Analysis of the Organization’s Efficiency


The National Center on Education and the Economy (NCEE) is a not-for-profit American organization established in 1988 to evaluate the implications of changes related to the international education economy (National Center on Education and the Economy, 1). Its purpose is to formulate American education agendas based on analysis and seek accomplishments where possible through policy change. Typically, the entity operates in three centers designed to attain set goals, including international education benchmarking, system leadership, and policy solution. For any organization to function effectively and meet targets, it must ensure proper coordination and communication among key stakeholders. Otherwise, it is doomed to fail in the mission. The purpose of this paper is to analyze organizational efficiency and offer solutions to an issue.

Organizational Issue

The effective performance of the NCEE is affected by communication problems. Usually, ineffective communication can be frustrating to stakeholders or organizational employees by creating breeding grounds for confusion. In situations where workers feel that good communication lines have been impacted by the management and feel that they are not heard, loyalty or commitment to work are undermined. Studies on organizational behaviors have pointed out that communication is central to how individuals are motivated to work and accomplish set goals (Suwandana, 2). However, without clear directions, team members will unlikely realize the collective purpose. The NCEE has exhibited exemplary cooperation among individuals because its centers operate from Carnegie Forum on Education and Economy. The entity’s management was given technical resources by the New York governor and redesigned strategies for future education. On the contrary, there was a lack of common purpose, which created an indifference to the agenda approach. The NCEE does not delegate responsibility effectively, which is why the company’s three divisions do not function in unity. In that way, stakeholders such as school principals deem the agency ineffective and confusing on how specific programs should be taught.

Corporate Culture

The NCEE believes that people can learn and develop higher skills than ever thought. Therefore, the entity’s work is based primarily on the creation of standards. Throughout organizational life, management has focused on establishing educational standards and training systems that meet academic goals. The way to measure designed policies is determined by assigning tasks or mandating people work close to students to figure out how to progress. Primarily, the NCEE concentrates on helping states or locals build a capacity to design and implement their own education systems. As such, the culture of the organization is more based on delegating responsibilities and leaving to the stakeholders to do the rest of the work. Each organizational division, for instance, the Center on International Education Benchmarking (CIEB), operates independently. A significant implication of this process is that stakeholders in charge of policy implementation may disagree on having different views concerning the proposed research practices. For example, the NCEE division of the Center on System Leadership works closely with educators or students and has in-depth insights on what could work best. Without a proper platform to exchange views and concerns, the NCEE recommendation would be deemed ineffective and fail to benefit or serve the intended purpose. The culture of the entity does not promote corporate democracy, where team members can air suggestions, ideas, or objectives. Increased stakeholder participation is value creation in organizational leadership. The NCEE is fixed on a mission to analyze and formulate implications of change in the American education economy. In case of disagreements among corporate stakeholders, the NCEE’s recommendation might not be practical or supportive of educational goals.

Areas of Weakness

The NCEE’s major areas of weakness are feedback and communication in teamwork. The should be a strong consensus about the team mission for the employees to work together and productively and understand how a particular structure or procedure can be followed without discrepancies (Suwandana, 2). Any attempt to pursue a different direction will lead to a mission failure, and because NCEE is divided into three divisions, communication is the key to ensuring everyone is a board for a common purpose. With school districts accustomed to carrying out domestic practices, NCEE’s crucial failure is the inability to pay attention to local needs and engage in dialogues with teachers to determine the appropriate foreign systems.

Proposed Solutions

The main organizational practice to modify is the chain of command or executive leadership. NCEE’s leader delegate role to the three divisions and use them to track foreign educational developments. Upon realizing a high-performing educational approach and technology, organizational leadership is deemed to favor without inviting opinions from the ground level. As such, I recommend the agency exercise democratic leadership, where team members are welcome to share their ideas and views. Second, I suggest the formulation of an interdisciplinary committee in the respective NCEE division of operations. In that way, the members will interact, debate and assess the value of proposing educational policies, vetting how impactful they would be on students and teachers. The NCEE should establish a communication platform and shape the organizational culture into a more interactive one, where all opinions would be appreciated. Consequently, this will not only ensure policies to be implemented effectively but also motivate the employees to work.


  1. National Center on Education and the Economy, n.d. History of NCEE. Web.
  2. Suwandana, I Gusti Made, 2019. Role of Transformational Leadership Mediation: Effect of Emotional and Communication Intelligence Towards Teamwork Effectiveness. International research journal of management, IT and social sciences, 6(2), 52-62.

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