Kccb Missing MasterpieaceEssay Preview: Kccb Missing MasterpieaceReport this essayKCCBS MISSING MASTERPIECEIn the story of,”KCCBs Missing Masterpiece”, by Scott Hammond, a popular commercial television stations in the medium sized midwestern city had a reputation for having a strong commitment to local programming news was losing its rating to a up and coming news station. In an attempt to boost its rating the television station came up with a plan to do a documentary called “Daddy, I want to play football”. KCCB followed an eighteen-year-old cancer victim who was trying to make the football team at a well-known high school. On the date the documentary suppose to have aired the station could not find the tape and this upset its viewers. The next day after the incident took place the station manager wanted answers about the missing tape. Upon an investigation the station manager realized there was a break down in communication and a list of other problems between the staff and managers.
One of the key facts and data is KCCB is one of three commercial television stations in the medium sized Midwestern city. The station had a reputation for having a strong commitment to local programming news. The 6pm and 10pm news programs had a long tradition of quality, and until a year ago had the same amount of views as both of the other news stations combined. KCCB commercial time sold at a higher rate because of its success. The station averages a growth in revenue of twenty three percent for the last five years. “Pg.61” KCCB made almost half its revenue selling commercial time during the local news. The second big money maker was sport production, because KCCB owned the broadcast rights to the National Basketball Association (NBA) professional team. The station typically broadcast between twenty and thirty games a year. “Pg.62”
The Identifying relationships between KCCB staff consisted of Ann Howard as the programming director, Bob Gibson as the Station manager, Roy Hart as the news director and Jack Hawkins producer and director in the programming department. “Pg.61-63” The first identifying relationship was fraternization between the station manager and one of his employees. Hawkins and Gibson going out for a beer can send the wrong message to the rest of the KCCB staff. This gives off the impression that Jack Hawkins receives special privileges because he has a buddy-buddy relationship with the boss. “Pg.63″ The third identifying relationship deals with Jack Hawkins not respecting Bill Jay his manager. Bill stated Jack did want he wanted to do and he knew he could not be fired. Jack said the only reason he stays around is for the benefits and to fulfill his life long mission of giving Jay a hard time. The fourth situation deals with the producers almost have no contact with the staff. The manager stated the workers worked in different locations; they control their own budget and set their own hours.”Pg.65”
There were several conflicts in this story. The first conflict was between the viewers and the television station for not broadcasting the tape. “Pg.61” The second conflict was between Hawkins and Howard over the telephone about not playing the tape and firing the person who lost the tape. “Pg.63” The third conflict deals with the person who was responsible for delivering the tape to the traffic department. “Pg64” The fourth conflict was between Bill Jay and Jack Hawkins. I would have to call this, “The conflict between the arrogant producer and the jealous co-worker.”Pg.64”
The first problem in this story seems like some sort of favoritism for Jack Hawkins. He operated under few constraints while others worked under tight restraints. Jack got to work on special project outside of his department. The managers were willing to put up with his mannerism for the good of the organization. Hawkins and Bob Gibson had a work relationship and a buddy-buddy relationship outside of work. This behavior sends the wrong message to Jack Hawkins and to the staff at KCCB. “Pg.63” The second problem was staff did not follow proper protocols at work. Everyone placing the blame on each other instead of saying I messed up and it will never happen again. “Pg.64” The third problem was the lack of communication in the best news station in the midwestern city. “Pg.65” The fourth problem was the manager did not follow up on employees therefore an important tape was lost. “Pg.64” The fifth problem deals with employees not listening
”,4 on the work environment, and the sixth with the lack of transparency of employee actions.
The problem: The main issue we want to address is the lack of accountability to the employee. Any failure to take responsibility for this decision or the decision itself reveals that the employee is not accountable in the public eye. This is not to say that there are no issues that cannot be addressed by employees. The problem is that the failure to give a clear picture of how a workplace works is seen as an effort to undermine employee control or undermine employee confidence and a breach of employee authority.
The third issue was the lack of accountability to senior leadership for the decision to hire and fire. Each leader must have a clear picture. Many of the actions taken in that position are the result of incompetence, corruption and a lack of leadership, but it is essential that the management recognize that this isn’t a “solution.” The management needs to be transparent in how they are working within their work environment. The failure of the senior leadership to make a clear picture of how an employee has performed over the last 13 months can be attributed to the employees’ lack of accountability and the lack of public awareness of their failure.
The eighth issue was the failure of all leadership to recognize the importance of being responsive to public pressure. This can be traced to: 1. When a program is failing, sometimes the leaders are not aware of the reasons behind the program’s failings. By not going to local authorities, and not consulting local officials from their own team, they are in violation of the Human Rights Code of Conduct. 2. When the administration is unwilling to accept recommendations from local community members, they are putting the community before themselves. 3. When the administration is unwilling to help individuals who are involved in the program, they are making everyone else feel powerless and need to use the resources they have. 4. When the leaders of a department say that the community they are addressing is not worthy of their time and attention, rather than having it, they are taking themselves out of step. There are only four types of complaints that should receive the standard of care: First, the community is not listening and being taken into account before they make a decision
Second, the community is not acting in the public interest
Third, the community is not aware of the repercussions of the actions taken
Fourth, it is not clear that it is the community at large that is being made affected by the decision being made. So, if a unit becomes overwhelmed with the demands of a community, there is a possibility the community may be ignored, marginalized and disrespected. Any member of the community who has participated in the program should be taking their grievances to the leadership. In our survey, we found no significant differences in morale between those members who made the decision to move the program forward and those who did not—even when adjusted for changes in the circumstances. However, we find that people who did not think this was a good idea were more likely than those who got involved in the program and did not feel responsible for what was going on in their workplace. ̯Pg.619; The number of people that did not get involved in the program increases the opportunity for them to express their concerns, but also increases the motivation for leaders to accept this, reducing the likelihood of retaliation or intimidation.
The findings of the survey do not affect the decision-making by the city administration or the mayor. Neither do they directly address the question of the city’s response to the question that was asked at the opening of the trial, however.
To date, at least a half dozen jurisdictions have required city officials to participate in a community education program; that’s more than half of all cities in the nation now. As part of a recent City Council policy change to reflect a change in policy toward the participation of city residents, the city has begun conducting a pilot project with all communities, beginning in April 2016 and continuing in 2016, to increase awareness about community education to include issues of inclusion and inclusion. A further portion of that program includes community participation.
This is based on the community knowledge of this program.
The Community Educators Program
The Community Engagement Plan (CGIP) was conceived and delivered by the U.S. Department of Education (ADA) as a pilot program to provide educational opportunities, including information, skills development, community engagement, and a community partnership to improve the lives of individuals with diverse educational backgrounds and cultural competencies that can assist in the life span of a particular group. The program has increased attendance and participation in at-risk classrooms through education and advocacy as well as the hiring, promotion and employment of students with special needs. The program aims to:
Establish a program where people who are not at risk of abuse, neglect or failure to provide culturally appropriate educational and work-family education and support in schools through their academic and health-related experiences in a timely, safe and responsible manner
Enset a program that provides information technology and education opportunities as well as the community resources and tools to address challenges within the school system and to offer people skills and training needed in the communities to address their needs
Ensure that community engagement can take place by including skills and knowledge in education projects that are not for the disadvantaged or those with limited resources
Ensure that the program, which is known internationally as “Community Engagement Plan,” provides information and technical support for individuals and organizations who wish to engage with educators in this program.
As of September 20, 2014, an additional 3,900 children will be enrolled in the CGIP to meet the needs of the program, including as many children as possible who do not want to attend preschool.
How do you make this possible?
The goal of the CGIP is to:
Encourage and support families to create jobs, create a diverse portfolio of skills, enhance their sense of community and support for individuals, and engage in diverse and multifaceted relationships to enhance their lives.
For adults and children
Incentivized in one hour: a 30 minute course in how to grow into a lifelong learner will teach you to use the full power of learning to make great things happen by teaching you simple to understand skills. Through the course, you’ll be able to develop an understanding of the power of language and the importance of listening to others who have their way and feel challenged in life. That’s the first step toward lifelong education. Through learners learning to create, connect and live a life of being at your most personal, you’ll discover a life full of relationships that allow you to grow from just this moment to becoming a lifetime learner without making difficult decisions such as attending an accredited or public school.
Educated: The CGIP program will serve as a starting point for the adults and children, who will work with educators in their community to develop a practical approach to learning. The program will include the skills necessary to reach the highest possible level of expertise and the skills needed to thrive professionally as teachers, administrators, and other staff members. In addition and as a bonus, they’ll also learn the skills to apply for jobs, buy new homebuilding equipment, and build educational organizations