Proctor & Gamble is one company that over the last seven years experienced tripled profits; cash flow, operating margins, and improved organic growth significantly; and 12% average per share growth. P&G has effectively managed to build a sustainable profit and organic revenue growth. The main strategy behind such tremendous growth is credited to the integration of innovation to the company’s every aspect of products and production which resulted to the creation of new markets.
From the point of view of A. G. Lafley, CEO, and Ram Charan, P&G is today a case study of successful game changers through the in several aspects such as “customer is the boss”; innovate to grow a mature business, and create new customers and new business. In this paper, the discussion will explore the relevance of the chapter “Customer is Boss,” of the Game-changer to my educational organization. This paper explains what would be needed in an educational organization to productively implement acceptance of the P&G customer is boss culture.
In the educational system, the customer is the student (NIST, 2012). The intended educational organization should then posses the culture of the student is the boss. Nowadays, any educational organization is led by principal supported by teachers. This can be evidenced in the categories of requirements of the education Criteria for performance Excellence which are management, tactical planning, client focus, quantity, analysis, and information management, workforce focus, operations focus, and results. In order to have student-is-boss system, several aspects of the performance requirement categories have to be modified. However, modification is not without challenges, opportunities, risks, and rewards in the course of transition.
Originally, educational organization’s leadership has been the source of ideas and educational options with little or no consultations with the students. In the case of student is the boss, the current educational system should be used as the basis for evaluating what the students need improved, changed, removed, or introduced. Education organizations’ leaders must ensure that they establish a means of addressing the current organizational needs that are based on the feedback or reactions obtained from students (Lafley and Charan, 2010).
Using information obtained from students’ feedback, the management should then innovatively prepare a strategic management system that is not only effective today, but also in the coming days. The educational system should consider innovation in terms of organizational innovation and technological innovation. For instance, today, students will do better where social networking sites are used to communicate, advertise, or broadcast information, unlike the notice boards (NIST, 2012).
The education organization should also focus on communicating to students through fast and effective communication mediums as would be presented by social networking sites and emails among others. The students ought to be presented with the chance to evaluate their teachers and the senior leaders. Students should be provided with the opportunity to raise their voices when it comes to how they rate different teachers (Lafley and Charan, 2010). Although they may be bias in most cases, the students’ pleas should be compared across different grade levels for the opinion concerning the same staff. The main challenge is that the student may have to wait till protocol takes place to effect their needs.
In most cases, the teacher has may turn against students who talk ill of them and punish them unnecessarily. As a way of setting an example to the other staff, the leaders should be accountable for their actions and fiscal position of the organization. Transparency should dominate all aspects of students’ response and implementation. In order to establish long term educational organizational goals, the management must focus on students in terms of listening to them obtain relevant information. As a result of listening to students, educational leadership will be better placed to assess significant students’ satisfaction.
In order to retain the student as the boss, education organization leadership seeks to win the student during teaching and learning, and during students’ testing. It is essential that the educational system digs deep into understanding the emotions and aspirations of customers that will provide them with an education that will improve their academic performance and employability (Lafley and Charan, 2010). In order to become innovative, the education organization has to ensure that the students unmet needs are first understood. In this case, the education organization’s management must seek to keep track of daily operations and overall student and organizational performance.
The organizational leadership can then analyze and review its performance capabilities and use the results to plan for improvement. In this stage of measurement, analysis, and improvement, the main focus should not be on what the students say, but what the students cannot articulate or do not want to say (NIST, 2012). In this case, the students will be understood for what affects them from superficially and what affects them from the depth of their hearts. Using both articulate and no articulated data, leaders can analyze the students’ needs before planning for innovative improvements that satisfy the most pressing student’s needs.
The education organization where the student is the leader should put in place several programs for students. The students’ programs should be included in the work systems design and should be well managed. The student programs should be under the leadership of well trained and qualified personnel such that the students gain the best of knowledge and experience from them. Other programs should be for the teachers such that they can have the opportunity to observe and report different students’ behaviors. Through participation in these activities, the educational organization will receive the essential insight to the complex student’s thought process and hint at wants and needs.
Lafley, A. G., and Charan, R., (2010). The Game Changer. Profile Books. London.
National Institute of Standards and Technology (2012). The Baldrige National Quality Program. Retrieved on 30 July 2012 from: http://www.nist.gov/baldrige/publications/upload/2011_2012_Education_Criteria.pdf