Marion+Carter


 * =Module 5 Budget and Evaluation=

Evaluation:
**Project Assessment/Evaluation ** **Formative and Summative Evaluation Objectives ** Objective: To strengthen the conflict management and intervention process · By providing rapid feedback while the intervention is in progress · Provide documentation of how the intervention and resolutions of conflicts are proceeding · Describes the techniques being utilized, and problems being encountered · Determine the impacts during the different stages of the intervention process · Providing a snapshot of initial and current levels of progress and assists in planning of revisions and what commitments need to be re-focused. · Reconsider program goals and make revisions as necessary · To take advantage of any new intervention opportunities. ·  Provide input to future planning and implementation Evaluation Tools: · Observation (Day to Day) · In-depth interviews with employees and management each of which can be part of formative evaluation · Re visit the pre-intervention analysis · Appraisal (see attached appraisal forms) · <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Peer evaluation <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">**Assessment Tools**
 * =Module 4 Justification=




 * =MODULE 3=

Strategies:
A combination of strategy 2 (medium) and strategy 3 (higher end) would be used in a transitional course of improvement

Strategy 2: · Building upon the first stage, an expansion of web access, to all targeted schools including wireless connections will be initiated. Additional hardware and software serving the needs and meeting the technology objectives of the TRIO program. · After school training and activities including tutorial services. Software will be acquired that will provide academic enrichment and assistance with homework Hire personnel that will provide and develop student’s technical skills, explore the Internet, and participate in multimedia activities, including web page design and creation.

Strategy 3:

· (A) Developing and providing services and activities for community residents that provide access to computers, information technology, and the use of such technology in support of preschool preparation, academic achievement, educational development, and workforce development, such as the following: · (B) After-school activities in which children and youths use software that provides academic enrichment and assistance with homework, develop their technical skills, explore the Internet, and participate in multimedia activities, including web page design and creation.
 * (C) Adult education and family literacy activities through technology and the Internet

Micromanagement Strategy · Hire a leadership/management coach to help the leadership/director learn to trust and delegate to subordinates. Provide managers with the same leadership development. This will provide an opportunity to have all leadership on the same page. · During the training, those few managers that are doing a good job should be asked to share their "best practices" with other managers in the organization. · Use focus groups and individual interviews to learn from employees what decision-making authority they feel they need to do their jobs well. Then communicate this information to their supervisors. · Team and Leadership trust building strategies
 * Assist the leadership to delegate to you more effectively by prompting him/her to give you all the information you will need up front, and to set interim review points along the way.
 * Volunteer to take on work or projects that you're confident you'll be good at. This will start to elevate confidence levels and improve delegation.
 * Ensure that the lines of communication between workers and leadership are open both ways on a daily, weekly and monthly basis.
 * Encouraging communication also energizes employees to carry out their intent and duties.
 * Isolate the business goals and objectives in order to reasonably negotiate leadership, management and worker conflicts.
 * All efforts by employees and leadership must be met with mutual dignity and respect for the other’s responsibility and duties.
 * Develop a strategy of free flowing information, it will enrich and empower the program

Follow-up and assessment · Weekly and monthly assessment of the suggested interventions are evaluated through peer mediators and evaluated by goals set for short and long term, and whether objectives are being met. · Based on the assessments, objectives can remain the same or modified.


 * =MODULE 2=

**The Organization’s History and Background, Part 2**

 * PERFORMANCE GAP**
 * The task is to look at departmental processes and procedures where technologies can be infused, or enhance the technologies in place where access to technologies for this demographic is made available in hopes of making them better competitive in their academic environments.** **The infusion of new technologies will better allow staff and personnel in performing the tasks of providing academic, cultural, and career development services to the targeted clientele.** **Leadership's micro-management style has become a detriment to the work environment where the employees who are qualified to perform the roles in which they were hired lack motivation to take initiative to not only meet objectives, but also to inquire on new and innovative ideas that promote student learning and achievement.**

Work Environment
Information

· Employee expectations are clearly defined as to what the organizational focus is and per annual employee evaluations. · Office and structural guidelines are outlined and updated yearly · Leadership and coaching is questioned due to a micro-management style of leadership as explained in interviews with current employees. · There is an uncertainty in the work environment and not always considered a professionally pleasant atmosphere to work.

Resources:

· Some materials and tools are available but budget wise, because the company has nonprofit status, the availability of funds are not there to sustain an on-going objective.

· Psychological work environment is not contributing to improved performance, and it has become somewhat detrimental to the employee performance. Organization is present in employee performance, but is scrutinized by the leadership due to its micro-management style.

Incentives:

· Being a non-profit organization, there are no financial incentives in place · No Non-financial incentives

INDIVIDUAL ANALYSIS
Knowledge and Skills: Capacity

All employees with the exception of 1 has over 15 years of experience within the company, working with targeted demographic, as well as education levels at and above a Masters degree. As roles cross-sect, the need to know and understand the role of each individual is key to the success of the organization.

Why do you think this problem developed in your company?
I find that leadership's micro-management style has manifested and progressed to a juncture where: 1) employee lack motivation; 2) lack of desire to perform the required work; 3) staff resentment; 4) gate keeping; and 5) lack of trust.

Why does this gap exist?
Communication deficiencies, trust matters,authoritarianism are the visual drawbacks and challenges that are present. There seems to be underlying causes that need to be investigated.

=MODULE 1=

**The Organization’s History and Background, Part 1**
1. Name of organization
 * TRIO Programs: Educational Talent Search and Upward Bound Programs**
 * 2.** Summary
 * The TRIO Programs are a dual functioning unit. The leadership oversees both units and the problem that is to be addressed is better technology infusion. The students being provided services by TRIO programs are low income first generation students, many living in rural areas where access to technologies is not readily available, or the socioeconomic statuses of these families are at a level that technology is low on the list of necessities. The task is to look at departmental processes and procedures where technologies can be infused, or enhance the technologies in place where access to technologies for this demographic is made available in hopes of making them better competitive in their academic environments.** **The infusion of new technologies will better allow staff and personnel in performing the tasks of providing academic, cultural, and career development services to the targeted clientele.**

3. Background of organization

EDUCATIONAL TALENT SEARCH PROGRAM


 * Talent Search is a college access program that serves youth in grades six through twelve. In addition to counseling, students and their families are provided with assistance in choosing a college, applying for college, and applying for financial aid. This early intervention program helps young people better understand their educational opportunities and options.**
 * The NC State University Program serves 800 students annually from 12 middle and high schools (Zebulon Middle, Smithfield Middle, Selma Middle, Chewning Middle, Neal Middle, Hillside High, Southern High, Northern High, East Wake High, Knightdale High, North Johnston High and Smithfield Selma High).**
 * The Program has been a part of the University since 1991 and has assisted thousands of students to enroll in college and gain a college degree.**

UPWARD BOUND
 * The NC State University Upward Bound Program, one of the oldest and largest in the state, began in 1978 as**
 * a pre-college educational enrichment program funded by the U.S. Department of Education to serve 60**
 * students at Louisburg High School. Upward Bound serves high school students from low-income families and**
 * high school students from families in which neither parent holds a bachelor's degree. During the past 30+**
 * years, the program has assisted thousands of high school students to prepare for higher education.**


 * Provide necessary skills to high school students so they may become successful college students.**
 * • Provide fundamental support to participants in their preparation for college entrance.**
 * • Provide opportunities for participants to succeed in their precollege performance and ultimately in their**
 * higher education pursuits.**
 * • Academic Skill Development • Motivational Workshops**
 * • Tutoring • Cultural and Career Development**
 * • Test Prep Training (SAT/ACT) • College Admissions Assistance**
 * • Computer Aided Instruction • Monetary Stipends and Subsistence**
 * • Fee Waivers • Summer Residential Experience**

4. Mission · **TRIO programs seeks to introduce concepts, philosophies and methods of various academic, cultural and career disciplines, enhance confidence, quality of life and self direction, facilitate intellectual, ethical and personal growth, create a culture which engenders respect for human diversity and create awareness and understanding of a culturally diverse society**.
 * The North Carolina State University TRIO Program is a federally funded program whose mission is to provide equal access to quality education without regard to race, color, national origin, gender, disability or orientation.**

5. Organizational Goals


 * Identify and select participants who have academic potential to succeed in college;**


 * Encourage and motivate participants to complete secondary school and enter into post secondary education;**


 * Encourage non-finishers to reenter school and complete their educational training;**


 * Help students overcome class, social and cultural barriers to higher education.**

6. Organization clientele?


 * 800 Low income first generations students in 12 middle and high schools in three separate targeted North Carolina geographic areas based on statistical data provided by targeted areas, state and national statistics base on dropout rates, poverty levels, test scores among other standards to be reviewed and assessed based on Department of Education regulations.**

7. Key Personnel 8. Organizational website [] 9. Access to any public relations materials or annual reports for the organization? Where can you obtain these? Directly from website, office materials and past Annual Performance Reports (APR)
 * Marsha Pharr: Director, Educational Talent Search and Upward Bound Programs**
 * Sandra Conoly: Assistant Director, Educational Talent Search**
 * Willie Edmonds: Assistant Director Upward Bound Program**