Creating a performance CulturePresentation

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Creating a performance CulturePresentation

  1. 1. 1 Creating a Higher Performance Culture Presented by Yen Chansoma Taught by Sok Uttara, PhD February 10, 2014
  2. 2. Introduction 2  The purpose of this chapter is to explore the tension between the formal , structured and system- based approach ( the formal domain) and the approach concerned with beliefs, motivation and engagement (the effective domain).  The central proposition is that as the formal or structured domain is essential it is not sufficient that means the engagement with the effective domain is essential for significant and sustainable change. February 10, 2014
  3. 3. 3 What is school culture ?  School culture is defined as the shared assumptions, values, norms, philosophy, observed behavioral regularities, rules, and feelings of staff that influence their functioning.  School culture is deeply rooted in people. It is embodied in their attitudes, values and skills, which in turn stems from their personal backgrounds, from their life experiences (including their professional experiences) and from the communities they belong to (including the professional community of any school). February 10, 2014
  4. 4. School Culture Common language, terminology, rituals, rites, etc. Overall atmosphere reflected through social interactions by all constituents and physical layout of the organization 4 Statements taken for granted or accepted as true Principles of behavior Observed Behavioral Regularities Feelings Philosophy Values Assumptions Rules Norms Required standard of performance Policies guiding an organization’s beliefs about how employees and clients are to be treated Guidelines for getting people in line with the organization February 10, 2014
  5. 5. 5 Figure 2.1 A typology of performance The formal domain The effective domain The Performance imperative External policy driven Internal morally driven  Definition of performance Policies and procedures performance criteria Job descriptions Focus on conformity Values and norms Images and metaphors Organizational processes Managerialism Short-term planning Line management Focus on consistency Functional training Leadership Shared meaning and practice Dialogue and debate Focus on improvement Personal development Motivation Extrinsic for reward Intrinsic for growing Culture Individualistic, competition Co-operative collaboration Measurement Objective quantitative imposed Subjective, qualitative February 10, 2014 negotiated
  6. 6. 6  In figure 2.1, the heart of the creation of a culture that embrace performance has to be based on commitment not compliance.  Senge (1990: 219-20) produces a hierarchy of attitudes toward a shared vision. commitment - purposive engagement Enrolment - positive will to implement Genuine compliance - positive acceptance Formal compliance - acceptance & adherence Grudging compliance - minimal acceptance Non-compliance - rejection Apathy - neither for nor against February 10, 2014
  7. 7. 7  A school culture will need to meet the following criteria to create a culture where there is high individual commitment to organizational goals.  depth i.e. in forming fundamental attitudes and values.  sustainability i.e. capable of enduring over time.  authenticity i.e. relating to fundamental concerns.  credibility i.e. perceived as valid and relevant. February 10, 2014
  8. 8. 8 The approaches of performance culture 1. Vision and values 2. Social relationships 3. Learning 4. Motivation February 10, 2014
  9. 9. 9 1. Vision and Values  The interaction between the vision of how the organization could be and the values that decides how it should be are fundamental to any definition of culture.  A shared vision, especially one that is intrinsic uplifts people’s aspirations and visions are exhilarating; according to Senge (1990: 207 and 208).  The creation of a sense of purpose that informs all aspects of organizational activity and is personally compelling.  The synthesis of values and vision often expressed in an aim or mission statement is the essential prerequisite to performance management because both defines the outcome and articulates the level of expectation. February 10, 2014
  10. 10.  10 A mission or aim statement should meet the following criteria:  focus on the core purpose of the school;  be written in clear and compelling language;  be accessible to all members of the school community;  be comprehensive, i.e. refer to all aspects of the school life;  inform all management processes.  Appropriate language  Compelling  Convincing  Celebratory  Inspirational  Positive February 10, 2014
  11. 11. 2. Social relationship 11  Trust or Mutual respect: genuine regard and respect with recognition of the individual’s expertise, experience, and professional authority.  In essence, the more positive the relationship, the more likely it is that individuals will be able to perform and the more negative the less likely.  Fellowship: congeniality, warmth and affection.  Fun: Happy work environment is conducive to sustaining high performance. February 10, 2014
  12. 12. 12 Emotional intelligence  being a team player  having self-confidence  presence and style  being empathic  maturity and integrity  having the qualities of a friend, colleague and partner  being honest and adhering to one’s values  being sociable  a sense of humor February 10, 2014
  13. 13. 3. Learning 13  Sustainable performance is the product of the complex interaction of many variables; central to the notion of sustainability is continuing professional learning. It is fundamental for a few reasons:  It models the central definition of performance in education.  it enhances the knowledge, skills, qualities and experience of the individuals to sustain improvement.  It supports the development of consensus.  It reinforces the understanding of performance and helps to create individual model.  Learning has been deliberately chosen to emphasize the distinction with training_ learning is effective, training is formal. February 10, 2014
  14. 14. 14 Characteristics of learning in the context of professional development to create sustainable and authentic performance based culture.  it is focused on the individual learner  information and experience are mediated to create personal meaning and mastery.  The motivation to learn is intrinsic and moral.  The optimum time and place for learning will vary according to the individual.  Learning to enhance capability, and so performance has to be work focused.  To change practice and behavior learning strategies have to include reflection feedback and coaching. February 10, 2014
  15. 15. 15 The three concepts of learning in organizations (Senge et al. 2000) 1. Every organization is a product of how its members think and interact: effective school reform can not happen until people move beyond superficial conceptions of educational systems and recognize the unseen values and attitudes about power, privilege and knowledge. 2. Learning is connection: all learners construct knowledge from inner scaffolding of their individual and social experiences, emotions, will, aptitudes, beliefs, values, self-awareness purpose and more…. 3. Learning is driven by vision: lifelong learning is the fundamental means by which people engage with life and create their desired futures. February 10, 2014
  16. 16. Motivation 16  Motivation is the glue that binds all the previous elements together. Therefore supporting and reinforcing the motivations of the individual to achieve and sustain high performance is the creation of performance culture.  There are two types of motivations:  intrinsic motivation: for growing or personal development.  Extrinsic motivation: for reward or promotion. February 10, 2014
  17. 17. 17  Sergiovanni (1992: 57) encapsulates the problem by distinguishing between three motivational rules: 1. what gets rewarded gets done (extrinsic) 2. What is rewarding gets done (intrinsic) 3. What is good gets done (moral)  in short, models of motivation both create and reflect culturein schools surely performance should enhance collaboration, community, and the pursuit of long-term, higher-order values. February 10, 2014
  18. 18. 18 Conclusion  Creating high performance culture means creating a culture or atmosphere that supports long-term growth and sustainability in the workplace.  Creating high performance culture can be seen when the people in the workplace or school have strong commitment to have superior or excellent performance, have a healthy relationship, care about each other, and value each other.  A high performance culture is:  created and developed by the school.  firmly rooted in values  Expressed through shared language  reinforced by sophisticated social relationships  enhanced by collaborative learning  sustained by intrinsic and moral motivation. February 10, 2014
  19. 19. 19 Thanks for your attention! Questions and Answers February 10, 2014

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