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1. 1
(Chapter 3)
Organizational Culture and
Climate

2. 2
Organizational Culture and
Organizational Climate
• Organizational Culture
Sets of interrelated values and priorities,
norms and expectations, and ideas and ideals
prepared by the organization through the
norms (Smither, 1988).
i. Establishing standards and shared
expectations to provide acceptable behavior
for group members;
ii. Providing guidelines for unsocialized
individuals to fit into the ongoing group;
iii. Establishing standards for behavior that
facilitate interactions between members as a
mean to identify peers.

3. 3
Organizational Culture and Organizational
Climate …
• Organizational Culture (Dessler & Huat, 2006)
The values, traditions, and behaviors that employees share
in their organizations.
Values – is a basic belief about what is right or wrong, or
about what you should or should not do. Some examples of
shared values: the customer is always right; honesty is
the best policy; don’t’ be bureaucratic.
• Robbins (2001) – states that “organizational culture refers
to a system of a shared meaning held by members that
distinguishes the organization from other organization”.
• The culture of an organization encompasses factors and
forces- tangible & intangible: changing values, social
trends, authority, needs, rights, obligations, and
expectations.

4. 4
Organizational Culture …
• What is the relationship and significance
of school system culture to the human
resource function?
i. The impact of change in the workplace
The shifting of human values and changes in
the demographic of workforce (in ethnic
background, in cultural diversity, and in
instructional training)

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• What is the relationship and significance
of school system culture to the human
resource function?
ii. The roles of potential bodies, agencies
Regulatory agencies, community groups,
boards of educations, school management,
unions, etc
iii. Support groups – maintenance, operation,
clerical, food service, security, and
transportation.
Organizational Culture …

6. 6
Culture and Need Satisfaction
• One way of viewing employment in a school system is
an exchange between the individual and the
organization in which each gets something in return for
giving something (win-win situation)
The system agrees to the individual
agrees to
• Equitable compensation
• Rights and privileges
• Position security
• Assist in improvement
• Proper placement
• Fair treatment
• Opportunity for
advancement
• Join
• Stay
• Exceed role expectations
• Work independently
• Self-improvement
• Cooperate
• Adhere to system
expectations
Conceptualization of the employment exchange theory
(Psychological social contract )(Tracy, 1985)

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• Cultural factors that can be changed by those in
leadership positions include envisioning, bringing to life,
reinforcing, rewarding, and embedding constructive
behavior through indicators:
i. Induction – develop socialization programs on system
culture.
ii. Appraisal – Change traditional performance culture from
measurement process to communication process.
iii. Planning – Focus on neutralizing change-restraining
forces
iv. Justice – Maintain justice system for prompt and
effective treatment of personnel rights and
responsibilities.
v. Recruitment – Locate and attract candidates suitable by
nature to accept, commit, and further system desired
culture.
Culture and Need Satisfaction …

8. 8
Organizational Culture
Socialization Process
• Newcomer learns the reality of work
environment
• Newcomer identifies NORMS of co-workers
and the boss
• Newcomer makes accommodations between
conflicts at work setting and at home
• Newcomer accepts organizational norms and
realizes the organization is satisfied with
his/her behavior (Wanous, 1980)

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Shaping The “Corporate Culture”
• The practice of POWER to POWER by older generation
leaders (traditional – ’30s and ’40s)
• The practice of instilling the PROFESSIONAL
DEVELOPMENT (2nd generation leaders) –career path;
training and innovations, etc.
• The new emerging leaders focus on the Emotional
Quotient (EQ), the energy that drives teamwork and
commitment to a shared vision.
• EQ- A discipline attention to the underlying motivation of
management and key professionals who make the vision a
reality.

10. 10
Shaping The “Corporate Culture” …contd
Japanese Corporate Culture (TQM Model)
(Japanese Business Model & Project
Management Approach / Guided Project
Culture)
 Strong emphasis on equality in workplace and
strong task orientation
 Mindset – long term goals focus; lifelong
tenure
 Decision making – responsibility through
teams and projects
 Use suggestion systems and quality circles to
solicit feedback.

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Corporate Culture … contd
 Take a problem-centered approach to
their tasks
 Available to listen to team members concerns
 Supervisors & subordinates work together;
changes are executed quickly
 Employee controls - Managers depend on the
honour system to get work done, relying on
their workers’ trust & goodwill
 Kaizen (continuous improvement)

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Organizational Climate
“Organizational climate is often defined as the
recurring patterns of behavior, attitudes and
feelings that categorize life in the organization.”
(Isaken & Ekvall, 2007)
- organizational climate refers to the member
perceptions like decision making, leadership, and
norms about work.
- Organizational climate (corporate climate) – is
the process of quantifying the “culture” of an
organization

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Organizational Climate
• It is the school atmosphere –relatively related
to the quality of the school environment
that:
i. is experienced by teachers
ii. Influences their behavior
iii. Is based on their collective perceptions
(Hoy & Forsyth, 1985, p. 147)

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Open Climate
• Halpin & Croft (1962) –is described as one in which the
staff enjoys extremely high morale, works well together,
enjoys friendly relations but does not engage in a high
degree of socialization, and possess the incentive to work
things out and keep the school moving.
• Kreitner (2001) suggested 4 characteristics:
i. Interactions with the environment / penetrated
boundaries.
ii. Synergy – the combination of all elements are used to
determine goals & objectives.
iii. Dynamic equilibrium – balancing the internal and external
resources for survival from the environment.
iv. Equifinality – open systems can achieve the same results
by different means /different methods

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• Characterized by low staff morale, limited
and inadequate communication, and limited
socialization.
• Static equilibrium – where the unbalance of
internal and external factors from
environment, impenetrate boundaries.
Close Climate

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The Importance of
Positive School Climate
“A positive school climate exists when all
students feel comfortable, wanted, valued,
accepted, and secure in an environment
where they can interact with caring people
they trust.”
It is the believe system or culture that
underlies the day-to-day operation of a
school.
(Manitoba Education, Training and Youth,
2001)

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Physical Environment
• Classroom setting, sitting arrangement,
teaching aides, classroom temperature
• Decorations, murals, curtains, posters
timetables, duty rosters
• signage, arrows, directions, exit doors

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Learning Environment
• Methods of presentations, involvement of
students, materials, resources, hands–on,
visuals
• To use student buddies, student helpers,
mentors, counselors, teacher advisor
programs.

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Social/emotional environment
• All factors that can affect the students
interact with others (respect, safe and
caring atmosphere)
• Classroom participation in discussions,
role playing activities (individual feelings
and differences), listen to music, stories
• Awareness and empathy to the disabled
students

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The Importance of Positive
School Climate
• School climate in a real sense is a human or people
condition. This is the responsibility of human resource
administrators to determine the strengths and weaknesses
of the facilitators and inhibitors of school effectiveness.
• Climate sets the opportunity for growth & renewal
(stimulates best efforts of people to provide meaningful
work, motivating challenges, continuous development for
innovations).
• Climate of trust, mutual respect, and clarity of function will
result in effective communication.
• Infers positive team building in the goal development and
achievement.

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Creating a positive climate
requires the working together of
the community, school teachers,
parents, and students. It also
requires a major shift in
thinking.

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The focus of the studies center on:
1. The characteristics that are found in schools
with positive climates.
2. The impact on student achievement.
3. The impact of climate on the behavior of
personnel.
4. The impact of school climate on school progam
innovation and change.
Research on School Climate

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Impact of School Climate on
Student Achievement
• Studies by Lunenburg (1983) showed that school
climate was directly associated with student
achievement.
- improve test scores
- decision making
- positive personal motivation, task orientation,
problem solving and attitude toward learning.
• Paredes and Frazer (1992) - higher students
achievement and lower dropout rates.
• Newman and Associates (1996) – commitment
to high student expectations, support for staff
innovation and creativity, and an ongoing search
for new ideas.

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• The impact of workplace environment on employee job
satisfaction, commitment and loyalty.
• Dealing with conflict – school with unhealthy climates are
difficult to resolve conflicts since personnel do no work
together
- rules & regulations set the manner how things are done,
and the systems lack a problem-solving capacity
mechanism.
- communication channel – where school leaders must
sense conflict at an early stage and make immediate,
appropriate response to any attack, as well as to keep such
conflict more manageable.
Impact of School Climate on
Behavior of Personnel

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Discussion
• Define organizational culture
• Define organizational climate
• Discuss the importance of culture and
climate in organizational improvement
• Discuss the differences between
‘culture’ and ‘corporate culture’
• Discuss the social and emotional
learning environment

26. 26
Thank You …