Organizational Culture & Motivation in Schools, Essay Example

Weekly Journal

An examination of Organizational learning in the context of school administration.  School leaders need to take a holistic view of organizational culture,  in order to understand the climatic conditions that surround the school, together with the ability to take remedial action.  An important part from the reading of Robbins … how easy it is for organizations to become institutionalised and thus take on a separate identity that becomes distinct from its’ members.  This can be seen in our own school setting whereby a change in the teaching or administrative staff impacts a cultural shift  and potential change in relationships between students and faculty.

We also examined ‘Effective Instruction’  and how practices become embedded  within the organizations educational culture.  The need for Administrators to become more closely involved with the Teachers instructional strategies to ensure that they adhere to adequate standards and meet school objectives.

Of particular importance was the theoretical learning component of the varying motivational theories i.e. Maslow, Herzberg, McClelland and McGregor.  The motivation hygiene theory of Herzberg being particularly useful in pulling these strands together.  Motivation essentially comprising of two types: ” constructive” or “restrictive”  (Frederick Herzberg, 1959).

Task 2 :  School Culture Analysis

In the article examined, the author believes the following items to be paramount in developing a school culture:

Are you striving for a positive school climate supported by a spirited staff?

It is important to generate both enthusiasm and support for a “positive school environment”. The support needs to be of a holistic nature taking in a wide range of people.

Is your school focused on teamwork and collegiality?

The concept of group dynamics, team spirit, joint collaborative ventures, mutual co-operation are all important synergistic factors.

Are all stakeholders involved in the process?

Stakeholders are vital in the support mechanism.  By adopting a policy of inclusivity the machine runs smoother with less negativity.  In particular the Stakeholders need to fully support the Mission, Goals and Objectives of the school

Do you struggle to attain higher levels of student achievement year after year?

This means are you pushing the envelope in order to achieve a high level of quality output from the schools objectives.  Measurement criteria are by improved performance standards of students in their grades and examination results. (Wagner, 2002)

Steps Administrators need to take in adoption of a positive culture

The following points are important to Administrators in the adoption of school culture:

• The School culture is linked to the classroom culture. Administrators will want to be assured that the philosophies, mission, goals and objectives of the school are reflected in the students curriculum and that these values are reflected in the classroom teaching environment;
• That the values of the school are properly projected. For example if the school has an elitist image it will need to be seen to excel in student performance, high quality of teaching, overall quality of education in both teacher and student terms;
•  Administrators will need to see that the stakeholders are fully involved and participating in all key decisions;

Stakeholders in the school will have very differing values.  For example :  Parents will be primarily focused on the quality of teaching to their children.  Teachers will be focused on having the best resources and quality of materials to support their teaching efforts.  Heads will be more strategic focused and concerned that the philosophy, mission statements and requests of the Governing bodies are being upheld by the school.  All of these values have to be brought together in an holistic framework that addresses the combined stakeholder values.

Conflict resolution between stakeholders is best accomplished by inclusivity of a wide range of views and seeking consensus decisions.  Effective communications is a vital part in reducing the amount of internal / external disagreements.

Items that interfere with a positive culture

Source:  http://meerasinha.files.wordpress.com/2009/01/800px-maslows_hierarchy_of_needssvg.png

In the framework of Maslow’s Hierarchy of Needs it is possible to identify a number of areas that will influence whether we have a positive culture or not.  Examining each of these in turn :

Self-Actualization:  If we have an open and honest organizational framework that is seen to be self-actualising or has a high level of innovation and creativity, then we have a very positive influence. Barriers to this would be where the organization is in denial of information that requires remedial action,  the inability to resolve problems, a lacking of moral values or no code of ethics,  prejudicial views that stifle innovation or creativity

Esteem :  Self esteem within the organization is important to motivate and gain the respect of others.  Those with low confidence or self-esteem may quickly infect others and thereby reduce the morale creating a negative organizational culture.

Love and Belonging :  Staff and pupils alike need a sense of belonging. The School needs to value the contribution of both Teachers and administrative support staff.  They need to have purpose and a feeling of inclusion in the Schools goals and belief system.  Pupils equally need to feel that the School respects them and that they are an incremental part of the culture.  Lack of ownership can result in disenfranchisement and move towards a negative culture

Safety:  Teachers and Students need to feel that they work in a safe and secure environment. A School that is crumbling, making continued budget cuts,  has a shortage of resources etc is a school in decline.  A decline in the welfare of the school is felt by both teachers and students alike and quickly fosters a negative culture.

Physiological: All members of the school have basic needs i.e. food, drink, heat, light etc. Should such basic rights be denied then you will see a rapid decline in both teacher and student output.  Other than the obvious base conditions this could be items such as poor lighting conditions in which to work, no vending or drinks machines,  no place to exercise, lack of lunchtime catering facilities – such items promote negative culture.

Conflict can be another bad means of creating negative cultures in Schools. Consider ” Organizations like schools feel the pain of an unresolved conflict not just in the attitude and performance of those primarily involved but in others who become involved by taking sides in the conflict.”  (TF, 1987)

” Charged with developing teams and professional learning communities, principals find themselves often facing the debilitating obstacle of resolving conflicts that threaten the culture needed to make this happen. Teachers are passionate about what they do. They developed their own style and approach. They are accustomed to working alone.”  (TF, 1987)

Task 3  The value of stakeholders ands management of conflict in Schools

Introduction

Organizational culture is impacted by the different perspectives and values of a wide range of stakeholders.  It is important to identify these stakeholders and develop a holistic framework that encompasses their respective needs.  Such needs need to be placed into a managed environment such that any conflicts that arise can receive immediate remedial action.  In order to resolve such conflicts it is necessary to understand the differences in values represented by the different stakeholders.  Conflict resolution is not an easy task and as such you require a clear definitive plan of action covering both approach and tactics.

Identifying Stakeholders and their values

Initially the Stakeholders are generally thought of as 4 main interested parties, this being the Parents, Students, Staff and the School Board of Governors.  The value sets of each of these might look something like the following table:

So in the above example we have identified four main stakeholders each with a different value set expected from the school.  Now consider a more expanded model:

The addition of 4 additional stakeholders and in this case we can expand the value sets in order to cover each of these additional views.  As we expand the stakeholders and add different value statements, so we increase the risk of potential conflict arising.  As such the School requires a strategy for both managing the conflict situations and maintaining a harmonic balance in the schools affairs.

Managing conflict situations

Case Study 1 :  Parents v. Administration

Conflicts that arise between the School Administration and Parents are often a result of some form of grievance from the parents.  A problem or issue that they have not been able to resolve with the student.  In order to reduce the tension and find a way of reducing conflict, the following strategy should be adopted:

1. Both sides need to communicate and carefully listen to one another.  Many issues arise because of poor communications or a point that has not been clearly understood by one or both parties.  The need for a calm rationale debate creates dialogue and lowers the temperature of the grievance;
2. The School Administration should be a sympathetic listener and empathise with the parents – be a guiding body not an officious one.  It is rare for people not to accept constructive help or criticism.
3. Try to bond – look at the issues from both sides and try to adopt a joint problem solving strategy that ultimately meets and settles the needs of both parties. Try not to be defensive or become entrenched in specific points.  The issues should be seen as a joint challenge with both parties searching for a mutually agreeable solution

Case Study 2  School Board v.  School Administration

The School Boards are often dealing with points of Policy, Specific Regulations or rulings that need to be enforced.  Conflict often occurs when such rulings have been breached and the Board has an official duty to address such matters.

1. Understand the issues, examine the evidence, deal with the point of policy and remain within bounds of the issue being addressed. Be specific to the nature of the problem, how it occurred and the means by which it is being rectified
2. Avoid being defensive or taking entrenched positions
3. Maintain honest and open communications at all times, do not be afraid to admit responsibility as it shows honesty and maturity. The Board will approach all such matters in a fairly clinical manner

Developing an Action plan for remedial treatment

There are 6 key steps the School may wish to adopt for development of an action plan:

1. Conduct a Needs Assessment amongst the varying stakeholders in order to obtain uniform and comprehensive view of requirements;
2. Obtain necessary Administrative support to carry out the implementation of the plan;
3. Obtain all required funding and appropriate resources in order to implement the plan;
4. Obtain any training support that may be required;
5. Define the appropriate leadership team

This then needs developing into a suitable framework.  For example { Extract only }

Pro’s of Action Plan

• Is Holistic and fully inclusive of stakeholders
• Facilitates both qualitative and quantitative assessment ( measurement)
• Is structured and logical
• Facilitates communication planning
• Considers both tangible and intangible needs
• Facilitates conflict resolution by having a clear roadmap of events

Cons of Action Plan

• Relatively rigid by nature
• Subject to change control procedures
• Highlights significant areas of weakness

Works Cited

Frederick Herzberg, B. M. (1959). The Motivation to work. In B. M. Frederick Herzberg, The Motiovation to work . London / New York: Wiley.

TF, C. (1987). The magic of conflict: Turning a life of work into a work of art. In C. TF, The magic of conflict: Turning a life of work into a work of art. New York: Touchstone.

Wagner, C. D. (2002). What is the School Culture Triage? Retrieved 11 2, 2009, from Centre for Improving School Culture: http://www.schoolculture.net/triage.html