Shaping Corporate Culture
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The transformation of organizational culture through strategic planning, behavior modeling, and program implementation.
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The document discusses Edgar Schein's views on organizational culture, including that leaders create culture when forming groups and organizations, and that cultures will manage leaders if they are not conscious of the embedded cultures. It also outlines Schein's three levels of culture: artifacts, espoused values, and underlying assumptions. At the deepest level are underlying assumptions, which are beliefs and attitudes that are unconsciously held and not easily visible.
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Weber is analyzing Benjamin Franklin's writings on virtues like industry, frugality, and punctuality which emphasize earning and accumulating money. Weber argues this reflects an "ethos" or spirit of capitalism where life's main purpose becomes acquiring wealth through diligent work. While greed has always existed, Weber asserts this Protestant work ethic was crucial for capitalism's development by motivating behaviors that increased profits. It conflicted with traditional views but was embraced by rising middle classes who saw work as a religious duty. This ethic helped overturn older systems where workers prioritized leisure, establishing competitive capitalism focused on low costs and high productivity.
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1. Scientific management and psychological humanism both aim to manage human nature to obtain better workers, with scientific management viewing people as naturally 'bad' and psychological humanism viewing people as naturally 'good'.
2. Durkheim analyzed how lack of social solidarity can lead to higher suicide rates, and how organizations regulate themselves to ensure workers 'fit in'.
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Chapter 1: Ethics and our Human Potentialities
Chapter 1 describes our more general or ‘core’ human potentialities, those potentialities at the heart of what it means to be ‘human’ and that in a sense ‘compel us to become who we are’, hence the reference to ‘forces’. In effect, we could also say those potentialities leading to what could be described as our core human qualities.
The following will examine the characteristics and dynamics of these potentialities as they serve to bring about and shape ethical behavior on one hand and on the other, how they are generally affected by ethical dynamics. Specifically, we will examine:
• Consciousness and conscious will;
• A sense of self and personal identity; and,
• Our potential - capacity - for vision and hope.
As the graphic below aims to describe, these core human potentialities – forces – are always in synergy and behave as a whole:
As we proceed, we will focus on the emergence and manifestation of these potentialities – forces - mainly in the context of the individual. Nonetheless, as we will see later, these potentialities are also applicable to our social structures as living systems e.g., our institutions and their organizations, and to our socio-political landscapes small and large as examples, what we often experience in our institutional encounters as institutional ‘consciousness’ or sense of ‘vision’ or, when we travel, what could also be applied to societies as a whole.
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1. Scientific management and psychological humanism both aim to manage human nature to obtain better workers, with scientific management viewing people as naturally 'bad' and psychological humanism viewing people as naturally 'good'.
2. Durkheim analyzed how lack of social solidarity can lead to higher suicide rates, and how organizations regulate themselves to ensure workers 'fit in'.
3. Weber analyzed how rational organization of labor through bureaucracy legitimizes power over workers, identified forms of social action and authority, and discussed bureaucracy as creating an 'iron cage' of rationality in modern society.
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Chapter 1: Ethics and our Human Potentialities
Chapter 1 describes our more general or ‘core’ human potentialities, those potentialities at the heart of what it means to be ‘human’ and that in a sense ‘compel us to become who we are’, hence the reference to ‘forces’. In effect, we could also say those potentialities leading to what could be described as our core human qualities.
The following will examine the characteristics and dynamics of these potentialities as they serve to bring about and shape ethical behavior on one hand and on the other, how they are generally affected by ethical dynamics. Specifically, we will examine:
• Consciousness and conscious will;
• A sense of self and personal identity; and,
• Our potential - capacity - for vision and hope.
As the graphic below aims to describe, these core human potentialities – forces – are always in synergy and behave as a whole:
As we proceed, we will focus on the emergence and manifestation of these potentialities – forces - mainly in the context of the individual. Nonetheless, as we will see later, these potentialities are also applicable to our social structures as living systems e.g., our institutions and their organizations, and to our socio-political landscapes small and large as examples, what we often experience in our institutional encounters as institutional ‘consciousness’ or sense of ‘vision’ or, when we travel, what could also be applied to societies as a whole.
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• Domains – Structures that give social relevance to our cognitive potentialities – an ‘intentionality’;
• Institutions (Individuals and Societies) – Our core socio-political ‘relational’ structures; and,
• Socio-political landscapes – Our ‘playing field’ for the creation of ‘landscape realities’.
Here, ethical dynamics are viewed as dependent on the dynamics of authority and power, those dynamics that reflect our socio-political instincts for survival and growth on our many socio-political landscapes.
Overall, ethics will be viewed as a competitive phenomenon where the ethics of the individual as an example, are mediated on an ongoing basis via the individual’s institutional participation, and similarly for institutions between themselves and, on a broader stage, for our different societies via as an example, international institutions.
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- Social identity is how people define themselves based on their group memberships rather than individual attributes.
- Groups use prototypes or ideals to define themselves and differentiate from other groups.
- Stereotyping can occur when viewing other groups through the lens of a prototype rather than as individuals.
- Communication helps shape social identities and how groups understand themselves.
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This document discusses how society is organized through social groups and kinship structures. It defines key concepts like primary and secondary groups, social categories, networks, and kinship by blood and marriage. Regarding kinship, it outlines different types of descent like patrilineal and matrilineal, and kinship groups like clans and lineages. Marriage is presented as central to kinship systems, with explanations of monogamy, polygamy, and forms like sororal polygyny. Family types covered include the nuclear, extended, single-parent, and blended models.
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1. Miyamoto Musashi's leadership philosophy emphasized mental calmness ("bujutsu") and physical skill ("kenjutsu") through discipline and mastery of techniques.
2. Barber's presidential leadership model examines a leader's character, worldview, leadership style, and how they navigate their political situation and public expectations.
3. The "American Monomyth" depicts heroes rising up to save a threatened community and returning order, influencing expectations of leaders.
4. Traditional archetypes portrayed women's roles negatively, creating biases that still influence perceptions of female leadership. Overcoming past influences requires self-reflection on one's values
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Overall, the approach considers that ethics have their origins in our human nature, not in religion or ideology, however important they may have been in shaping our natural impulses. And, since we live and grow in a social milieu, it describes ethics as being driven by our socio-political instincts – politics - for survival and growth (with its ‘ups and downs’) and, that ethics are shaped by whoever – individual or institution – can garner what is described as authority and power.
More specifically, the approach views ethics as the expression of our ongoing or day to day relationship commitments and qualities – generally those that define who we are and what we do -, their associated principles and norms (what is sometimes referred to as ethics), and their hierarchy of core values or ethical aspirations, hence the reference and emphasis on ‘ethical dynamics’, in effect those real life dynamics that impact on what we do and what we bring about.
From a practical perspective, the approach constitutes a multi-dimensional template applicable to an individual, an institution or a social context as a whole e.g., an institution and its organization, while each of its separate frameworks can be used to address specific ethical, and we could also say, performance, issues.
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Organizational culture is a system of shared assumptions, values, and beliefs, which governs how people behave in organizations. These shared values have a strong influence on the people in the organization and dictate how they dress, act, and perform their jobs.
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This document discusses school culture and its impact. It defines culture as the shared values, beliefs, customs, and practices within a school. A school's culture is shaped by both visible structures and underlying assumptions. The principal plays a key role in developing culture through priorities, reactions, resource allocation, and role modeling. A positive culture features leadership, celebration, honesty, participation and openness to change. It impacts teaching and learning. A toxic culture lacks direction and trust, and features fear, competition and control. Lastly, successfully changing culture requires understanding the current culture and supporting new ideas that better achieve a shared vision.
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Core human potentialities or forces described in Chapter 1: consciousness and conscious will, a sense of self and personal identity and, vision and hope, have been in synergy – arising with - what will be described as our ‘cognitive (social) structures and potentialities’, those structures and potentialities which foster the creation of potentially rich individual and social realities; hence, the reference to ‘cognitive’ structures and potentialities – those bringing about our ‘human’ world -, but equally, to social structures and potentialities - those bringing about our ‘social’ world -.
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• Domains – Structures that give social relevance to our cognitive potentialities – an ‘intentionality’;
• Institutions (Individuals and Societies) – Our core socio-political ‘relational’ structures; and,
• Socio-political landscapes – Our ‘playing field’ for the creation of ‘landscape realities’.
Here, ethical dynamics are viewed as dependent on the dynamics of authority and power, those dynamics that reflect our socio-political instincts for survival and growth on our many socio-political landscapes.
Overall, ethics will be viewed as a competitive phenomenon where the ethics of the individual as an example, are mediated on an ongoing basis via the individual’s institutional participation, and similarly for institutions between themselves and, on a broader stage, for our different societies via as an example, international institutions.
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Definitions of emotional intelligence and leadership
The document discusses definitions of emotional intelligence and leadership from various publications over several decades. It traces how the definitions and understanding of emotional intelligence has evolved from focusing on abilities like emotion perception and regulation to also include competencies in handling relationships. Similarly for leadership, early definitions emphasized influencing others towards goals, but modern definitions highlight leadership as a relationship between leaders and followers to achieve shared objectives through change. The document provides an overview of how thinking and definitions around these topics have developed over time.
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This document discusses social identity theory, which proposes that people have both personal identities and social identities based on their group memberships. It describes how social identity impacts communication and behavior. Key points include:
- Social identity is how people define themselves based on their group memberships rather than individual attributes.
- Groups use prototypes or ideals to define themselves and differentiate from other groups.
- Stereotyping can occur when viewing other groups through the lens of a prototype rather than as individuals.
- Communication helps shape social identities and how groups understand themselves.
Elitists
This document summarizes and analyzes several theoretical explanations of elites and applies them to Myanmar. It discusses Pareto's concept of social elites and the circulation of elites. For Mosca, it examines the ruled minority and the interaction between ruling and non-ruling classes. Michels' iron law of oligarchy and the dominance of political classes is also considered. The document applies these concepts to Myanmar's post-colonial period and concludes that the role of elites in Myanmar meets the criteria of these theories, particularly those of Mosca and Michels. It finds the current elites remain dynamic and that elite leadership is inevitable given Myanmar's political culture.
How society is organized
This document discusses how society is organized through social groups and kinship structures. It defines key concepts like primary and secondary groups, social categories, networks, and kinship by blood and marriage. Regarding kinship, it outlines different types of descent like patrilineal and matrilineal, and kinship groups like clans and lineages. Marriage is presented as central to kinship systems, with explanations of monogamy, polygamy, and forms like sororal polygyny. Family types covered include the nuclear, extended, single-parent, and blended models.
Misty Morgan Ppt (Leadership) Ch. 2
The document discusses several leadership models and archetypes:
1. Miyamoto Musashi's leadership philosophy emphasized mental calmness ("bujutsu") and physical skill ("kenjutsu") through discipline and mastery of techniques.
2. Barber's presidential leadership model examines a leader's character, worldview, leadership style, and how they navigate their political situation and public expectations.
3. The "American Monomyth" depicts heroes rising up to save a threatened community and returning order, influencing expectations of leaders.
4. Traditional archetypes portrayed women's roles negatively, creating biases that still influence perceptions of female leadership. Overcoming past influences requires self-reflection on one's values
Ethical Dynamics -Overview.
Overall, the approach considers that ethics have their origins in our human nature, not in religion or ideology, however important they may have been in shaping our natural impulses. And, since we live and grow in a social milieu, it describes ethics as being driven by our socio-political instincts – politics - for survival and growth (with its ‘ups and downs’) and, that ethics are shaped by whoever – individual or institution – can garner what is described as authority and power.
More specifically, the approach views ethics as the expression of our ongoing or day to day relationship commitments and qualities – generally those that define who we are and what we do -, their associated principles and norms (what is sometimes referred to as ethics), and their hierarchy of core values or ethical aspirations, hence the reference and emphasis on ‘ethical dynamics’, in effect those real life dynamics that impact on what we do and what we bring about.
From a practical perspective, the approach constitutes a multi-dimensional template applicable to an individual, an institution or a social context as a whole e.g., an institution and its organization, while each of its separate frameworks can be used to address specific ethical, and we could also say, performance, issues.
Deontological ethics
This document provides an overview of Immanuel Kant's deontological ethics. It discusses that for Kant, morality is concerned with doing one's duty rather than personal gain. Kant believed there is a single "Categorical Imperative" or universal obligation that forms the basis of moral rules and duties. For an action to have moral worth, it must be done purely out of respect for the moral law as one's duty, not because of personal interests or desires. The Categorical Imperative takes an unconditional form of "Do X" rather than a conditional "If X, then Y" structure like hypothetical imperatives.
African American Personality
The document discusses several models of African and African American personality and identity. It describes the key aspects of these models, including emphasizing connection to nature, interdependence, collective identity or "we-ness", and the importance of history, spirituality, and community. The core is proposed to be a spiritual substance or divine essence that reflects natural order and rhythm. Key theorists discussed include Nobles, Akbar, Williams, and Kambon and their constructs of African self-concept, collective black mind, and the importance of African centered institutions for cultural preservation.
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How can we build a new world, more horizontal, more collaborative without deconstructing gender traditional norms?
Texto BC2
This document discusses the concept of values in sociology. It begins by noting that while sociologists often reference values and norms, they tend to do so cursorily without rigorous conceptualization or measurement of values. The document then addresses three questions: (1) What are values? It argues values are distinct from but related to attitudes, traits, norms, and needs. (2) Where do values come from? It discusses cultural and social influences on values. (3) What do values do? It explores how values relate to behaviors, judgments, and social order. The document aims to revive serious study of values in sociology by clarifying conceptual issues and reviewing empirical research.
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The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The most important role of leaders is to understand and influence the culture of their schools.
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The document discusses HRD culture and its importance in organizations. It defines HRD culture and organizational culture. It outlines the significance of culture for communication and efficiency. It describes four common types of cultures - authoritarian, participative, mechanistic, and organic. Finally, it discusses how culture is learned through stories, rituals, symbols, and language in the organization.
BMSC18303-OB- DecModule pptx.pptx
This document discusses organizational culture and defines it as the underlying values, beliefs, and practices shared by members of an organization that distinguish it from other organizations. It notes that culture is learned rather than inherited, and identifies key factors that influence and develop organizational culture, such as leaders, critical incidents, rewards systems, and recruitment practices. The document also outlines different types of organizational cultures, such as power, role, task, and person-oriented cultures, and explains how culture manifests itself in organizational behavior through corporate values, climate, and management style.
diversity-building aninclusve culture for Maher
The document discusses building an inclusive culture through diversity and managing diversity effectively. It defines diversity and lists different diversity factors like gender, age, ethnicity, etc. It discusses the benefits of a diverse workforce, challenges of managing diversity, and strategies for overcoming biases and resolving conflicts. It emphasizes the importance of inclusion and distinguishing performance issues from diversity issues. It provides steps to implement effective diversity training programs, which include starting with a vision statement, conducting a cultural audit, and designing training content and methods.
5.1 Culture and Climate_Fnl(2).ppt
This document discusses organizational culture and leadership climate. It defines organizational culture as comprising of the core beliefs and assumptions, values and norms, and artifacts of an organization. The core beliefs and assumptions shape the values and norms, which then influence behaviors and artifacts. Leadership climate refers to the beliefs and perceptions of organizational members regarding leadership, which are shaped by what leaders pay attention to, how they react to situations, and how they role model behaviors. The document provides examples of how leaders can establish a positive leadership climate through actions such as communicating a vision, encouraging initiative, rewarding risk-taking, sharing decision-making, and modeling high ethical standards.
evaluatory seminar3
The document discusses human resource development (HRD) culture. It defines HRD culture and outlines its ideal characteristics, including a learning culture, motivation, competency development, creativity, and team spirit. The document describes different types of organizational culture, such as authoritarian, participative, mechanistic, and organic cultures. It also discusses the importance of top management style in building HRD culture and how employees learn and adopt the culture. Methods for auditing HRD culture are provided. The document emphasizes that a developmental management style is most effective for creating an open, collaborative culture that encourages trust, authenticity, initiative, and experimentation.
4811370.pdf
This document discusses organizational culture and its impact on creativity and innovation. It defines culture as shared values, beliefs, and behavioral norms that are learned by organizational members. Certain cultural norms like idea generation, risk-taking and tolerance of mistakes promote creativity, while others like teamwork and flexibility support innovation implementation. Strong cultures can help drive innovation if they foster these types of norms and allow for social cohesion, but not if they overly demand conformity. In summary, an organization's culture plays a key role in shaping its creative processes.
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The document discusses trans-cultural human values and their relevance in management. It defines culture and notes that trans-cultural values are shared across cultures worldwide. These values like loyalty and cooperation make good managers. The document also discusses how trans-cultural values are important for credibility, decision-making, and employee morale in organizations. It argues these values should be incorporated into management education through multicultural perspectives and curriculum reform. Both secular and spiritual values are important but can be adapted together, like worshipping plants for their medicinal benefits as well as spiritual significance.
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Shaping Corporate Culture
- 3. Culture Is (Schein, 1990)1 • A pattern of basic assumptions • Invented, discovered, or developed by a given group • As it learns to cope with the problems of external adaptation & internal integration • That has worked well enough to be considered valid, & therefore • Is taught to new members as the • Correct way to perceive, think, & feel in relation to those problems CULTURE SHAPING: WHAT IS CULTURE? 1. Schein, E.H. (1990, February). Organizational culture. American Psychologist, 109-119.
- 4. What Is Culture Shaping?
- 5. Culture Shaping is a “methodical, comprehensive, & integrated approach to shifting a company’s culture from top to bottom”2 (Senn Delaney, 2015) CULTURE SHAPING: WHAT IS CULTURE SHAPING? 2. http://www.senndelaney.com/cultureshaping.html
- 6. When Is Culture Shaped?
- 7. CULTURE SHAPING: WHEN IS CULTURE SHAPED? Critical Incidents Occur • Set of behaviors after an emotionally charged or anxiety producing event create a norm • Norm becomes a belief & then an assumption
- 8. CULTURE SHAPING: WHEN IS CULTURE SHAPED? Leaders Are Role Models • Leaders model values & assumptions that group members internalize • Two mechanisms enable internalization • Primary Embedding Mechanisms • EX: what leaders pay attention to, measure, & control;; how leaders react to crises • Secondary Articulation & Reinforcement Mechanisms • EX: organizational systems & procedures;; stories, legends, myths & symbols
- 9. How Is Culture Shaped?
- 10. CULTURE SHAPING: HOW IS CULTURE SHAPED? Three Levers3 I. Lever 1: Participation & Commitment • Commitment Through Choice • Commitment Through Visibility • Commitment Through Irrevocability II. Lever 2: Symbolic Actions III. Lever 3: Rewards & Recognition 3. Tushman, M.L. & O’Reilly III, C.A. (2007). Shaping organizational culture. Winning through innovation: a practical guide to leading organizational change and renewal. Boston, MA: Harvard Business School Press.
- 11. CULTURE SHAPING: HOW IS CULTURE SHAPED? Lever 1: Participation & Commitment I. Choice • Decisions made without strong external pressure increase sense of personal responsibility II. Visibility • Public choices witnessed by those who matter make nonperformance difficult to excuse III. Irrevocability • Sense that a line has been crossed discourages consideration of alternative choices
- 12. CULTURE SHAPING: HOW IS CULTURE SHAPED? Lever 2: Symbolic Actions • Managers are signal generators who shape employee interpretations of what is important & how to behave • Symbolic management activities include: • Providing lucid organizational goals with which employees identify emotionally & intellectually • Ensuring absolute consistency of words & actions to minimize contradictory interpretations
- 13. CULTURE SHAPING: HOW IS CULTURE SHAPED? Lever 3: Rewards & Recognition • Systems must reward behavior organizations seek to promote4 • On the Folly of Rewarding A, While Hoping for B • Flawed reward systems reward the behavior the rewarder seeks to discourage, while the behavior desired is not rewarded at all4 4. Kerr, S. (1975). On the folly of rewarding A, while hoping for B. Academy of Management journal, 18(4), 769-783.
- 14. CULTURE SHAPING: HOW IS CULTURE SHAPED? Lever 3: Rewards & Recognition continued… • Effective rewards systems: • Emphasize intrinsic rewards • Ensure tight linkages between rewards & outcomes • Capitalize on social learning • Avoid routine • Novel, sincere • Variable, interval
- 15. How Is Strong Culture Maintained?
- 16. CULTURE SHAPING: STRONG CULTURE MAINTENANCE Three Characteristics I. Rigorous talent selection system II. Intensive employee socialization • Top management role modeling of norms & values • Cohorts who provide social support • Continual reinforcement of organizational beliefs • Ongoing reinforcement through training, meetings, & celebrations III. Comprehensive rewards & recognition • Emphasize desired attitudes, behaviors, & outputs • Signal approval for “walking the talk”