Organisational Changes in DAR AL FIKR SCHOOL (DAFS)
Descriptive and Analytic Assignment
Contents
| Introduction | 3 |
| An informatory Overview of The Organisation: | 3 |
| New imaginativeness of DAFS that necessitate an organisational change. | 4 |
| Resources of Changes | 5 |
| Change Process | 6 |
| Outcomes of the changes: | 8 |
| Resistance to Changes | 9 |
| How to manage and everyplacecome the resistance to change in DAFS? | 11 |
| Limitations of DAFS organisational change: | 13 |
| Conclusion | 14 |
| Bibliography |  82% rowspan=1 colspan=1> 14 |
Organisational Changes in DAR AL FIKR SCHOOL (DAFS)
Descriptive and Analytic Assignment
Introduction:
This base describes and analyses (Dar Al Fikr School) DAFS organisation structure and how this structure change over time to satisfy the market needs and the growth strategy. It incorporating stamp down key theories as a benchmark for comparison small-arm showing why it constructed in the way it is, analyses the impact of the animate structure and systems used with the organisation with offering key points where improvements functionally can be made. It is presenting applied changes to the structure based on and related to change management systems introduced in this module, finally the overall conclusions will aim to summarize the present changing surgical procedure system, and offer some relevant notions for improvement.
An Informative Overview of DAFS Organisation:
In 1982 while the kingdom was at the gate of modernization as one of the Arab leading countries, and accordingly to cope with the education revolution in the kingdom and the put east and to satisfy the requirements as a good high quality instills in the kingdom which match the international criteria and standards, solely in the same time doesnt ignore the ecological civilization effect on education. Some well-known businessmen in Jeddah partnership decided to start a new school to add value to the Saudi society and to satisfy the community demand of having more schools that teach foreign languages...
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