Culture vs Change
‘...the deeper level of basic assumptions and beliefs that are shaped by members of an organisation, that operate unconsciously, and that define in a basic “taken-for-granted” fashion an organisation’s view of itself and its environment’ (p.6).
Deal and Kennedy (1983) put this more simply by using the expression, ‘the way we do things around here’ to define culture. Codes of conduct, dress code, language, rituals, stories, norms and beliefs can all be included and are all formed by a school’s history, context and the people in the organisation.
Schein (1985) believes there are different developmental periods that contribute to a school’s culture. Initially the culture is formed when the school founders instil their dominant values, which they communicate clearly with all stakeholders in order to establish the school’s unique identity. Once the school is well established, the culture becomes more implicit, some changes may have occurred, but change in general becomes more difficult because the culture is harder to express and understand. As time goes on, there is often a further decrease in awareness of the culture which can lead to a phase of inactivity where the school is unable to respond to its environment.
Handy and Aitken (1986) and Hargreaves and Fullan (1992 and 2012) have defined a number of different cultures relating to schools that act as a useful guide when reflecting on how a school functions. Fleming and Amesbury (2001) point out that it is important to note that these cultures may not exist in their purest form and that schools often reflect varying degrees of their characteristics. I have summarised five cultures, from Fleming and Amesbury’s (2001) descriptions:
The club culture is characterised by a head who gains support of like-minded colleagues. This clique often make informal decisions, ignoring agreed procedures. The favouritism that exists in these schools is unfair and contradicts the idea of equal opportunities.
The person culture is where professional autonomy exists. The school allows the staff to get on with their job without interference from any measures for checking on performance. Leaders have to persuade, coax and negotiate with teachers but not instruct. Leaders in these schools find it difficult to challenge their staff when they are underperforming.
The individualistic culture can be seen in schools where people work in isolation. Teamwork and sharing is rare and staff seldom receive feedback on performance. In these schools, innovation is uncommon and staff do not seek or welcome help. Staff meetings are often dedicated to administration affairs.
Deal and Kennedy (1983) put this more simply by using the expression, ‘the way we do things around here’ to define culture. Codes of conduct, dress code, language, rituals, stories, norms and beliefs can all be included and are all formed by a school’s history, context and the people in the organisation.
Schein (1985) believes there are different developmental periods that contribute to a school’s culture. Initially the culture is formed when the school founders instil their dominant values, which they communicate clearly with all stakeholders in order to establish the school’s unique identity. Once the school is well established, the culture becomes more implicit, some changes may have occurred, but change in general becomes more difficult because the culture is harder to express and understand. As time goes on, there is often a further decrease in awareness of the culture which can lead to a phase of inactivity where the school is unable to respond to its environment.
Handy and Aitken (1986) and Hargreaves and Fullan (1992 and 2012) have defined a number of different cultures relating to schools that act as a useful guide when reflecting on how a school functions. Fleming and Amesbury (2001) point out that it is important to note that these cultures may not exist in their purest form and that schools often reflect varying degrees of their characteristics. I have summarised five cultures, from Fleming and Amesbury’s (2001) descriptions:
The club culture is characterised by a head who gains support of like-minded colleagues. This clique often make informal decisions, ignoring agreed procedures. The favouritism that exists in these schools is unfair and contradicts the idea of equal opportunities.
The person culture is where professional autonomy exists. The school allows the staff to get on with their job without interference from any measures for checking on performance. Leaders have to persuade, coax and negotiate with teachers but not instruct. Leaders in these schools find it difficult to challenge their staff when they are underperforming.
The individualistic culture can be seen in schools where people work in isolation. Teamwork and sharing is rare and staff seldom receive feedback on performance. In these schools, innovation is uncommon and staff do not seek or welcome help. Staff meetings are often dedicated to administration affairs.
The balkanised culture exists where separate groups develop with competing views on pedagogy, behaviour, and curriculum. This can lead to inconsistent expectations and a lack of continuity across the school.
The collaborative culture is characterised by a school where there is a strong shared vision about the values and principles of the school. Teachers are both empowered and accountable, team teaching and joint planning are commonplace and teachers are committed to their professional development. There is a high level of mutual respect, trust and transparency.
Hargreaves and Fullan (2012) unpick collaborative cultures further. They explain that leaders can adopt a ‘contrived collegiality’ approach rather than an authentic approach in order to push forward with their own agendas. This is where procedures are put in place to produce collaborative opportunities but the control is still held by the leader.
These descriptions offer a valuable tool when considering how to approach school improvement. Preedy et al. (2003) support Ross’ claims on school culture and say that understanding a school’s culture is a vital requirement before any initiative is launched and it is the first step a leader must take. This is followed by considering how the culture boosts or prevents pupil progress and then arranging opportunities where people can debate and reassess their values. This last step is what Schein (2004) refers to when he talks about ‘transformational change’, where people need to unlearn something as well as learn something new. He goes on to recommend several processes to facilitate this, including deliberate and intentional role modelling and teaching, and coaching.
The collaborative culture is characterised by a school where there is a strong shared vision about the values and principles of the school. Teachers are both empowered and accountable, team teaching and joint planning are commonplace and teachers are committed to their professional development. There is a high level of mutual respect, trust and transparency.
Hargreaves and Fullan (2012) unpick collaborative cultures further. They explain that leaders can adopt a ‘contrived collegiality’ approach rather than an authentic approach in order to push forward with their own agendas. This is where procedures are put in place to produce collaborative opportunities but the control is still held by the leader.
These descriptions offer a valuable tool when considering how to approach school improvement. Preedy et al. (2003) support Ross’ claims on school culture and say that understanding a school’s culture is a vital requirement before any initiative is launched and it is the first step a leader must take. This is followed by considering how the culture boosts or prevents pupil progress and then arranging opportunities where people can debate and reassess their values. This last step is what Schein (2004) refers to when he talks about ‘transformational change’, where people need to unlearn something as well as learn something new. He goes on to recommend several processes to facilitate this, including deliberate and intentional role modelling and teaching, and coaching.
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