In running the project, the Department head cannot avoid facing problems in managing stakeholders due to the various flavours of stakeholder problems. Then, let's focus on several stakeholder types as well as the proposed solution.
The first type is a meddling stakeholder. It is constantly familiarizing himself or herself with decisions, procedures, or meetings where his or her participation is unnecessary (Brown, 2014). For example, one of the principals in the institute steers the project in a new direction. The head of the project must not hinder by meddling stakeholders by establishing and enforcing specific engagement rules when stakeholder participation is needed---inviting stakeholders to see how the project runs as previously designed is essential---asking them to observe the interaction at sampled school as the executor of the project. When stakeholders watch how the head of the project engages with real users, they will understand how the program runs as intended. They will see the same issues.
A poor stakeholder is the following type of stakeholder that we sometimes find in managing the program. He/she is interested in or is affected by the program but does not have a large budget or budget authority (Brown, 2014). In the PPLK project, the headmasters and teachers from selected educational institutions tend to be poor stakeholders. They may play politics to gain influence to protect their position without realizing their role in the PPLK project. They sometimes complain about the low budget, whereas the Ministry of Religious Affairs has already set up budgeting as the more powerful stakeholders. Understanding how the poor stakeholder's interests align or clash with those of the more influential stakeholders is critical because it can predict how they will act in a future project.
In running the program, indecisive stakeholders also are found. They can never make decisions on time or cannot remain committed to previous choices he or she has made (Brown, 2014). When dealing with the indecisive stakeholder, you must establish processes and mechanisms that communicate when a decision is needed and the consequences of not making a decision.
The stakeholders play an essential role in the educational program since they are also responsible for achieving the learning outcomes through their active participation in activities and projects. In handling one of the English Department programs, namely "Program Pengalaman Lapangan dan Kependidikan" (PPLK), the Head of the English Department of The State Institute of Islamic Studies Ponorogo must involve both internal and external stakeholders. In running the project, there is a challenge to face problems and provide the solution in managing stakeholders due to the various flavours of stakeholder problem, such as meddling, poor and indecisive stakeholders. Therefore, addressing the stakeholders' expectations or concerns successfully requires understanding who they are and where they fit in the project's growth and implementation phases.
References
Brown, J. T. (2014). The handbook of program management: How to facilitate project success with optimal program management. McGraw-Hill.
Bush, T. (2003). Theories of educational leadership and management. Sage.
Chapleo, C., & Simms, C. (2010). Stakeholder analysis in higher education: A case study of the University of Portsmouth. Perspectives, 14(1), 12--20.
Paine, S., & McCann, R. (2009). Engaging stakeholders: Including parents and the community to sustain improved reading outcomes. Sustaining Reading First, 6, 1--16.
