Team Task Chapter Three Team Members Mr. Zulfiqar Ali Behan Ms. Farhana Naz Siddiqui Mr. Arshad Mehmood Siddiqui

1. Team Task
Chapter Three
Team Members
 Mr. Zulfiqar Ali Behan
 Ms. Farhana Naz Siddiqui
 Mr. Arshad Mehmood Siddiqui
Educational Administration: Concepts and Practices 6th Edition (Book)

2. Organizational Culture

3. Main Themes
Uniformity of culture
Creating, Maintaining , And
Changing Organizational Culture
a) Creating Organizational Culture Values
b)Maintaining Organizational Culture
c) Changing Organizational Culture
Effects Of Organizational Culture
Views of Excellence
Theory Z
A Typological Culture
Organizational Climate
Open and Closed Climates
Healthy and Sick Schools
Comprehensive Assessment of
School Environment
Pupil Control Ideology

4. What Is Organizational Culture?Culture
Defined as : all the
 Beliefs
 Feelings
 Behaviours
 Symbols
Are the characteristics of an organization

5. Another Simple Definition:
Organizational culture is a set of shared
values that organization members have
regarding the functioning and existence of
their organization.

6.  Less Important Till 1980s
More important after the publications of :
1. Terrence Deal & Allan Kennedy “ Corporate, Culture
2. William Onch’s Theory Z
3. Tom Peters & Robert Waterman’s “In Search of
Excellence” Popularized organizational Culture and
Researchers began in earnest to study the topic
Background

7. Organizational Culture
Build Consensus that organization have personalities
Like people:
 Flexible
 Rigid
 Supportive OR Un-friendly
 Innovative OR Conservative

8. Organizational Culture
Include:
 Kinds of People
 Work Atmosphere on Typical Day
 Facilities available & Utilized
 Treating & Dealing with People

9. Organizational Culture
Specifically defined as:
 Shared Philosophies
 Ideologies
 Beliefs
 Feelings
 Assumptions
 Expectations
 Attitudes
 Norms & Values

10. Characteristics of Organizational Culture
 Norms as set standards of behavior
 Dominant Values
 Philosophy OR Policies
 Rules
 Feelings OR Overall atmosphere
Integration such as: In School
Administration as
 Organizational Structure
Motivation
Leadership
Decision making
Communication &
Change

11. Administrative processes and organizational structure
export A product into the external environment

12. Culture Represents The
Organization’s Cumulative
Learning As Reflected In
Organizational
 Structures
 People
 Administrative Process
 External Environment To
Perpetuate
Beliefs
Behaviours And
Specifies
Goals
Values &
Mission
Uniformity Of Organizational Culture

13. Sub-Cultures
Complex organizations do not typically manifest Single:
 Homogenous Beliefs
 Values &
 Behaviour Patterns
A. Culture: Consists of the ideal philosophy of the organization and
How Organizational members should behave
B. Informal Culture: Consists of the actual manifestation of the ideal
philosophy in the day to day behavior of the organizational members

14. Sub-Cultures
Division of:
 Instructions
 Business
 Personnel
 Research &
 Development
Differences Between:
 Students
Administrator Group
Teachers

15. Creating, Maintaining And Changing Organizational
Culture
Organizational Cultures are created, maintained and changed
through similar processes:
 How is Organizational Culture Created?
 How is the Organizational Culture maintained?
 Can organizational Culture be changed by administrative
action?

16. Creating, Maintaining And Changing Organizational Culture
According to Deal and Kennedy:
There are four dimensions of organizational Culture
1. Values ( General Criteria, Standards or Principles that guide the
behavior of Organization)
2. Heroes ( The visionary instruction builders) “Heroes are born &
Created”

17. Creating, Maintaining And Changing Organizational Culture
1. Rites & Rituals ( Everyday activities and celebrations that
characterized organization)
2. Communication Networks ( Whispers are the power
behind the throne)
Gossips carry the trivial day to day activities of the organization
through the communication network.

18. Maintaining Organizational Culture (Socialization)
Selection of Staff
Orientation
Job Mastery
Rewards and Control Systems
Adherence to Values
Reinforcing Folklore/Myths/Traditions
Consistent Role Models

19. Maintaining Organizational Culture (Socialization)
1. Selection of
Staff
2. Orientation
3. Job
Mastery
4. Rewards
and Control
System
5. Adherence
to Values
6.
Reinforcing
Folklore
7. Consistent
Role Models

20. Components of Change Cycle of Organizational Culture
 External Enabling Conditions
 Internal Permitting Conditions
 Participating Pressures
 Activating Events
 Cultural Visioning
 Culture Change Strategy
 Culture Change Action Plans
 Implementation of Interventions
 Reformulation of Culture

21. Components of Change Cycle of Organizational Culture
Organization or
Subunit Center
Under External
Enabling
Conditions
Internal Permitting
Conditions
Precipitating
Pressures Exist
Experiences
Triggering Events
sometimes Lead to
Agents Engaging in
Cultural Visioning
Guiding the
Development of a
Culture Change
Strategy
Translated into
Inducement,
Managements and
Stabilization Action
Plan
Interventions
Are
Implemented
Resulting in
Reformulation of

22. Effects of Organizational Culture
Organizational Culture has:
 A direct link to Administrative processes, and
 It affects on the administrative process like
a) Motivation
b) Leadership
c) Decision making
d) Communication and
e) Change.

23. Effects of Organizational Culture
Affects on structural processes like
a) selection process
b) Evaluation system
c) control system and
d) Reward system.
Culture also affects on employee performance and
their effectiveness.

24. Views of Excellence
 According to Thomas Peters and Waterman
“Culture plays key role in the success of US best
run organizations.”

25. Characteristic found in excellent companies.
 Good relation/behaviour to the Customer
 Autonomy and Entrepreneurship
 Productivity Through People
 Hands-On, Value-Driven Effects
 Sticking to the Knitting
 Simple Form, Lean Staff
 Simultaneous Loose-Tight Properties

26. Theory Z
Introduced by William G. Ouchi, in 1993
Purpose: To know “How American Business can meet the
Japanese challenge
OR
 To know the secret of the successful and high-producing firms.

27. Theory Z
 The continuation of McGregor’s Theory X and Theory Y
 Highlights the difference between personal leadership styles of an
individual supervisor whereas
 Theory Z points out the “culture of the whole organization.”

28. Purpose of theory Z
Culture focus on long-term employment, consensual
decision making, individual responsibility, and wide-
ranging commitment to all aspects of the employee’s life.

29. Application of Theory Z in Schools
The main features of this theory in schools are as under:
 Trust
 Subtlety
 Intimacy
 Shared control and Decision Making
 Skills Training
 Quality Education
 Motivation Through Self-Interest
 Equitable Reward System

30. A Typology of Organizational Culture
Carl Steinhoff and Robert Owens developed a framework
of four distinctive culture phenotypes found in public schools
 Clearly describable and differentiated from one another in
terms of :
a) The metaphorical (Symbolic) language elicited from
school participants.
b) Based on the taxonomy of organizational culture

31. Organizational Culture Assessment Inventory (OCAI)
 Steinhoff and Owens constructed after a detailed
research work four distinctive phenotypes of school
culture are described as under in terms of its
metaphorical content by type.
1. Family Culture
2. Machine culture
3. Cabaret culture
4. Little Shop of Horrors’ Culture

32. Organizational Climate
Open & Closed Climate
Healthy & Sick School
Comprehensive Assessment of School Environment (CASE)
Pupil Control Ideology
Key Terms (Conclusion)
Part /3

33. Organizational Climate
 Organizational Climate is the total environmental quality
within an organization.
 It may refer to the environment within a school
department, a school building, or a school district.
 Organizational climate can be expressed by such adjectives
as “open, bustling, warm, easygoing, informal, cold,
impersonal, hostile, rigid, and closed

34. Organizational culture has its roots in sociology and anthropology,
whereas organizational climate is rooted in psychology.
Four well-known constructs for conceptualizing organizational
climate in schools:
 Halpin and Croft's concept of open and closed climates;
 Hoy and Tarter's organizational health construct;
 National Association of Secondary School Principals
(NASSP's) Comprehensive Assessment of School
Environments;
 Willower, Eidell, and Hoy's concepts of pupil control ideology.

35. Low in disengagement,
low in hindrance,
Very high in esprit,
High in intimacy,
 low in aloofness,
 low in production emphasis,
 Very high in thrust,
and high in consideration.
 Depicted as very high in
disengagement
 High in hindrance,
 Very low in esprit
The instrument of Halpin and Croft constructed (The Organizational
Climate Description Questionnaire) OCDQ contains 64 Likert type
items open and closed

36. Open Climate An energetic,
lively organization that is
moving toward its goals and
that provides satisfaction for
group members'
open climate. Leadership acts
emerge easily and appropriately
from both the group and the
leader.
The main characteristic of this
climate is the
“ Authenticity “ of the behavior
that occurs among all members
A high degree of apathy on the part of
all members of the organization
The organization is not moving"; esprit is
low because group members secure
neither social-needs satisfaction nor task-
achievement satisfaction.
Members' behavior can be construed as
inauthentic; Indeed, the organization
seems to be stagnant.

37. Another instrument to assess the climate of the school is the
Organizational Health Inventory (OHI) developed by Wayne Hoy
and John Tarter.
Developed 3 levels
Institutional School environment
Administrative controls the internal managerial function
Teacher Level in teaching and learning process

38. Teachers
like their colleagues,
their school,
their job,
and their students
The learning environment is serious and
orderly, and students work hard and
respect others who do well academically
(high academic
emphasis).
Principal behavior
healthy-
friendly,
open, egalitarian and supportive.
Healthy School Sick School
Teachers and administrators are
bombarded
Unreasonable parental demands
Low institutional integrity
Low teacher affiliation
Low resource support
Low academic emphasis
Principal provides little direction
or structure
slight encouragement for teachers
Low collegial leadership
Teachers don’t like their colleagues
or their job
Etc

39. Comprehensive Assessment of School Environments (CASE)
The National Association of School Principals NASSP's investigated the current literature and measures of school climate.
The task force formulated a general model described the contextual input ,mediating and outcome variables of school
environment
The Survey collects and measures data about perceptions on the following subscales
Teacher-student
relationship
Security and maintenance:
Administration: Student academic
orientation
Student behavioral values
Student activities
Instructional management
Student-peer relationships:
Guidance
Student-peer relationships:

40. Pupil Control ideology
Another method of conceptualizing organizational climate is in terms of the
attitudes toward students and the behavior faculty use to control them.
Willard Waller was one of the first to underscore the saliency of pupil control in
the organizational life of public schools.
The importance of pupil control in schools is not Surprising. Schools are
people-developing or people changing institutions.
The objective of the school as a social institution is to achieve major changes in
the child Pupil control is the "integrative theme" that pervaded the culture of the
school