This report will be researching and writing about Hasmonean High School, and the Classification of the business according to its ownership, and an explanation of the benefits and constraints of this type of ownership.

             

                        THE OBJECTIVES OF HASMONEAN        

1. To provide a sound all-round education, so that pupils will be inspired to raise their level of Jewish knowledge and commitment, as well as achieving the qualifications necessary for the career of their choice.

                  The school achieves this by:

• Morning shiur which are religious lessons attended by students after their morning prayers.
• Evening shiur which is an extra religious lesson which takes part after school and allows the students to achieve a better understanding of their religion.
• Praying during the school day helps the pupil’s commitment towards Jewish religion.

To support these objectives we know that pupils from year 7 – 11 have to go to morning shiur and evening shiur, unless they are in Jewish studies group 4.

2. To promote the practical application of Jewish values and traditions.

The school does this through:

• Lessons on Jewish culture remind and help students discover more about their religion.
• Courses on Jewish studies help students to find out about their heritage and ancestors.
• Made to behave and dress according to Jewish tradition to achieve the right frame of mind.

The school achieves this by providing courses on Jewish culture (religious studies) and that they have to dress in a specific way e.g. Kippa, have to keep Shabbat and wear dress code of school.

3. To care for all pupils and to encourage them to realise their potential and to achieve success.

The school does this by:

• Teacher aides in classroom to help the students with work so they may achieve a higher level of education.
• Careers person to talk to in school enables the student to chose the right path for higher education
• Careers Evening direct the students into the right careers.

 To support these objectives we know that there is the SSU department to help pupils who have difficulty learning and the SSU situate these teachers all over the school in different classrooms to meet the different needs of the pupils. Also there is a careers department in the library so that pupils can realise there full potential, and also find out what kind of careers they may be able to take up.

To also support these results a news article was published and it tells us that 88.4% of pupils got between an A*- C for there GCSE results.

4. To encourage and support the personality, development and moral values of the pupils, so that they may develop a positive self-image and the ability to cope with change within themselves and within society.

The school does this through:

• Fund raising events for charitable causes helps raise and develops there moral and personality.
• Debate groups and externals competitions which raise the level of confidence and help them mature.
• Different levels to suite needs of pupils which some students may be more advanced in their learning than others.

The proof of these objectives is that the tzedakah department has raised over £60 000 over one school years. Pupils are also optimistic to do as much sport as possible as this makes the pupils feel good inside.

In Hasmonean High School there are 4 different religious groups to suit the needs of each pupil and in the secular area there are exams to determine what groups you are most suited for.

5. To promote, including by means of extra-curricular activities, the character training necessary to enable the pupils to become committed and caring members of the School community and of the wider community.

The school achieves this by:

• Encouraging to go on school trips broadens the students horizons and thoughts and teaches the student teamwork.
• Interaction with less advantaged pupils teaches the student responsibility and how to cope in the real world.
• Youth groups involve a student so he may feel more confident and get to interact with the community.

To support these objectives we know that the school arranges trip to Carmel College as a social event so the pupils can get to know each other better, this also helps the pupils bond and work as a team.

There is a school called Kisharon for pupils who have learning difficulties and on a frequent basis they visit the school and interact with the pupils of the school.

There are about four different youth groups in the area which pupils go to enhance there community skills.

               

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Formal Organisation of a Business

There are many types of businesses, as previously mentioned in this report. However every business must have an internal structure. This is known as formal organisation of the business.

Here are some things, which need to be taken into account:

• The relationship between individuals.
• Who is in charge?
• Who has authority to make decisions?
• How information is communicated.  

Because theses activities can be arranged in different ways, businesses tend to different structure.

One method of organising a business is where managers put people together to work effectively based on their skills and abilities. The structure is built up or it develops as a result of the employees of the business.

                                   Functions in an Organisation

In a small business different functions or roles such as finance, production, human resource management, marketing, operations, administration and research and development may all be carried out by the same person. However as the business expands and develops, specialists need to be employed to advise and assist to help carry out some of the functions.

Key Functions

• Finance – plans, records and monitors the flow of money in and out of the business.
• Production – uses resources such as materials and labour to make goods or provide services
• Human resources management – (HRM) ensures that the people who work in the organisation are both fully employed and developed so that the business gets the best from them.
• Marketing – identifies, anticipates and satisfies customer demands to achieve the objectives of the business. It includes advertising, selling and sales promotion, marketing research, introduction of any new products or services, pricing, packaging, distribution and after sales service.  
• Administration – uses systems to organise, co-ordinate and manage the running of the business.
• Research and Development – any activity, which leads to new, improved technical knowledge about the products, processes, materials or working methods of the business.

Any activity or decision will involve specialists from all the different functions working together. It is often difficult to understand the purpose of administration within a business since not many businesses still have businesses called ‘Administration’, whereas most have departments called after each of the functions mentioned above. Even so, it is important since it is often the case that the administrative systems link the different function together, enabling them to work together effectively. In an organisation the functions are companied and co-ordinated to enable the business to work effectively and efficiently.

                                   Business Cultures

Culture is developing webs of patterns of widely shared and deeply felt values and assumptions that are shared across an organisation, which drive behaviours and performance values: It involves:

• The look
• The feel    
• The atmosphere

Of the business and the people who work there.

This is often greatly influences and driven by the management.

It gives a clear understanding of what it’s like to work in the organisation because it is a set of the behaviours and codes, which govern inter-action.

There various different types of business cultures are: 

Power Culture – Business with power cultures are likely to be small with strong, charismatic leaders. Their objectives will essential be the objectives of those at the organisation:

• Survival.
• Growth.
• Profit maximisation.
• Increasing market share.

Role Culture – organisations possessing a role culture will be more likely to be traditional and perhaps in the public sector. Their objectives will include:

• Providing service to the community.
• Developing a skilled workforce.
• Offering high quality products and services.  

Task Culture – Task culture is a way of getting things done and is appropriate for businesses in highly competitive and innovative industries. These businesses may seek to:

• Supply high0quality products and service.
• Maximise profits.
• Increase sales or market share.
• Survive (maybe).

Person-orientated Culture – Person-orientated culture places great importance on the individuals within their organisation. They are valued for their skills, their professionalism, and their creativity and ingenuity. Organisations with this culture might:

• Provide services to the community.
• Develop a skilled workforce.
• Offer high-quality products and services.

Change Culture – Not included in handy original categorisation, change cultures are valuable for businesses trading in highly competitive and flexible markets. Objectives include:

• Making a profit.
• Increasing sales or market share.
• Surviving.

Information communication technology (ICT)

It is essential that businesses need to communication effectively, both internally (within the business) and externally (with customers and suppliers).

If a business wants to be successful they will need to have effective communication throughout the organisation and to ensure that they are successful in achieving its objectives.

The means of communication have dramatically changed recently, with the introduction of new information and communication technology.

The communication process can help businesses effectively and to achieve its objectives by:

• Providing information
• Giving instructions and receiving feedback
• Negotiation with staff customers or suppliers

The communication channels are:

• Internal or External
• Up, down or across the hierarchy
• Formal or informal
• Open or registration

There are a variety of ways communication can be written

• Memo
• E-mail

However by oral the ways are:

• Face to face
• Phone

Development in ICT includes networks, Internet and mobile phones.

Access to introduction is essential if people are to be involves in the process of the business operation. This ensures staff can do their job property and work towards the business achieving its objectives.

A business needs to be coordinated and effective ICT is necessary for this process.  

F = formal        O = open        INF = informal        R = restricted

LEADERSHIP AND MANAGEMENT STYLES

Autocratic Leaders

This type of leader makes all the decisions and gives orders to the workers. There is very little communication with the workers because they told everything they have to do from above.

If the leader is giving the right orders it can work well, but it can also be de-motivating for the workers who have no say in what they are doing, for example, ship captains because there orders must be obeyed by the crew.

Democratic Leaders

This type of leader shares some of the decisions making with the workers, but still makes most of the decisions. They will consult with the workers before making a decision. After a decision has been made they convince and persuade the workers that it is the right decision instead of giving direct orders and then the workers have ownership of the decision as well.

This motivates the workers as they are involved in the process, but it takes a long time.

Consultative

A manager or leader who asks for the opinion of their subordinate staff but will ultimately makes the decisions themselves (or give instructions based on their own ideas).

Laissez- Faire (do your own thing)

This type of leader allows the workers to make most of the decisions themselves. It can encourage the workers to think more and try to help solve problems because they are involved. It can, however, also make the workers feel that no one is in charge, and that there is no charge, and that there is no sense of direction in the company, i.e. teacher’s style of teaching.

Methods of Production

Businesses use research to determine the best methods of production for their type of business, and monitor these production methods closely for any changes, which could be made to improve efficiency. Businesses that depend on each other for supplies and orders can be tied even more closely together by their production methods.

Some vital information is:

• The differences between job, batch and flow production methods.
• The advantages and disadvantages of different methods of production.

Most businesses use a mix of production methods but classifying them separately helps to identify the main features and advantages of each.

• Job Production: The production of a unique item from start to finish, e.g. a house extension, a ship or a road bridge, in response to an individual order.
• Batch Production: Larger-scale production of ‘batches’ of similar items, e.g. sweets, bread, clothing. An entire batch of products is processed through a production stage before moving on to the next stage. Machinery is reset at the early stage, and a new batch of different items is then processed. Production is aimed at the market rather than the individual customer.
• Mass Production: continuous production of identical items, e.g. newspapers, glass bottles, cars. The items flow through a set of specialised operations on an assembly line. Division of labour is essential, with workers trained to do specialist tasks. Production is aimed at the largest markets of all.