When matrix organization came into existence, it was perceived to violate Henri Fayol’s principle of “unity of command.” According to this principle an individual works for a single manager who provides direction and orders to the individual. Many managers and professionals felt uncomfortable with the concept of multibossed individuals and multiple bosses under matrix organization.
Even long after matrix organization came into use, many organizations still feel uncomfortable with the concept of matrix organization. These organizations still prefer to use the old concept of organization having a single boss for a single individual that provides a simpler authority-responsibility work relationship. In order to develop a further understanding the concept of matrix organization, you are required to present a report to these organizations about matrix organizations. Answering the following questions will help you to prepare the report.
- What were the reasons that an alternative organizational design like “matrix” emerged in alternative design?
- In the organization you are familiar with, has there been an adequate effort made to define why matrix design is used-and how that design changes the working relationships in the organization?
- Has your group ever been in a situation when there was no definition of what your specific role was to be? How did you cope with such a situation? Provide example from each group member.
- What really helps us influence the people with whom we work-the assigned authority we have over those individuals or our interpersonal skills in working with those people?
- The matrix design seems to be working today, yet it is still emerging in theory and practice. What might be the key characteristics of the organizational design of the future, which might replace the current matrix design?
De-centralised Education Systems and trends in pedagogy In de-centralised education systems, and in developed economies, we are seeing a continuing move towards enquiry-based learning and the notion of self-aware students and self-aware practitioners. This refers to the emphasis on teaching students how they learn, and how to plan and organise their own learning (a good example is the work of the highly influential educator John Hattie and his Visible Learning programme which is being increasingly adopted worldwide). This means that future technology will need to support students who are developing their own portfolio of skills and competencies, and who will be learning through projects that encompass a range of subjects. We are also seeing a shift towards Blended Learning, combining experiential education with technology, so that the latter becomes one tool among many, and to ensure that physical experience (making things, doing experiments with laboratory equipment) and social interaction continues to be the core focus of classrooms. De-centralised education systems tend to encourage pockets of excellence and innovative practice. In reality these can end up being isolated, even within schools where one or more ‘super teachers’ experiment with new technologies and pedagogies and the rest of the staff carry on as before. Over the next three to five years, Change Management and teacher training and support will continue to be a priority to ensure that all staff are brought to the same level. Online teacher communities and support networks (e.g. Edmodo) are and will be a vital part of this. From a technology perspective the rise of mobile devices and apps has led to a rapid shift away from large one-program-does-everything model towards Playlist Learning and Teaching. With this approach, students and teachers are building and using their own highly personalised collection of apps to learn and teach both inside and outside the classroom. In the short term this has led to a huge demand for curated libraries of content. Long term this shift allows for the development of Diamond Age Primers – artificial intelligences that work with a student or teacher to build a flexible curriculum for learning in response to the interests, intellectual development, skills and needs of the individual. One student-one device teaching is currently problematic and, without standardisation, will continue to be so. There is still a demand for physically and technically robust student devices that can be controlled by the teacher and administration and which are handed out as and when the lesson demands. Beyond that we are seeing a reluctance to provide students with expensive tablets which they then use continually in and outside the classroom – mainly because of the expense and technical support issues. BYOD also raises a number of issues that are making teachers and administrators reluctant to adopt it – lack of stan>GET ANSWER