Introduction
This paper is about the optimization of professors’ activity here at MUN University, where I am a university president, and what clarifications I expect. The notion that OB is the key to obtaining the best performance from workers is getting more attention among scholars, giving rise to an emphasis on the application of OB theories in any given teaching situation. The university is striving to ensure the caliber of the teaching quality, MUN University’s reputation, students’ satisfaction, and the whole process of educational progress. This paper seeks to implement the OB theories in order to provide actionable steps for increasing teachers’ quality and providing a satisfactory educational environment for all students.
Overall Approach
To ameliorate the academics, I intend to use a multiple-faceted playbook that implements Organizational Behaviour (OB) principles. The strategy that we will employ will entail delineating and using consequential instructor effectiveness-compounding OB concepts to create a practical implementation framework. With the goal of giving faculty members tailored strategies that will be based on different theories that will correspond to specific topics of teaching efficiency, the review of theories will be done. The programs we offer will help support the development of this goal, which will motivate the workers of the organization to bring their best effort towards the optimization of the job design, social learning facilitation, and, finally, the attainment of organizational justice.
Through the adoption of OB techniques alongside our teaching methods, we endeavor to develop a sensibly challenging and motivational learning environment that is rife with continuous progressiveness and quality among lecturers. It is a vital aspect of our strategic plan because it reflects our efforts to improve the quality of teaching and ensure student success at MUN University.
Theory 1: The Goal Setting
The theory is a form of human motivation theory, as well as a practical one, which asserts that individuals become more extrinsically motivated and more intrinsically motivated when they set goals they are ready to accomplish. The theory states that setting concrete and challenging goals not only helps determine what to focus on but attracts effort as well. It builds persistence in individuals. In this consideration, setting specific and convenient goals raises motivation and task intensity and, thus, boosts work productivity.
To apply Goal Setting Theory to enhance the performance of presiding instructors at MUN University, we intend to implement a structured goal-setting framework for teachers. Here, the plan is to work jointly towards the formulation of instructional standards, which are pragmatic and measurable and which address the university’s instructional objectives as well as standards. Every instructor on his or her side joins together with the department head as his/her coach, and they both will form a teaching program that is specifically for this teacher’s responsibility, the subject matter, as well as students’ needs. These aims include improving student committees, improving learning outcomes, and starting methodologies in teaching.
Instructional professionals can establish specific teaching performance objectives that will help them hone the areas that require more attention, evaluate their development level, and obtain the necessary help in the form of coaching and criticism in order to reach a higher level of expertise. This action plan is placed on the theoretical basis of “Goal-Setting Theory.” The whole initiative provides faculty the opportunity to set high standards for their performance in terms of teaching practices and, if succeeded, an extensive introduction of ambitious goals to the quality of the instructional delivery system at MUN University.
Theory 2: Expectancy Theory
According to the Expectancy Theory, people are more motivated to perform tasks as long as they are sure that their efforts will have the desired results, though they have that capability. It emphasizes the importance of three key factors: performance (expectancy of the effort’s outcome), instrumentality (the connection between performance and the reward), and cause (value of the reward).
To ensure that the remuneration of teachers at MUN University fully corresponds to their performance, we will propose an improvement plan that navigates through the Expectancy Theory.
According to such a plan, a performance-based reward system is applied, which shows appreciation and motivation for creative and good teaching results. What you could use as a reward is the one that has yet to be outlined above, which could include a monetary bonus, a professional development opportunity, a teaching award, or job security.
It follows that in order to make this plan effective, there are specific rules and principles on which performance evaluation and compensation should be based so that the instructors know exactly what is expected of them and how the compensation depends on their contribution to the intended goals. Attaching rewards to teaching performance, the UN University of MUN can motivate teachers to keep their best effort levels in learning and teaching discipline and, as a result, create a qualified and satisfied society.
Theory 3: Occupational Design theory
Job Design Theory prioritizes employing active and innovative methods to design jobs that stimulate employees emotionally, allowing them to evaluate their work positively and bring the best out of themselves. It instantiates that the cosmetic brand should provide jobs that ensure a field of a variety of tasks, decision-making, and task significance, as well as a chance to keep developing their capacity.
Implementation should be based on the Job Design Theory, which is used as a foundation of the plan in order to improve teaching performance at MUN University. This scheme aims to take an in-depth review of the current roles and job positions in institutions to locate places that need to be improved. Following that, job redesign strategies would be introduced in the future to communicate the value of instructors and enhance their engagement and satisfaction. For example, institutions can incorporate such mechanisms as rebalancing the workload, initiating the provision of opportunities for professional development, skills enhancement, and faculty in charge of their way of teaching, and helping to create a sense of meaning by stressing that teachers’ contribution can influence the learning success of every pupil.
By remolding the instructor roles and placing them in line with the basic principles of job design theory, MUN University can develop a more conducive and inspiring workplace for instructors, meaning that they will be more goal-oriented and produce better performances for students.
Theory 4: The Social Learning Theory
The social learning theory postulates that individuals gain understanding based on what they observe from others and copy what others do. The focal point lies in the significance of social interactions, feedback systems, and modeling of social conduct as incubators of behavior.
To introduce social learning theory into MUN University’s pedagogical strategy, a two-pronged action plan involving collaborative learning through peer observation and feedback is proposed. This course will be composed of various instruction methods, including setting up regular peer observations when both instructors are able to see each other’s teaching approaches, thereby cooperating and constructively criticizing.
Moreover, organizing peer feedback sessions would be another step towards creating an environment with a broader scope of open conversation and experience sharing among faculty. In this way, MUN College can provide a healthy culture of education that is based on the sharing of knowledge, ideas, and experience. Moreover, such culture allows educational staff to build refined teaching techniques, exchange best practices, and use innovative approaches. As a consequence, the effectiveness of education and professional growth can be strengthened.
Organizational Justice Theory
Organizational Justice theory, through the lens of people functioning in an organizational scenario, judges if an action is ethical in procedure, interactions, and outcomes. It pinpoints the necessity of equipping society with fair treatment that maintains accessibility to information and availability of justice.
In order to supplement Organizational Justice Theory principles and boost more effective teaching at MUN University, we are thinking of an action plan that would facilitate fairness and transparency in the performance appraisal and feedback process. Such a program aims to create a formula that is based on objectivity, consistency in approaching the given methods, and a detailed evaluation report, which is supposed to be delivered in a timely manner. Furthermore, the transparency of communication channels would be made for consultation between instructors and evaluators, on the basis of which consultations would be facilitated, and understanding and acceptance of evaluation outcomes would be ensured. Through the culture of organizational justice displayed in performance evaluation and feedback, MUN University may increase the levels of happiness among the trainers, which will indirectly lead to the goal attainment of the organization.
Action Plans
In teaching goal attainment theory, the instructors will jointly develop purposeful, measurable, and result-oriented teaching goals based on the university’s goals. Every instructor will be instructed to select in a consultative manner with mentors as guidance and teaching objectives that are specific to their subject matter and student needs. These criteria may be to draw the students in, reveal better results, or innovate the way of teaching.
Through the introduction of a performance-based award system, instructors will receive maximum recognition and reward for their excellence in teaching efforts. Rewards may be in the form of compensation or educational awards, depending on the set criteria and established measures. In any case, the rewards should be linked to transparent evaluation criteria. This guarantees equity and no ambiguity in appreciated appreciation; thus, instructors will be prompted to achieve excellence in their teaching roles.
The behavioral degree from the MUN University teaching role will be assessed and remodeled to meet the mission of professional engagement and job satisfaction. Among these strategies are workload assessments, the pursuit of development opportunities for the teaching force, recognition of the autonomy of instructors, and acknowledgment of instructors’ equal share of teaching.
Through scheduled peer observations followed closely by formal feedback sessions, there will arise a collegial environment where every instructor acts as a learning colleague for others. It will help the educators to share ideas and come up with thematically related projects that will lead to new ways of teaching.
Setting up constructive and transparent evaluation criteria and providing feedback promptly during the evaluation of the employees’ performances creates a just and transparent process. Clear communication channels provide the script for consultations between instructors and evaluators, which boosts the trust and satisfaction of the parties.
Conclusion
Retrospectively, the combination of five essential organizational behavior theories developed a menu of efficient strategies to improve teaching efficiency at MUN University. Moving from Goal Setting Theory’s emphasis on precise objectives to Expectancy Theory by relating rewards to effort, Job Design Theory which states emphasizes the optimization of roles, Social Learning Theory where peers act as models, to Organizational Justice Theory, which views fairness as a priority, each theory touches on tangible opportunities. By following these individual plans, MUN University will create a more enabling and inspiring approach to teaching that, in the end, will reach results of better teaching and the students. This consideration shows the critical aspects of including organizational behavior theories in the strategies to promote teaching excellence in academic institutions.
Reference
Johns, G., & Saks, A. M. (2020). Organizational Behaviour (11th ed.). Pearson Canada.
write