Organizational Culture, Climate and Change Dr. Len Elovitz Chapter 5 in Hoy and Miskel 1

Organizational Culture, Climate and Change

Dr. Len Elovitz

Chapter 5 in Hoy and Miskel

1

Copyright © Allyn & Bacon 20072

Organizational Culture

Organizational culture: the norms, values, and beliefs that guide an organization.

Certain organizational cultures promote greater effectiveness.

Key authors: Terrence E. Deal & Kent Peterson - Shaping School Culture

Thomas J. Peters and Robert H. Waterman - In Search of Excellence

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Human Resources Development

One can act through two theoretical approaches:Classical Organizational or Traditional

BureaucraticHelps organize and manage the organization,

but will not help motivate staff.Human Resources Development

Taps the higher order motivational needs of the people in the organization.

Human Resources Development

HRD is concerned with how leaders structure the work environment to socialize individuals to the organization. This affects how individuals develop perceptions, values, and beliefs concerning the organization and what influence these inner states have on behavior.

This is the realm of organizational climate and organizational culture.

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Theory Z : William Ouchi - 1981

Ouchi compared Japanese and U.S. management practices.

He applied Japanese practices in the U.S. and, using McGregor’s concept of Theory X and Y, called it Theory Z.

Theory Z accepts the concepts of human resources development.

Assumes workers life is a whole“Humanized working conditions not only increases

productivity and profits to the company but also the self-esteem of employees…”

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In Search of Excellence by Peters & Waterman

Research showed that successful organizations, including schools, had a consistent theme: “the power of values and culture in these corporations rather than procedures and control systems, provides the glue that holds them together, stimulates commitment to a common mission, and galvanizes the creativity and energy of their participants.”

Study of 62 successful US companies had the following in common:

1.A bias for action, active decision making - 'getting on with it.’2.Close to the customer - learning from the people served by the business.3.Autonomy and entrepreneurship - fostering innovation and nurturing

'champions.’4.Productivity through people- treating rank and file employees as a source

of quality.5.Hands-on, value-driven - management philosophy that guides everyday

practice - management showing its commitment.6.Stick to the knitting - stay with the business that you know.7.Simple form, lean staff - some of the best companies have minimal HQ

staff.8.Simultaneous loose-tight properties - autonomy in shop-floor activities

plus centralized values.


A system of shared values and beliefs that interact with an organization’s people, organizational structures, and control systems to produce behavioral norms.


Shared Values - what is importantBeliefs - What we think is trueBehavioral Norms - How we do things around

here

Culture v. Climate

Culture refers to the behavioral norms, assumptions and beliefs of an organization

Climate refers to perceptions of persons in the organization that reflect those norms, assumptions and beliefs.

Toxic Culture

Terrence Deal and Kent Peterson

Shaping School Culture: The Heart of Leadership

Jefferson High School

Characteristics of Toxic Culture

Focus on Negative ValuesFragmentationDestructiveSpiritually fractured


Focus on Negative Values Adults are more important than kids Routine Boring Classes May Focus on Elite Learners (The Shopping Mall

High School) Focus on unimportant outcomes (Football)


Fragmentation Meaning is derived from

sub-culture membership - Department, Age, Race, etc.Anti-student SentimentsLife Outside of School

No shared Mission Little Cooperation


Destructive Staff snipe at each other Negaholics Harass anyone Trying to Improve the

situation Staff More Interested in Protecting Themselves


Spiritually fractured Lack of positive Values Lack of Integrity Sense of Alienation

Roles in Toxic Culture

Saboteurs – find ways to ruin any new idea, program or positive activity

Pessimistic Storytellers – remind everyone of every failure, unresolved problem and lost opportunity

Keepers of the Nightmare – never fail to remind staff of dreams that went awry, hopes that were dashed and programs that didn’t work as they were supposed to

Negaholics – find something negative, nasty, unfavorable or pessimistic in any ideas that are proposed

Prima Donnas – Want all of the best for themselves: attention, focus, programs must revolve around them

Space Cadets – Have no idea what’s going on, They eat up valuable time

Martyrs – Want people to see how everything they do is at a great personal sacrifice

Deadwood, Driftwood and Ballast – Don’t due any work, don’t keep up with new ideas, seldom offer to help

Transforming the Toxic Culture

Atomic Bomb?Neutron Bomb?Antidotes for Negativism?

Antidotes for Negativism

Confront it Head on - CatharsisShield and Support Positive Cultural ElementsRecruit Positive Staff ReplacementsCelebrate the PositiveConsciously Focus on Eradicating the NegativeDevelop New Stories of Success, Renewal &

AccomplishmentHelp Chronic Negaholics Find Happiness Elsewhere

The Roxbury Story

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How Organizational Culture is Created?

Culture is developed over time from : An organization’s history, composed of traditions

and rituals that are passed to succeeding generations.Stories of heroes and heroines are important.

Values and beliefs that are embodied in the traditions and rituals.

Behavioral norms that result (e.g., bell schedules, 7-period day, pupil control).

Pupil Control

Custodial Culture – Rigid, highly controlled. Maintenance of order is prime

Humanistic Culture – School is an educational community students learn through cooperative interaction and experience. Stresses self-discipline of students

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How Organizational Culture is Created (continued)

Subunits within an organization may have cultures of their own resulting in multiple cultures. (loose coupling) Theory X

administrators believe this conflicts with their authority.

Theory Y administrators accept them as natural.

How is Culture Assessed?

Difficult to quantifyQualitative measures are generally used

for researchPatterson, Purkey & Parker tried by

developing the School Culture Inventory (SCI)

Probably best if used to key discussion of faculty

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Relationship Between Organizational Culture and Organizational Effectiveness

Dependant variables Pupil Behavior Pupil attendance Achievement

Independent Variables (subsets of culture) Behavior of Teachers Emphasis on Academic Performance Student rewards

Organizational culture is a critical factor in student behavior and achievement

Relationship Between Organizational Culture and Organizational Effectiveness (continued)

A study of 12 inner-city London schools found that changes in dependent variables of behavior, attendance, and achievement were due to: the behavior of teachers at work, the emphasis placed on academic performance, the provision for students to be rewarded for

succeeding, and the extent to which students were able to take

responsibility. In other words, differences were due to organizational

culture.

Relationship Between Organizational Culture and Organizational Effectiveness (continued)

Measuring School Effectiveness Identifying independent and dependent variables. Studies by

Joyce EpsteinRudolf Moos

Findings from these type studies support the notion that many variables that can positively affect such outcomes as achievement and motivation of students are in control of leaders and teachers.

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Organizational Culture and Climate Compared and Contrasted

Culture “refers to the behavioral norms, assumptions, and beliefs of an organization.” “the way things are done around here”.

Climate “refers to perceptions of persons in the organization that reflect those norms, assumptions, and beliefs.”

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Defining and Describing Organizational Climate

Different schools have distinct personalities due to the particular social system of each school.

This social system has a CLIMATE that is defined as the “characteristics of the total environments in a school building.”

Renato Tagiuri’s model identifies four elements that comprise climate.

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Tagiuiri’s Model of Climate is composed of four dimensions:

Ecology - Physical & Material Factors Milieu - Human Social System Factors Social System - Organizational &

Administrative Structure Factors Culture – Values, Belief Systems, Norms &

Ways of Thinking

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How Organizational Climate is Created

Organizational climate is created by the dynamic interaction of: Ecology Milieu Organizational Structure Culture

With perhaps culture being the most powerful determinant.

School Climate

The characteristics of the total environment in a school building

OCDQ

The Organizational Climate of Schools - 1962Organizational Climate Description

Questionnaire (OCDQ)Halpin & Croft

OCDQ – Clusters

Perceptions of teachers as a human group

Perceptions of teachers concerning the principal

Perceptions of teachers as a human group

Intimacy - Degree of social cohesivenessDisengagement – Degree of involvement

and commitment to the achievement of school goals

Espirit – Morale of the groupHindrance – Perception of rules,

paperwork and administrivia as impeding work

Perceptions of teachers concerning the principal

Thrust – Degree to which principal sets an example of working hard

Consideration – Extent to which teachers are treated with dignity and human concern

Aloofness – Extent to which principal maintains a social distance

Production Emphasis – Extent to which principal directly supervises

OCDQ-RM - Wayne Hoy

Supportive principal behavior is directed toward both the social needs and task achievement of faculty. The principal is helpful, genuinely concerned with teachers, and attempts to motivate by using constructive criticism and by setting an example through hard work.

Directive principal behavior is rigid domineering behavior. The principal maintains close and constant monitoring over virtually all aspects of teacher behavior in the school.

Restrictive principal behavior is behavior that hinders rather than facilitates teacher work. The principal burdens teachers with paperwork, committee requirements, and other demands that interfere with their teaching responsibilities.

OCDQ-RM - Wayne Hoy

Collegial teacher behavior supports open and professional interactions among teachers. Teachers like, respect, and help one another both professionally and personally.

Committed Teacher behavior behavior is directed toward helping students to develop both socially and intellectually. Teachers work extra hard to insure student success in school.Disengaged teacher behavior signifies a lack of meaning and focus to professional activities. Teachers simply are putting in their time; in fact, they are critical and unaccepting of their colleagues.

Climate Continuum

Separate scores for teachers and principal

Open – cooperation and respect between faculty members and with the principal Supportive of Learning

Closed - antithesis of respect Hinders Learning

TEACHER RESPONSE

OPEN CLIMATE Highly motivated Gain satisfaction from

work Pride in their school Do not feel burdened by

busywork Solve their own problems Keep the organization

growing

CLOSED CLIMATE Not highly engaged Do not work well

together Achievement as a group

is minimal Little satisfaction from

work Morale is low High turnover

PRINCIPAL AS SEEN BY TEACHERS

OPEN CLIMATE Works energetically Shows concern even

compassion for teachers Is not aloof or distant Removes obstacles for

teachers Maintains full control

without close monitoring

CLOSED CLIMATE Ineffective leader A hindrance to their

work Unconcerned about their

welfare Aloof & impersonal Emphasizes rules Little personal drive

OCDQ Research Findings

Schools with open climates have Less sense of student alienation toward school

and its personnel Strong Principals who are confident, self-

secure, cheerful, sociable and resourceful. Teachers have confidence in their own and the

school’s effectiveness Higher levels of trust and loyalty Higher levels of student achievement

Effective (Healthy) Organizations

Achieve their goalMaintain themselves internallyAdapt to their environment

Organizational Health - Matthew Miles - 1965

1. Goal Focus Understood & Accepted Achievable & Appropriate

2. Communication Adequacy Internal & External Vertical & Horizontal

Organizational Health

3. Optimal Power Equalization Collaboration v. Coercion Influence can flow up and down

4, Human Resource Allocation Effective use of personnel Promotes self-actualization


5. Cohesiveness Participants identify with the organization Stick with it - good or bad

6. Morale Feelings of well being & satisfaction


7. Innovativeness Tendency to grow develop & change

8. Autonomy Organization determines its own behavior in

harmony with external demands


9. Adaptation Ability to change and correct

10. Problem-Solving Adequacy Ability to sense & perceive problems Ability to solve problems quickly & with minimal

strain

Organizational Health Index - Dimensions

Institutional Integrity is the degree to which the school can cope with its environment in a way that maintains the educational integrity of its programs. Teachers are protected from unreasonable community and parental demands.

Collegial Leadership is principal behavior that is friendly, supportive, open, and guided by norms of equality. But, at the same time, the principal sets the tone for high performance by letting people know what is expected of them.

Consideration is principal behavior that is friendly, supportive, and collegial. The principal looks out for the welfare of faculty members and is open to their suggestions.

Principal Influence is the principal’s ability to influence the actions of superiors. Influential principals are persuasive with superiors, get additional consideration, and proceed relatively unimpeded by the hierarchy.

Resource Support is the extent to which classroom supplies and instructional materials are readily available; in fact, even extra materials are supplied if requested.

Teacher Affiliation is a sense of friendliness and strong affiliation with the school. Teachers feel good about each other, their job, and their students. They are committed to both their students and their colleagues and accomplish their jobs with enthusiasm.

Academic Emphasis is the extent to which the school is driven by a quest for academic excellence. High but achievable academic goals are set for students; the learning environment is orderly and serious; teachers believe in their students’ ability to achieve; students work hard and respect those who do well academically.

Research findings using the OHI are similar to the OCDQ

Documents

Organizational Culture, Climate and Change Dr. Len Elovitz Chapter 5 in Hoy and Miskel 1