Stakeholder Management for Cleaner Production - MyAssignmenthelp

Question: Discuss about theStakeholder Management for Cleaner Production. Answer: In the case study, it is mentioned that the stakeholders in many schools are included whereas in many district schools they are not included in the developmental programs of the school. The stakeholders of the department consist of internal and external stakeholders. They are important for any decision making process of the school in the TIF program. It can be seen that the main aim of the TIF program is to include all the stakeholders while developing the different functionalities of the schools (Watermeyer 2015). The departmental head of the policy making department has realized the fact that the schools must identify their particular stakeholders while participating them in the developmental process of the school. Stakeholder engagement is necessary in terms of the different types of stakeholders participation in organizing various strategies of the organization. It is largely understood as the methods or approaches that are undertook by the different people of the organization wh ile involving both the types of stakeholders in the organizational activities in a positive manner (Waligo, Clarke and Hawkins 2013). It can be said that engagement of the stakeholders are necessary while defining their roles in the improvement of the organization. It is an activity of the change management activities that are to be performed by the different types of strategic management department of the organization. Stakeholders consists of the different types of the people such as media, special interest groups, consumer advocate groups, competitors, government, communities, customers, financiers, suppliers, employees (Gibb and Haskins 2014). They can be grouped into both internal and external stakeholders. The special interest groups are known as the primary stakeholders and the secondary stakeholders consists of the consumer advocate groups. Both the groups must be involved in the strategy development of the organization. The school developmental program will definitely help in the problems that the schools are currently facing. It can be said that there are different types of programs that are related to the implementations and the roll outs in through the formation of number of boards, committees and group. The structured program requires the engagement of the stakeholders of the school groups in order to form the above groups. The different groups are essential in order to distribute the task of the whole program for the school development. Proper management of the different types of the groups is mandatory in order to work as per the proper work schedule of the developmental program of the school in order to improve the quality education and other attributes in the school (Wiek et al. 2015). For the success of any plan especially when it requires a cooperative effort for the success then there will be requirement of different types of stakeholders and other groups which are relevant to that proper field of work. The stakeholders must be included in any types of decision making process and the implementation of any planning to the school developmental plan. Their roles are important for the overall success of the program otherwise problems will arise in terms of the proper functionalities of the program. The lists of stakeholders that will be included in the different types of the TIF program of the various groups of schools are categorized into two groups i.e. internal stakeholders and eternal stakeholders (Missonier and Loufrani-Fedida 2014). Internal stakeholders include teacher unions, individual teachers, superintendent of the schools, local school board, district administrative staffs, etc. On the other hand, external stakeholders included in the TIF program are bus iness community, community as society, parents, media, etc. These personnel have a vital role either directly or indirectly in order to provide the success of the program. In order to determine the overall success of the program, each and every department and stakeholders must perform their duty well in order to accept the change in the whole model of the developmental program (Ceulemans, Molderez and Van Liedekerke 2015). There are challenges that the learning departments are facing in order to engage the stakeholders in the TIF program of the different types of the schools of different areas. The issues that are faced by them in terms of the communication perspectives are maintaining and securing educator support and buy-in, communicating the compensation plan to the different stakeholders (Lawlis, Anson and Greenfield 2014). It can lead to different issues such as lack of confidence, mistrust and miscommunication between the people who have formulated the program along with the stakeholders i.e. external and internal stakeholders. It has been said that the main problem lies in the concept of maintaining communication between the schools as well as the internal and external stakeholders. However, it can be said among all the measures that can be taken in order to mitigate the selected issues that are pointed out in the different levels of the management of the different types of problems in the execution of the forms of the programs. The most important aspect of the solutions is the communication. Communication is the incoherent among all the causes of the rise of the problems in the effective implementation of the benefits of the TIF program. The main issue lies in the miscommunication of the goals and objectives of the different types of programs of the school development (Herrera 2015). Due to the miscommunication, the educators, parents and many teacher unions are not interested to participate in it as they are not properly aware of the facts and benefits of the program in the long run. In the case study it can be pointed out that the different types of problems are arise due to the lack of proper communication to the stakeholders in order to engage them in the p roper implementation of the success of the TIF program (Godemann et al. 2014). Power and politics have not been so much important in terms of stakeholders management and engagement. This is because power of the stakeholders are however much higher and stronger than that of the any other departments of the organization. The case study points out a distinction between the understanding of the goals and objective of the TIF program along with the different types of stakeholders involved in it. The level of understanding is responsible for creating the distinction between the stakeholders engagement and their understanding towards their program. The main reasons of the problems of the different types of stakeholders engagement are the reason of miscommunication. There have been a major gap that has been created in order to develop the success of the TIF program at the organizational level (Wals 2014). The reasons of the creation o the gap can be they are focused in their individual roles more intensely so that they can not pay any heed to the different types of the objectives, goals and other developmental programs for the TIF program of the school. Apart from that, the modes of communication that has been used are not strong enough in order to convince them in the proper implementation of the TIF prog ram in order to have a proper understanding of the benefits of the TIF program. The gap can be mitigated only when a certain level of communication is maintained within the groups, departments, shareholders and stakeholders of the program. However, it can be said that the communication can be maintained by both formal and informal communication. Formal communication can be done through meetings, presentations, video conferencing, emails, team meetings, etc. On the other hand informal modes of communication can be occurred through discussion among the parents, teachers, union of teachers, administrative staffs, etc (Ramos et al. 2015). Apart from that, theoretical frameworks of the motivation can also be implemented in order to increase the rate of communication among the different types of the external and internal stakeholders of the schools. A success of project depends on the team effort towards its goals while maintaining the desired quality of the work within the stipulated time. However, the departments any project can succeed only when there The main problems of the grantees of the TIF program are the different communication gap in order to convey the message of the different target audiences of the TIF program which include the stakeholders. The objectives and the goals of the program along with the tailored messages are the important aspects that the internal stakeholders and the external stakeholders have to know in order to about the priority if the different activities along with their purposes. The grantees of the TIF program have to apply to the unions, teachers, principals, community, parents, local education officials, etc to put their duty in the success of the program in the schools (Brandon and Fukunaga 2014). While targeting different types of multiple audiences, the grantees face the problems of the different types of the communication problem. It is considered as a difficult challenge because the program includes many schools of the region. The different types of the schools along with its stakeholders are responsible for the success and proper development of the curriculum and the different problems of the students as well as the teachers faced in the schools. As it is a school, hence there is no profitability and the revenue generation related with the program. The TIF program is basically the funds provided by the American government to the schools for their development in their different types activities. However, if the problems are occurred in the multinational organizations, then there will be problems in terms of the employee relations, lower productivity, as well as the different types of the other operational departments of the organization (Godemann et al. 2014). The strategies that multinational organizations use in order to mitigate the risks of the problems of the different kinds of strategic problems of the organization are different forms of communication modes as well as training modules regarding the different aspects of the duties and objectives of the work schedule as well as the different organizational goals aligned to it. Participative leadership can also be followed in order to participate the employees in the programs for development of organization as well as employees. Apart from that, the employees and the stakeholders of the company must be prioritize first in order to convey the message of the particular program to them in order to work them effectively in the organization. However, stakeholder engagement is the important and most essential strategy that will definitely be practiced by the multinational organizations in order to achieve the target and goals set in the particular program (Greco, Sciulli and DOnza 2015). If new information is posted in the website or in the portal of the school, then few things must be considered such as the quality of the news, events and the different types of the learning materials to it. The considerations include proper instructions or guidelines using the website for the students, guest logins like parents and to the staffs and teachers of the schools. However, the key considerations that is mentioned in the case study regarding the information mentioned in the portals of the students or in the website of the schools are regarding the engagement of the stakeholders of the group of schools. Input of new information in the portals and the website is itself a plan or a developmental aspect that can be occurred due to orders stated by the four aspects such as identification of the stakeholders, engagement of the internal stakeholders, development of the comprehensive communication plan, seeking help to them whenever they need it (Cooper, Parkes and Blewitt 2014). T he people who are responsible for conducting the stakeholder engagement must focus on the above four considerations before promoting or including any new information to the portal or website of the school. The different types of the strategies will help in the development of the work procedures of the learning centre in the long run. 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