The role of organizational climate and culture in the school  (Page 11/17)

Clearly not all changes are of the same magnitude. It is easier to change a person’s perceptions or knowledge than his or her behavior; it is typically easier tochange an individual’s behavior than that of an organization. In general, the most difficult change would be to change the values,assumptions, and beliefs of an organization–in other words, its culture. Consequently, the extent that the school improvementeffort depends on changes to the organizational culture has a pronounced influence on the probability of its successfulimplementation. As discussed earlier, the more deeply held and shared those values, assumptions, and beliefs, the more difficultthey are to modify.

The organization’s culture clearly shapes the implementation process. Implementation actions must be crafted toconform to, or at least be relatively acceptable to, the existing culture, as much as possible, without negating important aspects ofthe planned changes. Often the framing, or even sequencing, of aspects of the implementation process can be adjusted to be lessthreatening to the culture. In other instances, the proposed changes are sufficiently in conflict with the organizationalculture as to necessitate cultural shaping or modification. In such cases, it is essential that the timeline for implementation beadjusted accordingly. Cultural change is not something to be attempted in the short term

As the implementation phase unfolds, the organization progresses through several phases (see Evans, 2001),each of which can threaten the stability of the organizational culture. During the unfreezing stage, the organization may sufferanxiety about the coming changes and guilt for feel this anxiety. The cultural safety of the organization may be challenged. Theorganization often experiences a sense of loss, often of cherished cultural perceptions and behaviors, and at other times, moreseriously, of shared values, beliefs, or fundamental assumptions. For the implementationto be successful, the organization and its culture must move from this sense of loss to one of commitment tothe new behaviors, attitudes, values, and beliefs.

It is at this stage that organizational climate, and specifically motivation, may assume a significantrole. If the climate is healthy and positive in relation to the change(s), implementation is facilitated. If the climate isdysfunctional or negative regarding the change(s), motivation must be improved before it is likely that implementation andinstitutionalization will be successful.

Often, the lack of motivation can be tied to what Evans (2001) termed the need to“move from old competence to new competence”(p. 56); this is generally best done in schools through staff development. Staff development is readily influencedby the organization’s climate and culture. What a joy it can be to be a facilitator of staff development in a school with a healthy,open climate, welcoming to the development of new knowledge, skills, and dispositions. It is a fruitless, thankless role in aschool with a negative, closed climate. School culture also plays a significant role in regard to staff development. How deeply isstaff development valued? By whom (e.g., subgroups)? How well is it, or the changes expected from it, rewarded? Who are the earlyadopters of new practices? Who are the late adopters? How is each group treated by their peers and by the organization’s leadership?