Organizational Analysis by In-Store Room

Organizational Analysis by in-Store Room Intern Reason for Being The answers to three primary questions, according to Janel M. Radtke (1998) in "How to write a mission statement," depict an organization's "reason for being" or mission statement. Every organization has a mission, a purpose, a reason for being," Radtke (p.1) stresses. The rationale leading to the creation of an organization frequently reflects its mission. At a minimum, an organization's mission statement needs to answer the three primary questions.

What opportunities or needs does the organization exist to address? (the organization's purpose.) What is the organization doing to fulfill the needs it exists to address? (the organization's business of the organization.) What principles or beliefs guide the organization's work? (the organization's values) (Radtke, 1998). One can "see" the mission of the organization where the writer of this paper currently serves as an intern, a culinary school, in action as it prepares individuals "to serve" (literally and figuratively) food related areas.

Along with providing a credible service to students, as the culinary school trains them, the culinary school also operates a profitable business. In this paper, the writer, who currently serves as an intern in the school's store room at a culinary school, presents an organizational analysis of the culinary school. Radtke (1998) recounts the mission of Big Brothers/Big Sisters of America.

This organization's mission is noted as: "To make a positive difference in the lives of children and youth, primarily through a professionally supported, one to one relationship with a caring adult, and to assist them in achieving their highest potential as they grow to become competent, competent, and caring individuals, by providing committed volunteers, national leadership and standards of excellence" (p. 2). The following reflects the three components of Big Brothers/Big Sisters mission statement: Purpose: Business; Values.

The purpose: to make a positive difference in the lives of children and youths so that they'll achieve their highest potential The business: providing and supporting committed volunteers who have one-to-one relationships with children and youth. The values: individuals who are confident, competent, and caring; leadership and standards of excellence. (Radtke, 1998, p. 2) Anders Hemre (2006), with more than 30 years of international experience in the telecom industry, founded interKnowledge Technologies and currently specializes in the managing and the design of competitive knowledge organizations.

Hemre (2006) asserts: the "organization's mission is that which it does with a purpose and for a living and its mission statement briefly describes a sustained organizational accomplishment by way of human effort" (Defining organizational missions section, ¶ 2). The organization's mission, what the organization does for a living; with a purpose, along with its mission statement, however presented in single enterprise level mission statement, may not adequately define what the enterprise actually does. Nor does the organization's mission statement automatically reveal the organization's overall effort, Hemre (2006) points out.

Although perceptions Hemre presents do not specifically focus on culinary schools, the writer contends they merit consideration as they aptly apply to the culinary school's mission. INSIDE OPINIONS of the ORGANIZATION The writer of this paper relates perceptions from three faux interviews/interviewees with "Boston," Andrea, and Ms. Leslie regarding the culinary school's purpose, business and principles/values. The Organization's Purpose Boston, the nickname class members recognizes Andrew by, contends that a culinary school's primary purpose ahs to be to ensure students learn to be professionals.

Boston recounts words by Cynthia G. Baum, president of the Art Institute of Washington: "The primary goal of a culinary program is to infuse professionalism into its students" ("Skills rise like souffles...," 2005, ¶ 4). Becoming a professional, according to Boston, requires that students invest themselves mentally and physically in the training process. The Organization's Business According to Andrea, a student at the culinary school and one of the faux interviewees, she has learned that becoming a good chef requires much more than knowing how to cook.

"Culinary students also need business and management skills ("Skills rise like souffles...," 2005, ¶ 4). Andrea perceives the business of the culinary school includes training students not only how to best prepare food, but the Organization's Principles/Values Ms. Leslie, an instructor in the culinary school, stresses the fact that as the hospitality field grows; expectations in quality of service increase. Consequently, the values a culinary school imparts must, as the training it imparts, be "first class." The culinary school, Ms.

Leslie purports, makes a point to match and beat consumer expectations; instructing students to do the same to help ensure they will succeed in their careers. Standards Organizations Set In "How organizational standards and coworker support improve restaurant service, Alex Susskind, K. Kacmar, and Carl Borchgrevink (2007) present an analysis of restaurant management. The writer contends a number of points aptly apply to the culinary school.

"Standards for service are an important part of an organization's mission because they provide the foundation on which services are produced, delivered, and evaluated." Susskind, Kacmar, and Carl Borchgrevink (2007) stress. In addition, managerial philosophies, as well as the values of an organization's internal business practices impact the actions, attitudes, well being and performance of service employees and/or students/staff members.

Intern Responsibilities Responsibilities this writer fulfils during the intern tenure include, but may not be limited to the following: Accepting and filling teachers' requisitions for their cooking classes; Ensuring the store room remains organized; Breaking down and portioning materials purchased in bulk into more manageable, smaller portions so products/ingredients will be sufficient for each class. Monitoring quality of products purchased to ensure they are first quality; refusing to accept inferior products. Addressing questions or concerns students present regarding particular items. Adhering to school requirements stipulating cleanliness and sanitation.

The Intern's (the Writer's) Purpose In "How to make an internship work for you," Amy Lindgren (2003) describes an internship as a combination of volunteer work and apprenticeships. As in volunteer work, Lindgen notes, an intern does not receive a salary and his/her commitment is usually short-term. Similar to an apprentice, the intern obtains a structured work experience, along with goals for skill development.

The purpose of the writer of this paper, as an intern in a culinary school, congruent with points Lindgren (2003) recounts, is to obtain work experience and develop skills in the culinary field. The Intern's (the Writer's) Business Along with learning culinary skills, the writer's business aims will be to utilize the time invested in the intern program to confirm exactly what career path to pursue upon graduation. This internship time will help the writer insight into what a full time career in the culinary field may involve and require.

The Intern's (the Writer's) Principles/Values Mathis Schulte, Cheri Ostroff, and Angelo Kinicki,. (2006) relate consideration regarding attitudes and behaviors in "Organizational climate systems and psychological climate perceptions: a cross-level study of climate-satisfaction relationships." "Employee attitudes and behaviours may not only be influenced by one's personal perceptions of the work environment but also by the shared perceptions of co-workers," Schulte, Ostroff, and Kinicki stress. As the writer/intern values learning/work in a positive environment, this reminder encourages the writer/intern to make a point to encourage others in positive ways.

Reason to Intern Serving in an internship,.