data-based problemsolving and intervention process that addresses the academic and behavioural needs
of students who are not responding to effective instruction.

21

Jose Rizal University

GRADUATE SCHOOL

Finally, the Parent Involvement/Community Outreach Committee is

responsible for actively involving parents in school activities and in supporting
the educational process for all students at home. It also helps to coordinate
community resources such that needed and effective home-school-community
partnerships are created to address the needs of all students, parents, and others.

Other Best Practices

Beyond the best practices already discussed, five practical bonus best
practices are recommended to complement the broader, more systemic
strategies above. These best practices emphasize the importance of effective
team functioning, resource recognition, periodic reviews of consultation and
intervention activities, and the need to transfer the student lessons learned in
effective ways.

Choosing and Rotating Committee Members. In order to fully implement a

shared leadership model of organizational development and school
improvement, it is strongly recommended that every instructional staff member
be on at least one school-level committee (some staff, due to their leadership
positions either at a grade level or of a committee, also may be on the School
Improvement Team).

22

Jose Rizal University

GRADUATE SCHOOL

Publishing a School Resource Directory. In order to facilitate problemsolving and formal and informal consultation for teachers who have students
with academic or behavioral challenges, the development of a School Resource
Directory is recommended. Developed after a schools entire staff has
completed a brief two-page questionnaire, this Directory identifies staff
members formal degrees and areas of certification or specialization, formal
areas of in-service training and professional development, academic and/or
behavioral areas of expertise, and special skills or talents or hobbies. The front
section of the Directory is organized by grade level and teacher, while the back
section is organized across specific skill areas, listing all of the teachers who
feel comfortable being formal or informal consultants to another colleague in
each area.

23

Jose Rizal University

GRADUATE SCHOOL

CHAPTER 5
STRATEGY CONTROL

Strategy Control is the overall evaluation of the strategic plan, organizational

activities, and results that provides information for future action. Strategic control
typically uses feedback and feed forward information. Feedback controls the
measurement of outputs, and control information is fed back compared to targets
to make required changes. Feed forward control measures inputs of front end
process both with respect to production activities and environmental changes that
may affect strategic plans.

Clan Control
The Jose Rizal University uses the clan control were it uses the social
characteristics, such as corporate culture, shared values, commitment, traditions,
and beliefs to control behavior. Jose Rizal University uses require shared values
and trust among employees. Under clan control people may be hired because they
are commited to the organizations purpose. New employees may be subjected to
long period of socialization to gain acceptance by colleagues.

24

Jose Rizal University

GRADUATE SCHOOL

CHAPTER 6
LEVEL OF CERTAINTY

25

Jose Rizal University

26

GRADUATE SCHOOL

Stakeholder

Adjunct Faculty

Full-Time
Faculty

Vice
Chancellor or
College
President
District
Staff or
Administrat
or
College
Staff or
Administrato
r

Commu
nity
Member

Student

ADDRESS
Leadership Issues
(inclusiveness,
top-down decision
making, trust).
Leadership Issues
(inclusiveness,
top-down decision
making, trust).
Leadership Issues
(inclusiveness,
top-down decision
making, trust).
Personnel
Issues (capacity,
capability,
resources,
morale, hiring).
Leadership Issues
(inclusiveness,
top-down decision
making, trust).

Collaborat
ion,
Coordinati
on.
Personnel
Issues (capacity,
capability,
resources,
morale, hiring);
Budgeting/Fundi
ng

PRESERVE

Quality
Education.
StudentCentered
Focus; Quality
Education.

Accessibility.

StudentCentered
Focus.
StudentCentered
Focus;
College
Cultures/
Autonomy.
Affordability.

Affordability.

AVOID

Excess
ive
Initiativ
es.
District
Centeredne
ss.

Excess
ive
Initiativ
es.
Excess
ive
Initiativ
es.
Excess
ive
Initiativ
es.
Excessive
Initiatives;
Weakening
Curriculum/Cou
rse Content,
Value, and
Standards.
Single
Accreditatio
n; Neglect
of
Developme
ntal
Education.

C1

C2

Small Classes.

Image/Prestige.

Affordability.

Marketing.

Value.

Image/Presti
ge;
Marketing.

Affordability.

Image/Prestige

Affordability.

Image/Prestige

Affordability.

Image/Prestige

Affordability.

Program/Cour
ses Variety.

Jose Rizal University

GRADUATE SCHOOL

II. SWOT Analysis

The overall top five Jose Rizal University strengths and weaknesses as well as the
overall top five opportunities and threats to Jose Rizal University appear, along
with their relative frequencies, in the following chart.

27

Jose Rizal University

GRADUATE SCHOOL

SWOT Analysis Overall Results (Top 5)

28

Jose Rizal University

GRADUATE SCHOOL

Simple and Complex Dimension

29

Jose Rizal University

GRADUATE SCHOOL

The Jose Rizal University is an example of Simple and Complex Dimension were it
concerns environmental complexity, which refers to heterogeneity, or the number
and dissimilarity of external elements relevant to organizations operations.

CHAPTER VII

30

Jose Rizal University

GRADUATE SCHOOL

RECOMMENDED CHANGE
In order to appreciate and visualize the Jose Rizal University, the proponent
has devised specific functional thrusts.
The following are the functional strategies and programs that each structure
will undertake to gain and sustain a competitive advantage.
A. OPERATIONS
1. MONITORING
Monitor Performance (costs and returns) and effectiveness of the school programs
with annual reports.
2. QUALITY MANAGEMENT AND ENHANCEMENT
PROGRAMS

Offer summer classes for students to be accepted on probation status

Plan and co-ordinate the most appropriate quality systems for all the Schools

activities, capable of continuous improvement

Define and communicate accountability for quality assurance
Operate processes the enable staff to take responsibility for quality achievement in

their own areas.

In partnership with the Students Body, develop processes which are responsive to

student feedback.
Intensify alumni linkages

3. TEACHING AND LEARNING

Attainment of government recognition of the Department of Education
Enhancement of the Alternative Education Program as a vehicle for innovative

31

Jose Rizal University

GRADUATE SCHOOL

subject matter, teaching techniques and learning environments.

4.

RESEARCH, DEVELOPMENT and TECHNOLOGY

Development of a Faculty lecture series
Conduct hands on training sessions for the students
Computerization and Innovation for all management systems.

5.

STUDENT SUPPORT SERVICES

Creation and mobilization of Assistance for Students with Special Needs
Strengthening the Financial Assistance Programs
Provision of incentives such as scholarships to top notch students

6. LIFELONG LEARNING
Continue to work to encourage learners and individual learning plans
Develop a framework for the Schools provision to improve its responsiveness to

individuals and school learning needs.

Increasingly use technology to support and facilitate learning

7. COMMUNITY AND NATION BUILDING PARTNERSHIP

Set up linkages with professional foundations and civic organizations.
Set up of a Parent Organization that will initiate parental participation and
involvement in school activities, an strengthen ties among the home, the school

and community.
Maintenance of continuous community exposure

B. HUMAN RESOURCES
1. DEVELOPMENT OF A SELF MANAGED LEARNING ORGANIZATION
Streamlining the designated functions, authorities and responsibilities with the

objective of creating a cohesive team that is self-managed

Development of a more effective Administrator/Faculty/Staff Evaluation Program
that is designed to identify more effectively the strengths and weaknesses of team

32

Jose Rizal University

33

GRADUATE SCHOOL

members
Development of a more effective Accountability Review and Reporting System
that is designed to pinpoint the causes of performance successes or pitfalls, and

urge team members to learn from each other and build on each others learning.
Formulation / Implementation of an industry competitive package for both full

time and part time faculty.

Provide timely and accurate staffing information through the introduction of an

integrated human resources information system.

Develop a programme of flexible employment options to facilitate modern work
practices in accordance with good employment practice.

2. PROVIDE MECHANISMS FOR THE ADVANCEMENT OF THE

MANAGERIAL,

SUPERVISORY,

AND

TEACHING

SKILLS

OF

ADMINISTRATORS/FACULTY/STAFF

Design Faculty and Recruitment and Development Program that aims to build a

core group of well qualified full time teachers

Design of an in-house Management and Supervisory Training Module that aims to

home the managerial and supervisory skills of administrators/staff.

Formulation of exchange groups for faculty and students that are designed to

build linkages with other educational institutions

Development of an operations manual for each office, and a faculty manual.
C. FINANCE

Development of other income generating short courses or certificate programs of

business, language, education technology, and instructional leadership.

Refurbishing or building of facilities and group discussions.

CONCLUSION

Jose Rizal University

GRADUATE SCHOOL

Many people equate organization design with an organization's structure: The

words "lean" and "flat" are used to describe organization design as well as it's
structure. In fact, organizational design encompasses much more than simply the
structure: Organization design is the process of aligning an organization's structure
with its mission. This means looking at the complex relationship between tasks,
workflow, responsibility and authority, and making sure these all support the
objectives of the business.
Good organizational design helps communications, productivity, and innovation.
It creates an environment where people can work effectively.
Many productivity and performance issues can be traced back to poor
organization design. A company can have a great mission, great people, great
leadership, etc. and still not perform well because of poor organizational design.

Take the example of a company whose sales department and production

department both work well as separate units. Yet they need to communicate about
customer needs and have not been organized to do so: Company performance suffers
as a result. Then take the example of a company that wants to grow by acquiring new
customers. Yet its sales team is rewarded for customer retention instead: Again,
company performance is compromised as a result.

34

Jose Rizal University

GRADUATE SCHOOL

How work is done, business processes, information sharing and how people are
incentivized; all of these directly affects how well the organization performs. All of
these factors are facets of the organization's design and each facet is important to
organization's success.
Given the importance of organizational design, why is it so often to blame for
inefficiency and ineffectiveness? The reason is because organizations often evolve
rather than get designed. With little or no planning and intervention, the organization
design that emerges is likely to be flawed with misaligned incentives, processing gaps
and barriers to good communications.

Without due planning, an organization's design often takes on a hierarchical

structure. This structure is common because business executives and managers are
often reluctant to relinquish control. However, such structures can lack flexibility, soak
up resources and under-use key people and skills. When it comes to good organization
design, it's a question of getting the right balance getting the right controls, the right
flexibility, the right incentives; and getting the most from people and other key
resources.

35

Jose Rizal University

GRADUATE SCHOOL

36