MoonlightCollege SWOT Analysis
MoonlightCollege SWOT Analysis
MoonlightCollege: Institutional Overview
MoonlightCollege is an academic institution located in 47 Street Kenyon’sArcade, Newcastle that offers a variety of educational programsranging from finishing schools services to career and motivationalcourses. The institution has been in operation for over eleven yearsoffering quality educational services owing to the institution’ssecure, peaceful and conducive learning environment (Moonlight, 2015,n.p). A subsidiary of a larger skills development program, thecollege has produced over 500 graduates and is an Accredited Centerof Education. The programs currently offered at the institutioninclude distance learning programs, NCS as well as the finishingschool services for old curriculum (Nated). Moreover, the institutionoffers personal mastery courses, leadership and presentation,conflict and negotiation, corporate communication, career guidance,study methods, motivational workshops and courses on etiquette. Theinstitution has a hierarchical management structure and consistentlyparticipates in corporate social responsibility programs especiallytargeting the local community. The institution’s vision is “tobe the leading source for education, training partnerships andeconomic development”and the mission is “toprovide an innovative educational environment, opportunities, andexperiences that enable individuals and communities, to grow, thriveand prosper.” Otherthan the vision and mission, the institution’s educational programsand operations management are guided by the objectives of thecollege. The core values of the institution are anchored onenvironmental sustainability, diversity, service excellence andinstitutional accountability. The college adopts a pedagogy thatensures quality instruction in a problem-based approach to teachingand learning. Over time, the college has undertaken a massivecapacity building that now allows it to offer students with a degreeprogram. The combination of strong organizational values and programinstruction has given the college a strong brand in Newcastle andbeyond.
ThePrimary Leader (College Director)
Thecurrent primary leader at Moonlight College has introduced welfareprograms for the staff, which has facilitated curriculumdifferentiation, enhanced organizational cohesion and led toincreased service delivery. The educational programs have also beencustomized to cater for special student needs, an aspect of studentorientation introduced by the current leadership, a blueprint thatwas drafted and implemented by the employees led by the primaryleader of Moonlight College, who is the College Director.Specifically, the primary leader has affected the organizationalculture at the institution in the following ways.
Facilitating a spirit of teamwork: The primary leader has organized several teambuilding activities that bring together members of staff from various departments, established a social media platform for members of staff where he is the coordinator. This has led to organizational cohesiveness, as members are able to help each other on different tasks with much ease.
Organizational vision and mission: The College Director felt that it was necessary to broaden the organizational mission and vision to encompass broader societal values. More specifically, he ensured the word “economic development” was added to the mission and then word “communities” added into the vision statement as espoused in the preceding section of this paper. This has had the effect of educational programs at the organization incorporating societal values of honesty, hard work, and teamwork into the curriculum as necessary organizational values.
Employee Motivation through Inspirational Leadership: The College Director is known for his charismatic actions at the workplace like undertaking the most involving team tasks at the workplace that has the effect of drawing admiration from employees who seek to replicate his commitment. The essence of this virtue is that it has made employees to “own” their tasks leading to increased performance and job satisfaction.
MoonlightCollege SWOT Analysis
Thecollege operations have become more efficient in recent times, but ananalysis of the educational programs offered and managerial practicesreveal some deviations. This section undertakes an analysis of thecollege’s strengths, weaknesses, opportunities and threats.
Theinstitution has notable strengths that enable it to be an epitome oftertiary education in Newcastle. The most important strength thatMoonlight College has is the strongbrandgiven its extensive operations, consistent improvements and itsprominence in corporate social responsibility programs that haveworked to build a good reputation. The brand name that theinstitution has obtained in the last five years has increased thenumber of stakeholders (mostly) students who want to be associatedwith the institution. More specifically, the institution has receivedan increasing number of applications from students who seek to beenrolled for various services in the college. The strongorganizational brand has also been observed in the college graduatesmost of whom now occupy influential and strategic positions in thecorporate society, a factor that only serves to reinforce the alreadystrong brand. Moonlight College has a strategic competitive advantagein its brand name that gives it an edge over the park in tertiaryeducation.
Thestringent and selective admission processconducted by the institution is the second most importantorganizational strength since it enables the college to enrollqualified students for its programs, which ultimately facilitates theattainment of the institution’s mission and vision. This procedureis made possible by a flexible and rigorous framework the collegeuses to discern the most suitable students for its programs. Thisacts as a strength for the institution since the college is able touse a standard instructional program depending on the studentsselected. More aptly, the learning institution minimizes the overheadcosts associated with curriculum differentiation resulting from theselection of a very heterogeneous class of learners. This initialadvantage creates another related organizational strength forMoonlight College in the disguise of quality curriculum instruction.Quality Curriculum Instruction is a strength for the college as itfacilitates content delivery and results in optimum learningoutcomes. A combination of a structured selection process and qualitycurriculum instruction leads to the provision of a holistic educationto students making the college achieve its objectives. Ability toequip learners with a hands-onexperienceright from the beginning facilitates the bridging of the gap betweentheory and practice enabling students to acquire critical careerskills. This strength enables the students who graduate at MoonlightCollege to secure employment opportunities with much ease. Being asubsidiary of a larger organization with hospitals and clinics, thecollege offers internal attachment to its students through programsthat enable students to gain industrial skills while still learning.Other significant strengths of the college include its caliber ofstudents, the high annual pass rate recorded by the company and moreso the degree program option that it provides, which is not availablein most colleges of its category. It is important to note at thispoint that the strengths of Moonlight College are so intricatelyrelated such that a given strength leads to the other in a mutuallyreinforcing manner that makes each construct stronger.
Thegreatest weakness of Moonlight College is its lackof WASC accreditation.Lack of this accreditation is especially a weakness considering thata WASC accreditation implies a continual evaluation and improvementof an institution’s educational standards (ACSWASC, 2015). The lackof a WASC accreditation is eminent as a weakness especially whenrival institutions have stepped up advertisements appealing to theirown WASC accreditation. At the institution, the management and eventeachers like me have struggled to explain that what we offer is thebest quality since we lack an accreditation to that effect. Since thequality of service provision is at stake in this, students and otherstakeholders are skeptical about the educational programs making thelack of accreditation the biggest weakness at Moonlight College.
Anothermajor weakness of the college is the lackof a well-structured and functional organizational communicationsystem.Other than the mission and vision of the college, there is nostrategic form of communicating the organizational goals to the staffand especially a feedback mechanism for recognition of exemplarywork. The major impact of this is that over time, staff members havealways felt demoralized due to the failure of the institution’sleadership to recognize or acknowledge exemplary performance. Lack ofa communication system, therefore, results in a demoralizedworkforce, which reduces job satisfaction and performance. Thecollege does not have a functional human resource and placementoffice that can facilitate the transition of graduates to firmsseeking to hire them. This lack of industry connections by MoonlightCollege other than its subsidiaries leads to gross uncertainty amongstudents at the institutions and those wishing to join the college.Another undoing of the college is that thefinancial aid loan does not cover all the program costs. Thishas the impact of students dropping out of the college programsthereby disrupting the learning objectives. Finally, that the Collegeplaces travel demands on studentsis yet another weakness especially for programs that requireextensive industrial induction processes since the students arelikely to perceive this costs as extra tuition charges. In general,an analysis of the Moonlight College weaknesses reveals a gross lackof resources and leadership capabilities.
Thegreatest and most viable opportunity available to Moonlight Collegetoday lies in the adoption of additional programs in interventionalradiology (IR), magnetic resonance imaging (MRI) and ComputerizedTomography (CT) since there has been a clear trend towards thesekinds of technology in medicine in the past few years. Theopportunity is viable given that the college has at its disposal therequired human and capital resources required to undertake theprogram. The adoption of these programs is bound to be a successsince the increased demand for IR, CT and MRI technicians is likelyto occasion a derived demand for such technicians and therefore, atraining program. Another opportunity ripe now is in the preparationof hybrid technology with multiple modalitiesencompassing the integration of complementary technologies tofacilitate high performance of medically based technologies.Moreover, the institution can resort to offering continuing educationprograms, recertification support and leadership training to increasethe total number of programs that it offers thereby increasing itsstudent enrollment and performance capability. Additionally, anopportunity lies in providingcontinuing medical education (CME)for the nurses and doctors at the college as a way of helping them(as staff members) to gain more competencies while practicing intheir respective professions. Other than introducing additionalcourses, the college can resort to improvingits curriculumto incorporate student and industry needs. This is likely to yieldpositive results especially if it is undertaken through benchmarkingand use of total quality management (TQM) concepts. In summary,assessing the opportunities currently available to Moonlight Collegemostly reveal a niche in quality improvement and technologicaladvancement. Moreover, scouting for industry best practices and costreduction are significant undertakings to materialize the identifiedproposals.
Operatingas a training institution to facilitate the conversion of studentsinto professionals, the greatest threat to the Moonlight College,just like most training institutions, lies in the ever-dynamicbalance between supply and demand for jobs and that for students.More aptly, information on the current and future demand forprofessionals or the future student enrollments is scarce, unreliableand sometimes unavailable. In this lack of information lies the riskof failing to enroll any students or training of professionals notdemanded by the industry. Additionally, the persistent changes inmedical technology and the need to constantly adapt to emergingtrends threaten organizational stability and performance at thecollege. Specifically, the costs associated with changing theteaching and learning technology, purchase of new equipment andaltering curricular may be outrageous thus threatening businessprofitability and survival.
Thedependenceon the subsidiary medical clinics and staff on site asimportant components of most educational programs is likely tojeopardize learning in case of any organizational disagreement orwhenever there is a breakdown of communication between the collegeand the subsidiaries. Related to this threat, the ongoing financialsupport received by the college is due to the networks created by thecurrent leadership and in this lies the possibility of stoppedfunding should the college leadership change. The increased numbersof new colleges offering similar programs as Moonlight College alsopose a strong competition,which is likely to influence operations of the college. Table 1.0 inappendix one provides a summary of the Moonlight College SWOTAnalysis.The table below shows a summary of the SWOT analysis performed
Moonlight College: SWOT Analysis
Selective admission criteria
Lack of SWAC accreditation
Lack of a well-structured and functional organizational communication system
Adoption of additional programs in interventional radiology (IR), magnetic resonance imaging (MRI) and Computerized Tomography (CT)
Provision of continuing medical education (CME) for the nurses and doctors at the college
Uncertainty in the balance between supply and demand for jobs and that for students
Dependence on the subsidiary medical clinics and staff on site
MoonlightCollege Leadership Analysis
Thissection undertakes an analysis of the practices of the primary leaderof Moonlight College within the frameworks of the TransformationalLeadership Theory (TLT). James Burns developed this theory ofleadership which proposes that leaders should work in tandem withemployees in identifying a needed change in an organization andcreating a framework to materialize the change based on inspirationand the ideal actions of a leader. Essentially, transformationalleadership requires that leaders provide direction for organizationalchange through their actions that ought to serve as an example toemployees.
Strengthsof the College Director: A TLT Approach
Accordingto the transformational leadership theory, the Moonlight CollegeDirector is effective in a number of ways. First, the he undertakesextensiveconsultationwith other staff members before effecting any significantorganizational change. For instance, he convened 14 meetings withvarious stakeholders before introducing the once a month communitysocial responsibility (CSR) programs that Moonlight College has cometo be reputed for. Transformational leadership aimed at bringinghuman and economic transformation begins with consultations (Givens,2008, p. 6). By consulting various stakeholders, the primary leaderundertakes an all-inclusive approach to identifying the requiredorganizational change and the mechanisms through which such a changecan be implemented. This approach to identifying organizationalchange aligns to the prescriptions of the transformational leadershiptheory, which state that consultations are necessary for identifyingthe strengths and weaknesses of team members tasked withimplementation of organizational change (García-Moraleset al., 2012, p. 1040-1050).
Theprimary leader is competent,inspirational and committedto enhancing organizational efficiency. Taking up the lead to draft ablueprint for the desired organizational change for Moonlight Collegeis one action that also signifies the strength of the primary leadersince in the transformation leadership framework, strength of aleader is measured by the actions they undertake to signify therequired qualities to employees in an organization (Givens, 2008, p.4-24). Moreover, considering that drafting the blueprint was aninvolving task that lasted for three weeks reinforces this strength.This is so because transformational leadership prescribes thatleaders should inspire and motivate employees through the performanceof fundamental milestones in delivering organizational change (Wrightet al., 2012, p. 206).Thepractices exhibited by the primary leader (including drafting theblueprint) that involved a lot of effort and dedication wereimportant in providing the required motivation from the employees byinspiring them to follow suit. Nonetheless, the performance ofdifficult and involving tasks during organizational change programssignify that a leader is competent and committed therefore, thestrength of the primary leader. According to Leithwood& Sun (2012),the leadership practices aligned to the prescriptions of thetransformational framework is strong in the sense that they lead tothe development of a shared vision and building goal consensusprovides individualized support and intellectual stimulation andbuilds structures to facilitate collaborations. Additionally, thepractice of undertaking inspirational tasks at Moonlight College bythe primary leader is strength in the sense that it occasions theemployees to own the organizational process as much as the teamleader. According to Bohm et al. (2014), the charismatic practices ofa leader in a TLT framework has a positive and significant impact onthe performance of an organization (p. 158). Therefore, in thecontext of Moonlight College, the charismatic activities of thedirector signified his strengths as per the transactional theoryframework.
TheCollege Director is responsive,ethical and conscientious.This strength is manifest in his constant advocating for astudent-oriented program that incorporates emerging technology andenhances quality assurance. Another practice that signifies thisstrength is the Director’s clamor for the adoption of total qualitymanagement as a concept of operations management at Moonlight Collegeas required by the Newcastle tertiary institutions regulator. Leaderswho possess management-based abilities and are keen on details oftenmanifest this form of transactional leadership. Responsive andethical transactional leaders often lead to a TLF where the jobsatisfaction and effective commitment are related to performance (Lee& Pillai, 2014).
Lackof effective organizational communication skills and structureis the biggest weakness of the College Director. Moonlight College isa large institution complete with subsidiaries and yet the Directorhas not taken any initiative to structure a communication system forrecognition of exemplary performance by employees. The transactionalleadership recognizes the significance of the marginal effort byemployees and proposes employee motivation as an effective manner ofachieving organizational goals (Böhmet al., 2015, p. 156-171).Thesecond weakness of the director is his lackof creativityin management, which is manifest in his failure to restructure thequality assurance team in a manner that complies with the requiredregulation to obtain a WASC accreditation. The director hasconsistently cited logistical challenges yet the College provides himwith the necessary support to oversee the restructuring process in amanner that is more effective yet less costly. Finally, the directoris biasedin hiring and placement.This weakness is manifest in the latest appointments he made to themonitoring and evaluation and well as the research and development(R&D) teams that did not show gender and ethnic balance.Transformational leadership requires that leaders create anorganizational culture that creates no discrimination and this shouldbe through their actions (Carter et al., 2014, p. 691-719).
Havingundertaken a SWOT analysis of Moonlight College, this paper observesthat the College has more positives than negatives and that there aremuch more opportunities available to be exploited by the institutionif only a few structural and managerial changes are made. Using thetransactional leadership framework to examine the leadershippractices of the College Director, this paper has demonstrated thathe is indeed a very effective leader, especially due to hisinspirational and charismatic practices that motivate employeesmaking them own the organizational change programs at theinstitutions. However, the performance of the director and theinstitution can be enhanced if the following few recommendations arefully implemented using the transactional leadership framework (TLF).
Adoptions of a structured organizational communication system complete with employee reward and feedback mechanisms since employees are the most important subjects of TLF.
Integration of the Total Quality Management (TQM) system to maintain the instructional quality and ensure consistent quality improvements in all dimensions of the institution
Adoption of the Six Sigma concept to enable monitoring of employee performance attributable to inspirational and charismatic practices of transformative leadership
Intensive team building to ensure organizational cohesiveness since TLF relies on collective teamwork to improve organizational performance.
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