At present, giving a quality education to be competitive means being in a changing and innovative environment that forces universities and especially the administration to seek mechanisms that allow entering, maintaining and growing in the market; through strategic plans, programs, projects, activities that are immersed in institutional development.
Being part of a different experience such as public higher education represents the possibility that the society of the province of Santo Domingo de los Tsáchilas, know and feel the professional development of their children in our area.
The information provided by the administrators, teachers, students and society of the province of Santo Domingo de los Tsáchilas, confirms that the implementation of the investigation is necessary; as an alternative of institutional development for the benefit of the area, that allow new careers to be offered; with the appropriate infrastructure and equipment to give security and confidence to those who wish to pursue a professional career at the university.
The present research work consists of the elaboration of a “
STRATEGIC PLAN and INSTITUTIONAL DEVELOPMENT FOR THE CENTRAL UNIVERSITY OF ECUADOR SANTO
DOMINGO EXTENSION 2011-2015 PERIOD”, in the Province of Santo Domingo de los
Tsáchilas; for which it is projected in an area with easy access to all areas of the city in a fast and timely manner.
The administration of THE CENTRAL UNIVERSITY OF ECUADOR
EXTENSIÓN SANTO DOMINGO, has given its authorization and therefore it will be done selectively and rigorously which will be of great importance for the implementation of the project, since in the current educational and competitive, demands it.
Success depends more on an effective application of the administration with strategic planning, since it has the intelligence that vivifies and directs any organization and in turn the implementation and institutional development that every university requires to establish its objectives, design policies, motivate its teachers, students and distribute the budgeted resources in such a way that the formulated objectives are met and the development of a culture that supports the service of higher education is encouraged.
The strategies proposed in the investigation as well as suggestions and recommendations will be applied in the future so that they allow to delineate the way forward; for the achievement of the objectives of the CENTRAL UNIVERSITY OF
ECUADOR ext. SANTO DOMINGO.
They SUMMARIZE EXECUTIVE
At the present time to give an education of quality to be competitive means to be in a changing and innovative environment that he / she forces to the universities and especially to the administration to look for mechanisms that allow to enter, to stay and to grow in the market; through the strategic plans, you program, projects, activities that are immersed inside the institutional development.
To be participates of a different experience as it is the superior education it publishes it represents the possibility that the society of the county of Sacred Domingo of the Tsáchilas, know and he / she sits down the professional development of its children in our area.
The information provided by the administrators, educational, students and society of the county of Sacred Domingo of the Tsáchilas, confirms that it is necessary the implementation of the investigation; like an alternative of institutional development in benefit of the area that you / they allow to offer new careers; with the infrastructure and appropriate teams to give security and trust of those who want to follow a professional career in the university.
The present investigation work consists on the elaboration of a ―STRATEGIC PLAN and INSTITUTIONAL DEVELOPMENT FOR THE CENTRAL UNIVERSITY OF THE
EQUATOR EXTENSIÓN SANTO DOMINGO PERIOD 2011-2015‖, in the County of Sacred Domingo of the Tsáchilas; for that which is projected in an area of easy access to all the areas of the city in quick and opportune form.
The administration of THE CENTRAL UNIVERSITY OF THE EQUATOR EXTENSIÓN
SANTO DOMINGO, he / she has given their authorization and therefore he / she will make it to him in a selective and rigorous way that which will be of great importance for the setting in march of the project, since in the current educational and competitive atmosphere, it demands this way it.
The success depends more than an effective application of the administration with strategic planning, since in her he / she has the intelligence that vivifies and they direct any organization and in turn the implementation and institutional development that it requires all university to establish its objectives, to design political, to motivate to its educational ones, students and to distribute the budgeted resource in such a way that the formulated objectives are completed and the development of a culture is motivated that supports to the service of the higher education.
The strategies outlined in the investigation as well as suggestions and recommendations will be applied to future so that they allow to delineate the one in route to continuing; for the attainment of the objectives of the CENTRAL
UNIVERSITY OF THE EQUATOR ext. SACRED SUNDAY.
INTRODUCTION
In chapter 1 the problem of the CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO. Through the process of cause and effect, and
through analysis formulate the problem. The University is located in
Municipal House 2 given in loan by the municipality of the Province of Santo Domingo de los Tsáchilas, Canton Santo Domingo by the mayor, Ing. Verónica Zurita, currently the Canton against progress in economic activities such as Commerce, Industry requires quality universities that impart suitable and appropriate knowledge and students know how to apply it in different companies, so in this context we find universities such
as PUCE, UTE, UNIANDES, OGMANDINO, ESPE. As main
competences.
In Chapter II, the definitions necessary to understand the context of administration, administrative processes, strategic plan, institutional development with models of main authors such as
CHIAVENATO Idalberto are supported by a theoretical basis. Administrative Processes, CERTO Samuel, Modern Administration, Mintberg Strategic Planning and more technical books that concisely explain the importance in relation to the subject of the thesis.
Chapter III focuses on the methodological basis and lines of scientific research required by the Universidad Regional Autónoma de los Andes ―UNIANDES‖, in the use of population, sample, techniques and instruments as an interview guide and questionnaire of surveys applied to the universe that are in relation to THE
CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO.
And finally chapter IV, which applies the researcher's knowledge and techniques by transcribing the diagnosis and the proposal from their ideas through models, matrix formats that contribute and improve the performance, productivity, profitability, quality of life of the people involved in the CSU. ext. Santo Domingo, that by means of clear indications are applied by disposition of the managers.
CHAPTER I
THE PROBLEM
1.1 STATEMENT OF THE PROBLEM.
The Central University of Ecuador began as the first public university in 1651. The heroes of independence were the students of this house. Until after the middle of the last century, the Central University was the benchmark for science and knowledge in the country.
The Central University currently holds the "A" rating awarded for its quality and performance as a superior institution. Then, all the prestige accumulated through the centuries comes to society with a new image and approach.
The UCE Ext. Santo Domingo, is a state university with social purposes, has provided its services for more than 12 years despite not having its own infrastructure, currently it has more than 1500 students.
At the UCE ext. Santo Domingo, a weak administration is evidenced, in addition to poor institutional development due to the following causes and effects:
It is not planned based on the weaknesses of the university since the matrix sends guidelines that are not in accordance with the environment or the infrastructure, causing uncertainty, which do not meet the medium and long-term objectives.
Weak channeling of resources for the different functions: teaching, research, connection with the community and administrative management, which causes limitations of achievements in order to maintain an OPTIMAL accrediting level of CONEA.
Inappropriate organizational climate due to the lack of fulfillment in the salaries of the professors.
There is no evidence of the educational management processes causing student unrest.
Weak positioning and management of the loan granted by the illustrious municipality of Santo Domingo on behalf of the Mayor, Ing. Verónica Zurita.
Lack of adequate furniture to receive classes, causes an inappropriate pedagogy to the student, the social values among them will not be strengthened: solidarity, freedom, participation, equity, teamwork and respect.
Lack of maintenance of the infrastructure of house 2, causes weak empowerment and representation before the proactive and innovative society in the framework of science, knowledge and its applications.
Lack of equipment in the Santo Domingo extension with university warehouse services, general library, university publishing house, university food service, medical service to employees and students, university theater Weak legal management with the position in front of the cooperative university of
Colombia, causes distrust before student strength and teacher demotivation.
1.1.1 Problem Formulation
Interrogative
How to achieve institutional development at the Central University of Ecuador Ext.
Santo Domingo Tsáchilas.‖?
1.1.2 Delimitation of the problem
1.1.2.1 Object of Study
Administrative processes
1.1.2.2 Field of Action
Strategic plan
1.1.2.3 Location
The research will be carried out in Santo Domingo de los Tsáchilas at the Central University of Ecuador, in house two being a generator of work and service to the community
1.1.2.4 Time
The presented proposal will improve the institutional development of the
Central University of Ecuador ext. Santo Domingo regarding the design of a Strategic Plan that will be ready to see results at the end of 2011.
1.2 AIMS
1.2.1 General Objective
―Design a Strategic Plan with the purpose of contributing to the development of the Central University of Ecuador Santo Domingo Extension for the period 2011-2015
1.2.2 Specific Objectives
1.2.2.1 Scientifically substantiate administration in educational institutions, administrative processes, as well as strategic planning and institutional development.
1.2.2.2 To diagnose by means of investigation techniques, mechanisms and procedures the current situation of the Central University in Santo Domingo de los Tsáchilas and the possible solutions.
1.2.2.3 Propose the design of a Strategic Plan characterized by technical matrices and management indicators.
1.3 JUSTIFICATION
Due to the transparency in the administrative management that all State institutions that make up the public sector are obliged to observe in the terms of article 118 of the Political Constitution of the Republic and other entities indicated in article 1 of this Law, they will disseminate to Through an information portal or website, as well as the necessary means available to the public, implemented in the same institution, the following minimum updated information, which for the purposes of this Law is considered mandatory:
a) Functional organic structure, legal basis that governs it, regulations and internal procedures applicable to the entity; the goals and objectives of the administrative units in accordance with their operational programs;
b) The complete directory of the institution, as well as its staff distribution;
c) The monthly remuneration per position and any additional income, including the compensation system, as established by the corresponding provisions;
d) The services it offers and the ways to access them, hours of attention and other necessary indications, so that citizens can exercise their rights and fulfill their obligations;
e) Full text of all collective agreements in force in the institution, as well as their annexes and reforms;
f) The application forms or formats that are required for the procedures inherent to its field of action will be published;
g) Total information on the annual budget administered by the institution, specifying income, expenses, financing and operating results in accordance with the budget classifiers, as well as budget settlement, specifying recipients of the delivery of public resources;
h) The results of the internal and governmental audits for the budget year;
i) Complete and detailed information on the pre-contractual, contractual, adjudication and liquidation processes, of the contracting of works,
Acquisition of goods, provision of services, commercial leases, entered into by the institution with natural or legal persons, including concessions, permits or authorizations;
j) A list of companies and individuals that have breached contracts with said
institution;
k) Plans and programs of the institution in execution;
l) The detail of external or internal credit contracts; The source of the funds with which these credits will be paid will be indicated. In the case of loans or financing contracts, it will be stated, as provided by the Organic Law of Financial Administration and Control, the Organic Law of the General Comptroller of the State and the Organic Law of Fiscal Responsibility and Transparency, the operations and contracts of credit, amounts, term, financial costs or interest rates;
m) Mechanisms of accountability to citizens, such as goals and management reports and performance indicators;
n) Travel expenses, work reports and justifications of national or international mobilization of the authorities, dignitaries and public officials;
o) The name, office address, postal box and electronic address of the person responsible for attending to the public information covered by this Law;
The information must be published, organizing it by themes, items, sequential or chronological order, without grouping or generalizing, in such a way that the citizen can be informed correctly and without confusion.
This research topic to be carried out is part of the administrative process it is responsible for carrying out where the reasons for being executed are based.
This issue is justified from a technical point of view because there is a research diagnosis with the necessary guidelines to develop the research proposal.
This project will provide acceptable economic benefits that will improve the economic performance of the CENTRAL UNIVERSITY OF ECUADOR ext.
Santo Domingo, which justifies its development and implementation of the proposal.
It is worth mentioning this work will constitute an original scientific contribution that will serve as a model for other similar universities in the same branch that can take it as a reference to solve any similar problem that may arise.
1.3.1 Technical Feasibility
The investigative work is feasible from the technical point of view since the researcher works at THE CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO, knowing directly the reality and the problem object of this study, to obtain information from primary and secondary sources without any type of impediment or obstacle until reaching the formulation of a proposal that is a solution to the problem raised.
1.3.2 Economic Feasibility
The research is feasible because the economic benefits that will be obtained will be a technical support for the Administration of THE CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO, since it will allow organizing organizational resources: human, material, financial, which, if properly planned, will increase the levels of effectiveness.
13.3. Scientific Contribution
This research work and the proposed solution will contribute scientifically and serve as a guide in the field of strategic planning, for the
institutional development of the CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO and will serve as a theoretical-practical model for other educational institutions.
The guidelines of the Autonomous University of Los Andes will be applied for research in graduate thesis.
1.3.4. Transcendence
The research will raise the scientific level of the university and its terminology is accessible to new researchers who wish to continue investigating the importance of strategic planning in the institutional development of the
CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO.
In addition, the preparation of this research work will allow the achievement of the Master's degree in Business and Business Administration from the
Universidad Regional Autónoma de los Andes, Quevedo extension.
CHAPTER II
THEORETICAL FRAMEWORK.
2.1. INVESTIGATIVE BACKGROUND.
Currently, the directors are aware of the importance of the subject, and of the strengths that their research will generate, for the institutional development of the
CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO.
This research aims to carry out a scientifically based study in updated bibliographies, with the indication of authors, editors and editions that support the results and the solution strategies to the problem of institutional development.
The thesis work is intended to be carried out in compliance with the provisions of ISO 690 and 690-2, with the indication of authors, publishers and editions that support the results.
This investigation is of a single principle, because after a series of searches regarding its existence, no investigation was found on the subject. In the database of the Autonomous Regional University of the Andes, however, there are topics that deal with marketing plans, internal control strategies, but they are not similar because it has not been carried out at the CENTRAL UNIVERSITY OF ECUADOR ext. SANTO DOMINGO.
The existing studies in the UNIANDES database are the following,
Marketing Plan to improve customer service and attention at the
PADRE DAMIÁN hospital. Author: Lcda. Quimis Jessica.
2.2. THEORETICAL FOUNDATION.
The research with the topic ―STRATEGIC PLAN and
INSTITUTIONAL DEVELOPMENT FOR THE CENTRAL UNIVERSITY OF ECUADOR
SANTO DOMINGO EXTENSION 2011-2015 PERIOD‖ requires the analysis of the dependent and independent variable, for this the following topics and subtopics will be used.
2.2.1. ACCORDING TO Mintzber, H., in George, (2000) Administration:
Administration, also known as Business Administration, is the social and technical science that deals with the planning, organization, direction and control of resources (human, financial, materials, technology, knowledge) of the organization, in order to obtain the maximum possible benefit; This benefit can be economic or social, depending on the aims pursued by the organization.
Administration is the process of planning, organizing, directing and controlling the efforts carried out by the company in order to do things well, that is, the actions must have a joint and collaborative system to achieve business purposes.
2.2.1.1. ACCORDING TO Reyes Ponce Agustín (1997) Importance of Administration One of the simplest forms of administration in our society is the administration of the home and one of the most complex is public administration. But the administrative phenomenon was not only born with humanity but also extends to all geographical areas and due to its Universal character, we find it present everywhere. And it is that in the field of human effort there is always an administrative side of all planned effort.
The importance of administration is seen in its effectiveness in imparting human endeavors. It helps to obtain better personnel, equipment, materials, money and human relations. Stays ahead of changing conditions and provides foresight and creativity. The improvement is its constant watchword.
Reyes Ponce (2000) lists the importance of administration as:
The administration occurs wherever there is a social organism, although logically it is more necessary, the larger and more complex it is.
The success of a social organism depends, directly and immediately, on its good administration and only through it, on the material and human elements that this organism has.
For large companies, technical or scientific administration is indisputable and obviously essential, since due to its magnitude and complexity, they simply could not act if it were not based on a highly technical administration.
For small and medium-sized companies, too, perhaps their only possibility of competing with others is to improve their administration, that is, to obtain better coordination of their elements: machinery, marking, qualification of workforce, human capital.
Increasing productivity, which is perhaps the most important concern today in the economic and social field, depends, therefore, on the adequate administration of companies, since if each cell of that economic-social life is efficient and productive, society itself, formed by them, will have to be.
Especially for countries that are developing; Perhaps one of the substantial requirements is to improve the quality of its administration, because, to create capitalization, develop the qualification of its employees and workers, essential bases of its development, the most efficient technique of coordination of all the elements is indispensable, the which therefore becomes the starting point of this development.
We can conclude the importance of administration, with the facts that objectively demonstrate it:
Administration applies to all types of companies
The success of an organization depends directly and immediately on its good administration.
Proper administration raises productivity
An efficient administrative technique promotes and guides development.
In large administrative bodies it is indisputable and essential.
In small and medium-sized companies the only possibility to compete is by applying the administration.
The importance of the administration determines a process of permanent innovation and dynamism, in accordance with the scientific and technological advances generated by the rapid changes experienced by the productive, economic, social and cultural environment of the world.
Its importance lies in the action of planning, organizing, directing, evaluating, controlling and permanently improving the efficient use of resources and personnel of the companies so that they achieve their goals with quality
2.2.1.2. Administrative process.
Administration is an art when empirical knowledge intervenes. However, when organized knowledge is used, and practice is supported with techniques, it is called Science.
Techniques are essentially ways of doing things, methods of achieving a certain result more effectively and efficiently.
From these concepts the Administrative Process was born, with elements of the Administration function that FAYOL (1983) defined in his time as: Anticipate, Organize, Command, Coordinate and Control. Within the line proposed by Fayol, Classical and neoclassical authors adopt the Administrative Process as the nucleus of their theory; with its Four Elements: Plan, Organize, Direct and Control.
Authors such as URWICK define the administrative process as the functions of the administrator, with seven (7) elements detailed below:
1. Investigation
2. Planning
3. Coordination
4. Control
5. Forecast
6. Organization
7. Command
KOONTZ YO´DONNELL (2000) defines the Administrative Process with five (5) elements:
1. Planning
2. Appointment of Personnel
3. Control
4. Organization
5. Management
MINER defines the Administrative Process with five (5) elements:
1. Planning
2. Organization
3. Direction
4. Coordination
5. Control
Administration is the main activity that makes a difference in the degree that Organizations serve the people they affect.
The success that the Organization can have in achieving its objectives and also in meeting its social obligations depends, to a great extent, on its managers. If managers properly perform their work, it is likely that the organization will achieve its goals, therefore it can be said that Managerial Performance is measured according to the degree to which managers fulfill the sequence of the Administrative Process, achieving an Organizational Structure that different from other
Organizations.
The Functions of the Administrator, as a systematic process; is understood as follows:
The performance of the functions constitutes the so-called administrative cycle, as shown below:
The functions of the administrator, that is, the administrative process not only make up a cyclical sequence, as they are related in a dynamic interaction, therefore. The Administrative Process is cyclical, dynamic and interactive, as shown in the following graphic:
Source: I. Chiavenato Introduction to the General Theory of Administration..
Administrative functions in a systemic approach make up the administrative process, when the Planning, Organization, Direction and Control elements are considered in isolation, they are only administrative functions, when these four elements are considered (Plan, Organize, Direct and Control) in a global approach of interaction to achieve objectives, form the
Administrative Process.
According to the book Administration a global perspective of the authors HAROLD
KOONTZ AND HEINZ WEIHRICK, (2003) the functions of the administrator are: Planning, Organization, Direction and Control that make up the
Administrative Process when they are considered from the systemic point of view. Fayol points out that these elements apply in business, political,
religious, philanthropic and military organizations.
According to: STONER J., WANKEL C. The Administrative Process.
2.2.1.2.1 PLANNING
Planning implies that managers think in advance about their goals and actions, and that they base their actions on some method, plan or logic, and not on hunches.
Planning requires defining the objectives or goals of the organization, establishing a general strategy to achieve those goals and developing a complete hierarchy of Plans to coordinate activities.
It deals with both ends (what is to be done?) And means (how should it be done?).
Planning defines a direction, the impact of change is reduced, waste is minimized, and criteria used to control are established.
It gives direction to the managers and to the whole organization. When employees know where the organization is going and what they need to contribute to achieve that goal, they can coordinate their activities, cooperate with each other, and work in teams.
Without planning, departments could be working with conflicting purposes and preventing the organization from moving toward its objectives efficiently.
The plans present the objectives of the organization and establish the appropriate procedures to achieve them. They are also a guide for:
That the organization obtain and dedicate the resources that are required to achieve its objectives.
That the members carry out the activities according to the chosen objectives and procedures.
That the progress in obtaining the objectives be monitored and measured, to impose corrective measures in case of being unsatisfactory.
The first step in planning is to select the goals of the organization. Goals are set below for each of the organization's subunits. Once these are defined, programs are established to achieve the goals in a systematic way.
Relationships and time are critical to planning activities. Planning produces a picture of desirable future circumstances, given currently available resources, past experiences.
Plans prepared by top management, bearing the responsibility for the entire organization, can cover terms of between five and ten years.
2.2.1.2.2 ORGANIZATION
The meaning of this concept comes from the use that in our language is given to the word "organism". This necessarily implies:
a) Diverse parts and functions: no body has identical parts, or the same functioning.
b) Functional unit: those diverse, yet have a common or identical purpose.
c) Coordination: precisely to achieve this end, each one takes a different action, but complementary to the others: they work in view of the common goal and help the others to build and order themselves according to a specific theology.
We define it: "Organization is the technical structuring of the relationships that must exist between the functions, levels and activities of the material and human elements of a social organism, in order to achieve maximum efficiency within the stated plans and objectives".
Organizing is the process of ordering and distributing work, authority and resources among the members of an organization, in such a way that they can achieve the goals of the organization. Different goals require different structures to achieve them.
Managers must adapt the organization's structure to its goals and resources, a process known as organizational design.
The organization produces the structure of an organization's relationships, and these structured relationships will serve to carry out future plans.
a) The organization refers to structuring perhaps the most typical part of the elements that correspond to administrative mechanics.
b) By the same token, it refers to "how the functions, hierarchies and
activities should be."
c) For the same reason, it always refers to functions, levels or activities that "are about to be structured", more or less remotely: go to the future, immediate or remote.
d) The organization tells us specifically how and who is going to do each thing, in the sense of which position and not which person.
THE ORGANIZATION AND ITS IMPORTANCE
1. The organization, being the final element of the theoretical aspect, fully collects and reaches its last details everything that the planning has indicated regarding how a company should be.
2. So great is the importance of the organization, that on some occasions they have made many authors lose sight of that it is only a part of the administration, giving rise to them opposing it to the latter, as if the former represented the theoretical and scientific, and the second the practical and empirical. This is inappropriate, for everything we've seen before.
3. It is also of great importance as it constitutes the point of connection between the theoretical aspects that Urwiek calls administrative mechanics, and the practical aspects that the same author knows under the name of dynamics: between "what should be" and "what is ».
2.2.1.2.3 MANAGEMENT
It is the element of the administration in which the effective realization of the planned is achieved, through the authority of the administrator, exercised based on decisions.
It is by this means to obtain the results that have been foreseen and planned. There are two layers to obtain these results:
a) At the level of execution (workers, employees and even technicians), it is a matter of making "execute", "carry out", those activities that must be productive.
b) At the administrative level, that is, that of everyone who is head, and precisely inasmuch as he is, it is a matter of "Directing" not "executing." The boss as such does not execute but makes others execute. However, they have their own "doing." This consists precisely in directing.
Leading involves commanding, influencing, and motivating employees to perform essential tasks. Management gets to the bottom of managers' relationships with each of the people who work with them.
Managers lead by trying to convince others to join them in achieving the future that emerges from the steps of planning and organizing.
Managers by setting the right environment help their employees to do their best.
2.2.1.2.4 CONTROL
It can be defined as the process of monitoring activities that ensure that they are being carried out as planned and correcting any significant deviations. All managers must participate in the control function, even when their units are performing as planned. Managers cannot really know if their units are working properly until they have evaluated what activities have been performed and have compared actual performance to the desired standard. An effective control system ensures that activities are completed in a manner that leads to the achievement of the organization's goals. The criterion that determines the effectiveness of a control system is how well it facilitates the achievement of goals. The more you help managers achieve their organization's goals, the better the control system.
The manager must be sure that the actions of the members of the organization lead it towards the established goals. This is the control function and it consists of three main elements:
1. Establish performance standards.
2. Measure current performance results and compare them to performance standards.
3. Take corrective action when standards are not met.
There are three different approaches to designing control systems: market, bureaucratic, and clan.
Market control is an approach to control that focuses on using external market mechanisms, such as price competition and relative market share, to establish the standards used in the control system. This approach is generally used in organizations where the firm's products and services are clearly specified, distinct, and where there is strong market competition.
Bureaucratic control focuses on the authority of the organization and depends on administrative rules, regulations, procedures and policies.
The clan control, the behavior of the employees are regulated by the values, norms, traditions, rituals, beliefs and other aspects of the culture of the organization that are shared.
Control is important, because it is the final link in the functional chain of management activities. It is the only way that managers know if the organizational goals are being met or not and why or why not.
This process allows the organization to get on the right track without allowing it to deviate from its goals. Standards and guidelines are used as a means of controlling employee actions, but standard setting is also an inherent part of the process. And the corrective measures suppose an adjustment in the plans. In practice, the administrative process does not include the isolated elements mentioned, but rather a group of interrelated functions.
“The administrative process as defined by some authors as:
STONER J., WANKEL, KOONTZ AND HEINZ WEIHRICK, I. CHIAVENATO, KOONTZ YO'DONNELL, MINER, URWICK AND FAYOL, have their foundation from the classical school of FAYOL, who have taken the principles and applied to the modern company in front of 4 important parameters such as planning, organization, direction and control, however it is necessary to refer to a very important point the management of human talent, which is the vital engine of companies, which is currently emphasized in its study of knowing our collaborator and give value to the activities entrusted to him and it can be summarized that, PLANNING comprises in practice from the level of ideas, through the design of objectives, goals, strategies, policies and programs, to the procedures of an institution, is the starting point. If we analyze ORGANIZE,it is to generate processes in the available means (man-technical capital and other resources) to achieve efficient and effective production. EXECUTION OR DIRECTION, is to make the members of the organization contribute to achieve the objectives that the manager or executive wants to be achieved, because they want to achieve it; Execution means carrying out the activities established in the plan, under the direction of a supreme authority, the last process, CONTROL, which facilitates the achievement of goals, improves productivity and helps managers to achieve programmed goals and objectives.that the manager or executive wants it to be achieved, because they want to achieve it; Execution means carrying out the activities established in the plan, under the direction of a supreme authority, the last process, CONTROL, which facilitates the achievement of goals, improves productivity and helps managers to achieve programmed goals and objectives.that the manager or executive wants it to be achieved, because they want to achieve it; Execution means carrying out the activities established in the plan, under the direction of a supreme authority, the last process, CONTROL, which facilitates the achievement of goals, improves productivity and helps managers to achieve programmed goals and objectives.
In short, it is a check or verification of the results, contrasted with what was previously planned.
Before concluding this brief analysis, it is important to point out the role that COORDINATION plays in each of the administrative functions, which many consider as a separate function from the administrator. However, the most exact thing is to consider it as the essence of the administration, since the achievement of harmony in the individual efforts directed towards the achievement of the group's goals is the Administration's purpose. "
2.2.1.3 STRATEGIC PLANNING
Figure T7
According to Mintzberg and Waters (2000) strategic planning Strategic
planning is nothing more than the process of relating the goals of an organization, determining the policies and programs necessary to achieve specific objectives on the way to those goals and establishing the necessary methods to ensure that the policies and programs are executed, that is, it is a formulated long-term planning process that is used to define and achieve organizational goals.
In the concepts of strategic planning previously exposed, several aspects in common can be appreciated, such as:
It is a process that is used to define and achieve organizational goals.
The necessary mechanisms must be established to be able to evaluate compliance with the agreement.
It is a long-term planning process.
It is carried out on the basis of an analysis of the environment.
According to MIKLOS, TOMAS Y MALDONADO (2000) Strategic Planning.
Strategic planning is modeling and reshaping the businesses and products of the company, so that they are changed to produce satisfactory development and profits. Thus, before defining what strategic planning is, we must consider 4 important points: The future of current decisions
This means that strategic planning observes a chain of consequences of causes and effects over a period of time, related to a real or intentional decision. to be taken by the administrator or manager of the organization
Process
It is a process that begins with the establishment of organizational goals, defines strategies and policies to achieve goals and develops detailed plans to ensure the implementation of the strategies and thus obtain the desired ends.
Philosophy
Strategic planning is an attitude, a way of life, it requires dedication to act based on observing the future, and a determination to plan consistently and systematically as an integral part of management. In addition, it represents a mental process, an intellectual exercise, rather than a series of prescribed processes or techniques.
Structure
A formal strategic planning system unites 4 types of fundamental plans that are:
Strategic plans
Medium-term programs
Short-term budget
Operational plans
2.2.1.3.1 Elements of strategic planning
A good strategic plan requires important elements:
Historical information
Current performance indexes
Detailed information on the company's environment, who are the competitors, is also required. How many services do they offer, at what cost, level of quality, service market, government regulations? With the information obtained, the first steps is to carry out an analysis of the current situation defined by:
Mission: What do we do?
Vision: Where are we headed and how do we see ourselves in the future?
Values: set of rules for expected behavior?
Current competitive position
Based on the above, it will allow us to see a better panorama for what is the generation of action strategies at three basic levels:
Strategic level: which will define what we are going to do and why
Tactical level: which will establish how we are going to achieve it and with what resources.
The operational level: which must be carried out by each department and will specifically detail who, where and with what it will be carried out.
2.2.1.3.2 BENEFITS OF STRATEGIC PLANNING
Several studies demonstrate the good results obtained with strategic planning in areas such as: sales, profits, market share, distribution to shareholders, operating rates, cost / profit of shares.
Strategic planning goes hand in hand with two types of directions:
Strategic Direction - Provides guidance, direction, and boundaries for operations. Carried out at the highest levels of an organizational structure.
Operational direction: it has to do with the way in which organizations produce goods and services. She is in charge of decisions related to the design, management and improvement of operations.
Financial benefits
Organizations that employ strategic planning concepts are more profitable and successful than those that do not.
Generally, high-performing companies reflect a more strategic orientation and long-term focus.
Business benefits
Increased employee productivity, less resistance to change
Clearer scope of the existing relationships between performance and results
Reinforcement of the principles acquired from the mission, vision and strategies
Assign priorities in the destination of resources.
Discipline and formalizes the administration forces executives to see planning from a macro perspective, pointing out the central objectives so that they can contribute to achieving them.
2.2.1.3.3 STAGES OF STRATEGIC PLANNING
Evaluation of the situation.- is in charge of analyzing the environment of the organization and the organization itself. The valuation of the environment identifies the opportunities and threats of the organization when forecasting changes, assessing their meaning for the organization and preparing the strategies to face them. Organizational assessment considers the organization's ability to respond to opportunities and threats.
Organizational Mission.- Missions establish managerial expectations about policies and organizational performance. A well-developed mission statement is sensitive to the forces of the environment and to be good it must serve the client's needs.
Organizational objectives.- They are statements of purpose for the most important, long-term performance that the organization wishes to achieve. They are generally specified in terms of sales growth, market leading position, sales stability, they are bases on which organizational strategies can be built.
Organizational strategies.- are long-term actions designed to carry out the organizational mission and achieve objectives.
Growth strategies.- indicate 4 basic points for the growth of the organization.
Introduction to the market.- seeks the introduction by focusing its products on the different existing markets.
Product development.- the company serves the basic needs of customers by modifying its product lines in order to face its competitors Market
development.- tries to achieve growth or expansion of new products
Diversification.- new products to the market, continuous growth
“Analyzing the authors MIKLOS, TOMAS AND MALDONADO; Mintzberg and
Waters in strategic planning, it can be concluded that When we talk about strategic planning we refer to the implementation of a process of reflection and decision-making that aims to answer the following questions which we can complete with the evaluation:
In short, strategic planning articulates "the can be" with the operational plan "the will to do." It does not imply designing a rigid scheme of action to follow, but rather instills a permanent concern about "where we want to go."
2.2.1.4 STRATEGIC PLANNING MODELS
Below are related different models that have been created for the
Strategic Planning and Management of a company, proposed by various authors.
1. Latin American Center for Development Administration. (2001)
Stages for the strategic planning process.
1. Determination of the mission or reason for being.
2. Determination of the strategy.
3. Determination of tactics.
4. Determination of projects.
Stages for the strategic planning process.
1. Establishment of objectives.
2. Planning strategy.
3. Setting Goals
4. Developing the philosophy of the company.
5. Establish policies.
6. Plan the structure of the organization.
7. Provide the staff.
8. Establish procedures
9. Provide facilities.
10. Provide capital.
11. Establishment of standards.
12. Establish management programs and organizational plans.
13. Provide controlled information.
14. Motivate people.
2. Marwin Bower (1983)
Formal strategic planning process.
1. Formulation of Goals
2. Identification of current objectives and strategies
3. Environmental analysis
4. Resource analysis
5. Identification of strategic opportunities
6. Determination
3. Dr. Carlos C. Martínez Martínez (1983)
Model for the design of the strategy.
1. Determination of the mission.
2. SWOT matrix.
3. Key factors.
4. Scenario of action.
5. Determine areas of results.
6. Development of objectives.
7. Definition of strategies
8. Plan of Action.
4. José R. Castellanos Castillo and Orlando A. García. (1994)
Strategic planning model
Establish which are the achievements of the company and which are the strengths and weaknesses.
Immediate action.
Classification of the objectives of the company.
Know the environment.
Know the expectations.
Values of the alternatives.
Preparation and implementation.
5. Carlos Gómez Pardo (1977)
Strategic planning model
1. The various organizational inputs
2. The profile of the company.
3. Senior Management Orientation.
4. Objectives of the Company.
5. The current internal environment.
6. The external environment.
7. Development of strategies.
8. Planning and implementation.
6. Harold Koontz (2003)
Strategic planning model
1. General aims and objectives: graduating utopia.
2. The key exponents of the action.
3. Organizational structure.
4. Support infrastructure.
5. A better relationship, better information.
6. Financing.
7. Evaluation mechanisms.
8. Strategy time.
7. Fernando Cambranos, Montesinos Hernández and David Bustelo, Mitzbert.
Strategy design model (2001)
1. Determination of the mission.
2. SWOT matrix.
3. Vision formulation
4. Determine Key Result Areas.
5. Elaboration of the objectives.
6. Definition of strategies.
7. Action plan.
8. Organizational design.
9. Control System.
"The variety of strategic planning models allows formulating the appropriate one for any research institution, within them are decision or optimization models, which are useful in planning to determine the best course of action among available alternatives.
The models for the formulation, implementation and control of the strategy require a certain flexibility and a minimum of structuring, allowing the use of different tools that contribute to the intensification of creative thinking in order to offer the appropriate solutions.
2.2.1.5 THE SWOT MATRIX SWOT
analysis is used to identify and analyze strengths and weaknesses of the organization or program, as well as opportunities and threats revealed by information obtained from the external context. A first approach would be:
This analysis establishes the strategic diagnosis and its objective is to specify, in a graph or a table, the strengths and weaknesses of the program, with external threats and opportunities, in coherence with the logic that the strategy must achieve an adequate adjustment between its internal capacity and its external competitive position.
In the SWOT matrix by columns, the analysis of the environment is established, first column: Threats and second column: Opportunities. While the project diagnosis is carried out by rows, first row: Strengths and second row: Weaknesses. Thus, four quadrants are established that reflect the possible strategies that must be adopted for the project to be carried out successfully.
Strengths
Human resources experience
Technical and administrative processes to achieve the organization's objectives
Large financial resources
Special characteristics of the product offered
Qualities of the service that is considered high level
Weaknesses
Misused working capital
Poor managerial skills
Contracted market segment
Problems with quality
Lack of training
Opportunities
Poorly served market
Need for the product
Strong purchasing power
Regulation in favor of the national supplier
Threats
Very aggressive competition
Changes in legislation
Unfavorable trends in the market
International agreements
2.2.1.6 According to STONER J., WANKEL C, (1996) Strategic and operational plans The plans that have application throughout the organization, which establish the general plans of the company and seek to Position the organization in terms of its environment are called plans strategic. Plans that specify the details of how the overall plans will be achieved are called operational plans.
Three differences have been identified between strategic and operational plans.
Time Frame: Short Term (less than 1 year) and Long Term (Beyond 5 years) Specificity: Specific (clearly defined), Directional (flexible, establish general guidelines).
Frequency of use: Single use (they are generated for a Unique situation), Permanent (continuous plans for repeated activities)
2.2.1.6.1 Objectives of strategic and operational plans
They are the desired results for individuals, groups or even entire organizations. They give direction to all managerial decisions and form the yardstick against which achievement can be measured.
Establishing OBJECTIVES of strategic and operational plans
Convert the vision into specific targets for action.
Create standards to track performance.
Push to be innovative and focused.
Helps prevent costs and complacency if targets need to be lengthened.
"The application of strategic and operational plans, is to prevent, what you want to develop in a given period in all companies in order to measure results and be able to make directive decisions innovation is easier if it has been planned in advance in matrices the objectives to be achieved and to be able to control, change technical strategies that comply with the executive's standards. "
2.2.1.7 INSTITUTIONAL DEVELOPMENT
2.2.1.7.1 EDUCATIONAL ADMINISTRATION FOR
INSTITUTIONAL DEVELOPMENT
If the primary purpose of education for men is personal and intellectual fulfillment, it should be taken into account that instruction cannot be limited to the classroom, the institution In general, under the guidance of management, you must take responsibility for the quality of the service you provide, and this can only be achieved through a good educational administrator.
The policies that the educational system puts into practice are monitored by the general public, who increasingly demand more from education. Traditional principles are rethought, which is why the role of the administrator is more important. From the highest point of the educational pyramid to the lowest levels, this updated administrative role demands from each individual a greater personal effort in the development of human relationships. But it is not enough to hold the position, it is essential a leadership that allows the administrator to carry out his work, and this leadership will depend on the commitment of those involved.
Two paths can then be taken, that of cooperation and teamwork, or that of bureaucracy; that of course will depend on the type of individual who runs the organization.
When we talk about the Educational Administration for Institutional Development, we talk about overcoming a large number of obstacles that limit and hinder the institutional function. The lack of linkage of the community with the educational process, negativity towards innovation, legal ignorance, clashes between staff, insufficient advice for the teaching body, lack of supervision and control, among many other aspects is frequent.
The Educational Administration is then the optimal means available to education to achieve the success so desired by the Higher Education Institution, which is to create and recreate knowledge and professional training by competencies that satisfy the social mandate. Quality assurance is important as well as the guarantee of meeting professional training expectations.
Technological development in all fields contributes to the achievement of the Vision, University Mission of future professionals, since the productive sector expects a competent professional, committed and aware of their contribution to the Company or the Institution. (ROJAS, Yesenia (2006), Educational Administration, Editorial University of Sciences and Art, Costa Rica; p. 3-4)
According to CHIAVENATO (2000) Institutional Development is:
―It is a planned process of cultural and structural modifications, which visualizes the institutionalization of a series of social technologies, in such a way that the organization is enabled to diagnose, plan and implement these modifications with assistance of a consultant. It is a very complex educational effort, aimed at changing the attitudes, values, behaviors and structure of the organization, so that it can better adapt to new situations, markets, technologies, problems and challenges that constantly arise‖
2.2.1.7.2 Institutional environment
According to Fernández, Lidia, (1994) In general, an institutional environment is a dimension of reality made up of norms, values, guidelines and routines that determine the «territory» of legitimate and non-legitimate actions in a organization of any kind. In the field of education, when talking about the institutional sphere, mention is not made of aspects of the physical or concrete level, but rather of the aspects that constitute the cultural symbols of an educational institution as a regulatory framework for the individual behavior of its members. and of the activities carried out in the school.
2.2.1.7.3 According to Aguerrondo, Inés, (1990) Institutional Management, in particular, implies promoting the conduction of the school institution towards certain goals based on educational planning, for which knowledge, skills and experiences regarding the medium on which it is intended to operate, as well as on the practices and mechanisms used by the people involved in educational tasks. At this point, closely related to the driving activity, the concept of planning becomes important because it allows the development of driving-administration and management actions, whether educational or school.
In school management, planning makes possible the direction of the entire institutional process, and it is very necessary when trying to produce changes in daily activities.
The measures related to school management correspond to the institutional sphere and involve objectives and actions or directives consistent with said objectives, which aim to achieve a direct influence on a particular institution of any kind. It is, in short, a management level that encompasses the singular school institution and its reference educational community.
Every management measure supposes a political component, insofar as it tends to the realization of an intention. When the scope of application is the school institution, the interest of the action is to obtain certain pedagogical results through what is usually understood by school educational activity, carried out by each particular educational community. For this reason - as Inés Aguerrondo points out - all members of the school institution implement educational policy decisions on a daily basis when they organize work teams in the classroom and in the institution, when they take administrative and management measures of the establishment, when they define the mechanisms registration of students, the modalities of evaluation of their learning.
Institutional management, in particular, implies promoting the conduct of the school institution towards certain goals based on educational planning, for which knowledge, skills and experiences are necessary regarding the environment on which it is intended to operate, as well as on the practices and mechanisms used by the people involved in educational tasks. At this point, closely related to the driving activity, the concept of planning becomes important because it allows the development of driving, administration and management actions, whether educational or school.
In school management, planning makes possible the direction of the entire institutional process, and it is very necessary when trying to produce changes in daily activities.
2.2.1.7.4 According to Lapassade, George, (1985) Educational planning
Educational planning refers to the forecast of actions that will be carried out in an educational establishment with the purpose of achieving certain objectives set by the driving team. Such actions should be aimed at positively influencing the institution and the teaching and learning conditions that prevail there.
The so-called planning methodologies began to have a great development since the 1960s, both at the national and institutional levels. From 1960 to about 1970, the so-called classical or normative planning model prevailed. This model was based on a rational scheme whose methodology included the development of successive stages of action:
* goal setting, to find out what you wanted to achieve;
* carrying out a diagnosis, in such a way as to know the existing problems;
* The design and programming of the actions to be carried out;
* The execution of actions tending to modify the known reality;
* The evaluation of the impact that such actions could have.
As of the 70s, the normative planning model entered into crisis, since it was not adequate to face the uncertainties, the unforeseen and the peculiarities of pedagogical practice and present in every school institution. In many cases, the planning carried out by the authorities could not be carried out due to their difficulty in adjusting to unforeseen changes or conflicts.
This situation originated the need to think about other forms of planning that would help educational and school management by providing adequate strategies that would give concrete solutions to the specific problems of the institutions in particular. Thus, the strategic-situational planning model began to be managed, which is currently promoted from various academic and
political spheres.
The main difference that the strategic planning model has with the previous one is that it aims to think actions based on the reality of each institution in particular, at a given moment, giving priority to those actions, measures or guidelines according to the importance assigned to present problems. It is no longer a matter of solving everything at once and global solutions are not sought. Rather, an attempt is made to set a strategy that focuses on multiple priorities and promotes continuous, albeit small, progress.
In any case, in this model it is also necessary to set certain "ideal" situations that function as objectives or goals and that generate decision-making. But although these ideals guide the actions carried out by the leadership, the emphasis is placed on the concrete reality of each institution, on its rhythms and routines, which are what define the identity of each establishment.
However, it will be necessary to bear in mind that promoting strategic-situational planning at a higher level than the school level - at the central levels of the government of an educational system - carries the risk of losing the vision of the system as a whole, which was one of the largest virtues of the diagnoses of the classical planning model. The diagnosis of an educational system as a whole (at the national, provincial or municipal level) allows obtaining a kind of map of the supply of the system that facilitates the political authority to take measures and decisions.
2.2.1.7.5 According to Matus, Carlos, (1983) Management team
The management team is in charge of organizing the work that, in turn, it shares with the other members of the institution: teachers, students, auxiliary personnel, parents and other members of the educational community. In this organizational action, the management team must establish the tasks and responsibilities of each of the different member sectors, controlling their execution. Inés Aguerrondo points out that, through the establishment of moments for debate and reflection on its functions, the team evaluates and rethinks the organization of educational activity in the institution.
2.2.1.8 According to ALANÍS HUERTA, Antonio. (1990)
INSTITUTIONAL PLANNING
Planning allows us to know the perception that the institution has about its culture in vocational training, science and technology; likewise, it allows the implementation of projects for the solution of the most common problems in the institutions; and finally it provides elements for the design of academic teaching, research and institutional development projects with the support of the administration.
«Institutional planning aims to organize and systematize national and state educational policies in congruence with those derived from the mission of the institution of higher education; which has a defined focus and purposes since its creation. "
The planning, operation and administration of programs and projects in higher education institutions are aimed at acquiring and conserving the knowledge of society and generating new knowledge through their own research projects.
Institutional planning is made up of programs and projects of the three substantive functions, namely: teaching, research and extension and dissemination of culture; and the program and projects of the adjective function of the administration. These programs and projects constitute the Institutional Development Plan, which includes the background of the institution, its philosophy through its mission and vision, the institutional objectives, the institutional educational model and its theoretical framework on the concepts of education, man, society, method, teaching-learning process, evaluation, and contextual linkage.
The Institutional Development Plan must be designed, operated, administered and evaluated by all the members of the institution, from the directors and teachers, to the support staff. It must contemplate a basic period of directive management (3 to 4 years)
Each of the programs in the three substantive areas and in the adjective area must include at least the following projects:
1. Teaching Program: Undergraduate Academy, Training Line Academy,
Educational Guidance, Teacher Training and Updating, Professional Practices, Group Tutoring, School Control, Qualifications.
2. Research Program: at least three institutional projects of an interdisciplinary team on any of the following lines of research:
- Curricular Research.
- Epistemological Research.
- Methodological Research.
- Research on Educational Policy, Planning, Administration and Evaluation.
- Research in Education for Development.
- Research in Higher Education.
- Research in the different areas of Bachelor's degrees and
Postgraduate Programs.
3. Program of Extension and Diffusion of Culture: Diffusion, Library or
Information Center, Professionalization, Editorial, Academic Events, Cultural, Artistic and Sports Events, Website.
4. Administration Program: Planning Committee, Technical Council, Management, Academic Sub-directorate, Administrative Sub-directorate, Human Resources, Material Resources, Financial Resources, Regulations, Infrastructure.
Each of the programs and projects may contemplate the following structure: General data, Justification, Objectives, Goals, Procedure, Thematic, Activities, Schedule, Products, Resources (human, technical, physical, material, financial), Evaluation (quantitative, qualitative), Observations,
Responsible.
2.2.1.9 THE INSTITUTIONAL EVALUATION
Higher education institutions, through their substantive areas, are constantly renewing knowledge. In the same way, institutions and their programs must be constantly renewed.
“The fundamental strategy of this renewal is institutional evaluation, due to the globalizing scope it has with respect to substantive programs. The accumulated information needs to be systematized and the representative data recorded for the elaboration of graphs or projections that give an immediate idea of the processes and the current state in which they are (monitoring). This will allow the elaboration of specific statistics on the development of projects, with which reports can be supported for decision-making.
The purpose of the institutional evaluation is to have a scientific, reliable and valid diagnosis of how an educational institution performs its functions and activities, how it uses its resources, and how it achieves its objectives.
In the institution there must be an instance to evaluate the curriculum, the programs and all the institutional work. It is the one that must keep track of the Institutional Development Plan as well as its respective record. It is up to the research area to implement an investigation to evaluate a curricular proposal or study plan. It is recommended that when implementing a study plan, with the first generation, an investigation is carried out to evaluate and assess the admission, training and graduation processes. The latter through a follow-up of graduates for two years to see their impact on society.
In relation to the evaluation of the Institutional Development Plan, it is recommended that the responsible team design a format for each of the programs and projects in order to report monthly on the scheduled activities carried out, the scheduled activities not carried out and the activities performed unscheduled. A concentrate of each of the reports of the programs and projects is prepared and kept in view of all those responsible for the programs and projects.
At the end of each semester, the team responsible for the institutional evaluation must schedule an institutional event to evaluate the programs and projects of the Institutional Development Plan to share the results and make the pertinent adjustments.
Regarding the evaluation of the institution's curriculum, it must be carried out by a team from the research area. To do this, you must take into account the following aspects:
- Ideology (mission and vision)
- Institutional objectives
- Theoretical framework (concepts of education, man, society, method, teaching-learning process, evaluation, contextual linkage, substantive and adjective functions and organization.
For the evaluation of a curricular proposal or study plan, it must also be approached by a team from the research area, taking into account the following aspects:
- Conceptual Plane
- Philosophical
Plane - Normative Plane.
- Identification of Needs
- Identification of Needs of the Society
- Identification of Needs of the Profession
- Identification of Needs of the Institution
- Study plan (justification, general objective, intermediate objectives, professional profile of the graduate with their areas of knowledge, their attitudes, their abilities and skills, professional profile of the teacher, curricular structure with their training areas to obtain the professional profile, curriculum map or structure of the study plan with its horizontal and vertical coherence, study programs or descriptive letters).
- Standards for assessing learning and the curriculum.
- External evaluation of the curriculum or its impact on society.
2.2.1.9.1 Institutional Educational Development as Organizational Development One of the main columns, or one of the most important innovations, associated with the concept of institutional educational development or school autonomy, is the inclusion of organizational development strategies. Many of the current strategies for change are based on the perception of schools as organizations with a special organizational structure. Accordingly, schools are not only learning organizations, that is, they are responsible for organizing systematic learning processes, but they themselves, as organizations, are also capable of opening up to learning processes.
2.2.1.7.7 According to Philipp; Eikenbusch, (2000) INSTRUMENTS OF
ORGANIZATIONAL DEVELOPMENT IN THE EDUCATIONAL CENTER
Over the course of time, a number of application models, methods and instruments of organizational development have been developed for the educational center
In most cases, five stages are considered in the organizational development of educational centers: contact (making contact and clarification of cooperation), survey of the situation (diagnosis and analysis of the starting situation), definition of the objectives (and action planning), implementation and evaluation. As an instrument for the diagnostic phase, the Guide to Institutional Learning (GIL) has given good results, which through 10 categories32 tries to determine the starting situation, or the SWOT analysis, which, through questions with cards, inquires about strengths, opportunities, weaknesses and threats.
As important elements of institutional educational development, the execution of innovative projects as well as conscious work on the school profile and the elaboration of a development program of the educational center based on visions and objectives negotiated jointly can be valid:
In general, the project concept is not very defined: it can be both a pedagogical project, as well as innovative projects, which can refer to any of the aforementioned areas of institutional educational development. The joint development and execution of projects can strengthen cooperation processes, work against the fragmented basic structure of the educational center, made up of teachers or individual classes, and react in a short time to specific needs and problems. According to the findings of innovation and implementation research, through project work it is also possible to achieve intermediate achievements and win over other stakeholders for institutional educational development work.
The profile of a school consists of the essential points of the task of teaching and educating independently elaborated, through which the educational order of the type of school is interpreted in a creative way. While each school has a more or less outstanding profile, and also the educational center in particular may have sought a special profile, its own and unmistakable, without having intentionally associated it with a process of institutional educational development, the development of its own program is one one of the most important institutional educational development instruments and an integral part of the institutional educational development process.
2.2.1.9.3 According to Lindau-Bank, (2000) the School Program Is
The concept of action of a school formulated in writing. In the school program, the fundamental pedagogical attitude (school ideal) held by all and the concrete plans (work program) for the achievement of school objectives are mentioned and justified.
So, a program is only alive when it is based on a process that involves all members of the educational center and that gives space to their vision of what a good school is. The program explains the essential points of the educational center, is the basis for the systematic evaluation of what has been achieved
(evaluation) and is useful for the public presentation of the educational center »
2.2.1.9.4 According to Bastian and Combe, (2000) Institutional educational development as teaching and staff
development Institutional educational development processes can begin with organizational, staff or teaching development. If the demand for a decentralization of decision-making powers in favor of the educational center is taken seriously, then each educational center should be able to decide for itself which essential point of development it wishes to favor first. This is opposed by the observation of some pedagogues, regarding that the strong weight, which at this time is assigned to the organizational development procedures, would lead to a neglect of a pedagogical development of the educational center, whose core is the development of the teaching.
All development efforts in the educational center are in vain, if they do not come to teaching.
Therefore, the main objective of institutional educational development should be dedicated to the original task of the educational center and be oriented towards the improvement of education and teaching: institutional educational development, according to Meyer, must always be based on the development of teaching.
Klippert further advocates for reinforced methodological training with teachers and fostering communication and teamwork skills in students.
Bastian and Combe define the pedagogical development of the educational center, which includes both the development of teaching as well as the development of the staff, as a process of self-training of the members of the institution, in which they work to establish a relationship between good teaching, a development of the subject oriented to emancipation and the appropriate institutional conditions for it. The starting point of the joint work is the interest in a renewal of the learning culture and in the individual and institutional changes that result from it.
The possible starting points for the development of teaching and staff are, according to Meyer and Ulrich, spontaneity and autonomy of students, integration of subjects, methodological openness, that is, expansion of the methodological competences of teachers and students, free work, rhythm of teaching, arrangement of classrooms and school architecture, teamwork - for example in class teams and performance teams, formation of collegiate supervision and support groups, and conducting internal training of teachers
2.2.1.9.5 Institutional Educational Development and Opening
In relation to the discourses of institutional educational development, the idea of opening the educational center to the outside has also been activated again. The openness to the outside can occur through the intensification of work with parents and the neighborhood (community education), the cooperation of experts in classes, information and dissemination activities, contacts with external establishments (social establishments, institutions services, commercial establishments), construction of a network of learning centers, cooperation with other schools (neighboring schools, associated schools), exchange of teachers (voluntary, for a limited time), project weeks, project days, technical conferences, open days, voluntary discussion circles of teachers,Scientific monitoring of individual development plans or the establishment of learning workshops.
2.2.1.9.6 Difficulties and Blind Spots
Meanwhile, the concept of institutional educational development appears to be 'as popular as it is inflationary. In this, Rolff confirms both a fragmented understanding of the idea, as well as a theoretical deficit, especially with regard to a sociological construction of theory for the insertion of institutional educational development in connection with social conditions. In the framework of the discourse on autonomy, the important question of the connection of the development of each particular school (self-management) with the development of the system as a whole (system management) is largely neglected. Rolff presents five different docking models, which allow development spaces of different amplitude and leave different coordination problems:
On the universalization of institutional educational development
The analysis of institutional educational development processes in schools in different countries allows us to infer a growing universalization of their discourses and practices. Just as the model attempts alluded to are not an isolated practice, Latin American autonomy efforts also adhere to international decentralization policies.
In the United States, for example, together with public core educational centers, originally introduced towards the end of the 1970s as a measure against the segregation of the school population based on racism and which show a high degree of attractiveness, in the 1990s New models of autonomy emerged with charter schools in Minnesota and pilot schools in Boston. Also in Latin America, the discussion about school autonomy acquires an increasingly wide space. For the Inter-American Development Bank (IDB), fostering autonomy processes is considered an important strategy to improve the quality of teaching, use resources more efficiently and reduce social differences.
2.2.1.7.9 According to the IDB, (2000) SCHOOL AUTONOMY IS DEFINED AS FOLLOWS:
School autonomy is understood as the transfer of responsibilities from a higher level of government to the educational center, accompanied by the necessary resources for its execution. The resources can be in money, equipment, didactic material and / or the legal conditions that allow the educational center to fulfill the new functions that are transferred. The latter may be: any legal figure that authorizes the administration of money, or the express authorization of the councils to exercise their powers, such as the hiring and firing of teachers.
In addition, some control functions are placed in the hands of the parents or at the local level. As the most widely disseminated strategies for the realization of school autonomy in Latin America, administrative autonomy (AA) and pedagogical autonomy (AP) are considered, which are defined as follows:
Model 1: Driving through laws and decrees
This model is hierarchically conceived and is the most conventional of the driving models. However, in recent years it has lost its rigidity: hierarchies descend, management is carried out by means of less detailed framework laws or from further afield, so that a margin can be opened for institutional educational development. However, the deliberate narrowing of the development corridor is almost always a problem, which then leaves too little room for institutional educational development.
Model 2: Driving Through Tests and Benchmarks
On the basis of performance tests by subject or centralized attitude measurements, national averages are calculated, which are standardized under the term Benchmarks and which should serve the educational centers as a guideline for their institutional educational development.
Along with the methodological problems of these performance comparisons and their ignorance of the inequality of educational conditions, the form of coupling also contains the danger, that it is not clear if and how schools react to the results with their program work developmental. This model finds diffusion especially in the Anglo-Saxon countries and in the Netherlands and is currently being tested in Saxony through a classification based on high school grades.
Model 3: Pre-driving
This widely disseminated model of coupling is based on misunderstandings, since educational centers are (formally) given a margin of freedom, which however, (later) is again restricted through narrow guidelines of detail, in order to to prevent separate development. This frequently provokes irritation in educational centers towards educational authorities, loss of motivation regarding institutional educational development work and resistance against the rules.
Model 4: Evaluation
Here, the coupling occurs through the combination of internal self-evaluation of the school and external evaluation of school supervision. This model can produce priority or coordination problems, when the educational center feels under tutelage in the case of a more dominant external evaluation or when there is no agreement on evaluation methods and / or topics. That is why it is important to agree, to conclude bilateral agreements to agree on important indicators and standards
Model 5: Rear Driving
The rear drive coupling model underscores the importance of individual school development. Their problem lies in the danger of uncontrolled fragmentation of all educational centers. This could be prevented through self-coordinating unions, such as organizing regional conferences and building networks.
In the event that their coordination strength did not prove to be sufficient, the developments would have to be coordinated later by the school supervision. Another problem consists in the strong tendency to argue with normative postulates, for example in the sense that “school autonomy promotes educational quality and equity, without sufficient evidence of its veracity being presented or fundamental terms being sufficiently clarified, such as for example the notion of quality. The literature on institutional educational development, which for the most part is subject to a belief in progress with a tendency to minimize potential obstacles, raises great expectations that it can change the school reality through processes of institutional educational development. However,the daily life of the educational centers frequently shows fewer innovations, than what is suggested through discussion
scientific and literature.
Brandt specialized. In institutional educational development processes, it is observed over and over again that development plans are approved but not carried out, that projects are planned but not carried out, and that programs are drawn up but not filled with life. Programs often remain empty formulas: The formulation of ‗official 'objectives is often only in the service of the organization's ritual self-presentation to the outside or to the less powerful staff of the organization itself. This resides in different factors: formulation of unrealistic objectives, chronic shortage of time, lack of consideration of the general administrative, social and political conditions, unilateral concentration on the micro-politics of the educational center neglecting the political-educational context,lack of anticipation and consideration of conflicts, and resistance, as well as illusions about available energies and commitment.
2.2.1.9.7.1 Research criteria
As has been seen, the term institutional educational development covers a wide spectrum of topics. Contrary to the original assumption, that the discourses would differ strongly at the international level, in the preparation of the investigation, more common features than differences could be verified. It has been seen that the Peruvian discourse on institutional educational development is based on international trends, both in time (even if somewhat postponed) and also in its content.
Institutional educational development, as understood in the framework of this study, covers the thematic areas of organizational development, staff development, teaching development and opening of the educational center. Taking into account the mentioned models of institutional educational development, catalogs of criteria were developed, which should serve as open observation and survey guidelines. The criteria catalogs are divided into the following subject areas:
General criteria for institutional educational development
• Organizational
development
• Staff development
• Teaching development • Openness
In part there are overlaps, since some criteria cannot be unequivocally subscribed to a subject area. Team development, for example, can be located in organizational development or in staff development; the participation of students, in organizational development or opening of the educational center. For this work, each criterion was assigned to a single area.
Perspective
Within the framework of this study, state educational centers were presented, which are concerned with acquiring the profile of a «learning organization». Through this they practice both intentional and institutional development. The experiences of the model educational centers visited have shown that there are different development strategies. Each educational center pursues in this process with different accents in the essential points, a comprehensive model that incorporates various strategies: above all, elements of organizational development, staff development and teaching development are considered.
However, for different reasons, institutional educational development «from below, that is, from the educational center in particular, is also presented in Peru as fraught with conflict and difficult: this is related to the specific characteristics of the school organization, with staff requirements and material conditions, as well as the type of connection between the educational system and each particular educational center.
In conclusion, based on the theories of the authors Fernández Lidia, Aguerrondo Ines, Laposso de Georgue, Matus Carlos, Alanis Antonio, Lindau generalizes the parameters of institutional development directed to higher education in this way institutional educational development can be implemented as little faithful to the goal as the macro-structural educational reforms. Institutional educational development from below cannot be prescribed from above: one result of this is the writing of school curricula, which are mutually equal in central points and are often poorly supported by existing reality. However, institutional educational development can be stimulated, supported and strengthened from above and also from the middle. In particular, the work of convincing must be considered,the search for consensus, motivation and free will. Over the heads of those involved, only promising processes will be made to establish with difficulty.
In the IDB analysis, focused on models, institutional planning and institutional evaluation are the fundamental task of a higher education institution. Without them it cannot function or respond to the purposes for which it was created. Without them, the institution and its members fall into a static model and little by little they will become inert and prey to many institutional vices such as conformism, the struggle for power or positions, envy, conflicts, simulation, among others..
Institutional planning allows the members of a higher education institution to have a long, medium and short term vision; promotes a continuous movement of improvement, competence, effectiveness and productivity.
The institutional evaluation allows the members of a higher education institution to assess their educational work, to constantly renew and improve themselves, to update the institution according to the needs of society and its times.
2.3 IDEA TO BE DEFENDED
With the design of a Strategic Plan characterized by diagnosis, SWOT matrix by functions, establishment of a matrix of critical nodes, allies, matrix of objectives, strategies, POA matrix, improvement plans for accreditation of careers, management indicators for control and formats the institutional development
of the CENTRAL UNIVERSITY OF ECUADOR will be achieved ext. SANTO DOMINGO.
2.3.1 Independent Variable:
Strategic Plan
2.3.2 Dependent Variable:
Institutional development
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