Thesis on "Organizational Analysis in Store Room Intern"

Thesis 5 pages (1482 words) Sources: 1+

[EXCERPT] . . . .

Organizational Analysis by in-Store Room Intern

Reason for Being

The answers to three primary questions, according to Janel M. Radtke (1998) in "How to write a mission statement," depict an organization's "reason for being" or mission statement.

Every organization has a mission, a purpose, a reason for being," Radtke (p.1) stresses. The rationale leading to the creation of an organization frequently reflects its mission. At a minimum, an organization's mission statement needs to answer the three primary questions.

What opportunities or needs does the organization exist to address? (the organization's purpose.)

What is the organization doing to fulfill the needs it exists to address? (the organization's business of the organization.)

What principles or beliefs guide the organization's work? (the organization's values)

(Radtke, 1998).

One can "see" the mission of the organization where the writer of this paper currently serves as an intern, a culinary school, in action as it prepares individuals "to serve" (literally and figuratively) food related areas. Along with providing a credible service to students, as the culinary school trains them, the culinary school also operates a profitable business. In this paper, the writer, who currently serves as an intern in the school's store room at a culinary school, presents an organizational analysis of the culinary school.

Radtke (1998) recounts the mission of Big Brothers/Big Sisters of America. This organization's mission is noted as: "To make a positive difference in the lives of children and youth, primarily through a professionally supported, one to one relationship with a caring adult, and to assist them in achieving their highest potential as they grow to become competent, competent, and caring individuals, by providing committed volunteers, national leadership and standards of excellence" (p. 2). The following reflects the three components of Big Brothers/Big Sisters mission statement: Purpose: Business; Values.

The purpose: to make a positive difference in the lives of children and youths so that they'll achieve their highest potential

The business: providing and supporting committed volunteers who have one-to-one relationships with children and youth.

The values: individuals who are confident, competent, and caring; leadership and standards of excellence. (Radtke, 1998, p. 2)

Anders Hemre (2006), with more than 30 years of international experience in the telecom industry, founded interKnowledge Technologies and currently specializes in the managing and the design of competitive knowledge organizations. Hemre (2006) asserts: the "organization's mission is that which it does with a purpose and for a living and its mission statement briefly describes a sustained organizational accomplishment by way of human effort" (Defining organizational missions section, ¶ 2). The organization's mission, what the organization does for a living; with a purpose, along with its mission statement, however presented in single enterprise level mission statement, may not adequately define what the enterprise actually does.

Nor does the organization's mission statement automatically reveal the organization's overall effort, Hemre (2006) points out. Although perceptions Hemre presents do not specifically focus on culinary schools, the writer contends they merit consideration as they aptly apply to the culinary school's mission.

INSIDE OPINIONS of the ORGANIZATION

The writer of this paper relates perceptions from three faux interviews/interviewees with "Boston," Andrea, and Ms. Leslie regarding the culinary school's purpose, business and principles/values.

The Organization's Purpose

Boston, the nickname class members recognizes Andrew by, contends that a culinary school's primary purpose ahs to be to ensure students learn to be professionals. Boston recounts words by Cynthia G. Baum, president of the Art Institute of Washington: "The primary goal of a culinary program is to infuse professionalism into its students" ("Skills rise like souffles...," 2005, ¶ 4). Becoming a professional, according to Boston, requires that students invest themselves mentally and physically in the training process.

The Organization's Business

According to Andrea, a student at the culinary school and one of the faux interviewees, she has learned that becoming a good chef requires much more than knowing how to cook. "Culinary students also need business and management skills ("Skills rise like souffles...," 2005, ¶ 4). Andrea perceives the business of the culinary school includes training students not only how to best prepare food, but the Organization's Principles/Values Ms. Leslie, an instructor in the culinary school, stresses the fact that as the hospitality field grows; expectations in quality of service increase. Consequently, the values a culinary school imparts must, as the training it imparts, be "first class." The culinary school, Ms. Leslie purports, makes a point to match and beat consumer expectations; instructing students to do the same to… READ MORE

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