1. General information of the organizational model of the “Music School Organization”

Musical school organizations provide their educational services in the contemporary society of globalized technological innovations and the generalized competition between public and private educational services. Organizational adaptation aimed at the needs of stakeholders and continuous improvement remained the only ways to prevent and successfully face change and to offer the new generations the artistic preparation necessary to face current and future competitiveness.
Musical school organizations must increasingly characterize themselves as an open and dynamic system and must also consider the need for innovation, organizational improvement, improvement of teaching and learning continuously, adopting standardized international organizational models and methods (See Figure 4. Chap .1) but not necessarily certified (ISO, EFQM, ENQM, CAF…).
Adopting standardized international organizational models and methods in a system where the School Leadership and all the staff constantly ask questions, which constantly reflects on the needs of the stakeholders and consequently develops improvement projects, does not mean adopting a method to define a “standard” formative but instead means proceeding, methodically, towards musical educational excellence.
“Music School Organizations” «will increasingly have to structure themselves as organizations sensitive to the problems of developing continuous improvement and anticipating innovations. This presupposes:
■ the configuration of a flexible, attentive, open, dynamic, and self-evaluating structure;
■ the ability to interact with everything that comes from innovation;
■ the ability to recognize merit but, at the same time, to be able to protect the needs of all stakeholders;
■ the firmness and determination to self-evaluate the results of one’s work not so much to respond to abstract information needs, but rather to face the need to govern educational processes through the definition of objectives and goals and the consequent ascertainment of their achievement. » (Ricevuto D. 1995)
«This phenomenon requires a recovery of training productivity that passes through a different organizational model, but also through a reward system that enhances experiences in which the cost-benefit ratio is maximum, establishing a relationship between effectiveness and efficiency. » (Costa M. 2011)
The improvement of the training offer cannot yet be delegated to the reference institutions or private investors, who establish, through laws and regulations or funding, basic content and financial ceiling, but it can and must depend above all on the management skills of the Leadership, the availability of means and tools within the musical school organization and the level of knowledge that it will be able to manage. In this logic, the conception of the school system is based on government with a logic of regulatory-hierarchical control, but rather on a logic of integration, systemic cooperative generative of knowledge based on values, objectives, performances and shared programs to be pursued, which appears to have been superseded.
Compared to other school types, musical school organizations have specific characteristics, including the artistic and cultural production of musical art. Its disbursement process is essentially divided into two main phases:
■ the identification, analysis, and collection of internal and external resources;
■ the use of those resources to meet the needs of students, families, and all internal
and external stakeholders.
The resources available in musical school organizations derive essentially from external sources (Ministry, other Bodies, or Private). The musical school service must today be considered a conscious interlocutor who wishes to participate, choose, determine improvement and evaluate himself. Musical school organizations, «like companies, must be characterized as a complex of material, immaterial and human resources. It must pursue the objective of guaranteeing the collective need for “musical education”, to be competitive, it must necessarily embrace the principles of business economics such as durability, autonomy, and economy, respectively understood as:
■ the aptitude of musical school organizations to last over time, in an open and dynamic
environment;
■ ability (improvement, possibility) of school organizations to rely on a continuous
and stable and diversified flow of resources over time;
■ ability to base the functioning of school organizations on efficiency and effectiveness criteria (user satisfaction).» (From Regulation (Eu) No 910/2014 Of The European Parliament and the Council)
The “Music School Organization” has improved its performances and demonstrated the ability to provide the musical school service by satisfying the needs and training needs of students and other interested parties (families, territory, the world of work, society, State…), developing the following points:
■ development, involvement, and sharing with all staff of the “Mission” and “Vision”
(See Chapter 3.3.1 The “Mission”, the “Vision” and “Values” of the “Music School Organization”);
■ sharing information regarding internal and external factors with all staff, monitoring
and reviewing them;
■ analysis, development, involvement, and sharing with all staff in the implementation of
Macro-processes (Formative, Management, and Final) (See Chapter 6. The Processes of the “Music School Organization”), keep them under control during the provision of the service and put them in relation to the needs of the students and other stakeholders by evaluating their degree of satisfaction of the needs;
■ implement the appropriate corrections to further improve by identifying risks and
opportunities.
This organizational configuration has greatly reduced the risk that any improvement action and the implementation of Processes and Procedures, had been perceived by the administrative and teaching staff as an unjustified burden, an obstacle to the performance of training activities, and, in a purely bureaucratic logic, a formal execution of the obligations only.
International experience shows that the introduction in organizations of effective management and self-assessment systems, the sharing of the “Mission” and “Vision” and the collaboration between the staff produces significant improvements, both in general performance and in the quality of the work of the people involved.