Unit 2:

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Educational Institution –
Organisational perspective
a) Concept of Organisational Culture and Organisational Climate
and difference between Organisational Culture and
Organisational Climate
b) Functions of Management - Planning, Organising, Staffing,
Directing and Controlling (with respect to Educational
Institution – Meaning and Importance)
c) Peter Senge’s Model of Learning Organisation

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 a
Concept of Organizational Culture and
Organizational Climate and difference
between Organizational Culture and
Organizational Climate Concept of
Organizational Culture

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Definitions:-
• Organizational Culture is concerned with how employee
perceives the six basic characteristics - individual, autonomy,
structure, reward, considerations and conflicts. - Campbell,
Dunnette, Lawler and Weick(1970)
• Organizational Culture is the pattern of basic assumptions
that a given group has invented, discovered or developed in
learning to cope with its problems of external adaptation and
internal integration. - Schien (1958)
• Organizational Culture is a dominant and coherent set of
shared values conveyed by such symbolic means as stories,
myths, legends, slogans, anecdotes and fairy tales.- Peters and
Waterman (1982)

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Features of
Organizational
Culture:- • It represents a common perception shared by the
organizational members.
• Each organization has its unique and distinct culture.
• The cultural characteristics of an organization are relatively
enduring over-time and relatively static in their propensity to
change.
• The common aspect of all definitions is that of a set of values
organizational members.
• The values are very often taken for granted and are not found
in written form.

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Components of
Organizational
Culture:- • Values
• Heroes
• Rites and rituals
• Social network

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 Concept of Organizational Climate

▹
“
According to Forehand and Gilmer, "Climate consists of a set of characteristics that
describe an Organization, distinguish it from other Organizations are relatively enduring
over time and influence the behavior of people in it."
▹ According to Campbell, "Organizational climate can be defined as a set of attributes
specific to a particular Organization that may be induced from the way that Organization
deals with its members and its environment. For the individual members within the
Organization, climate takes the form of a set of attitudes and experiences which describe
the Organization in terms of both static characteristics (such as degree of autonomy) and
behavior outcome and outcome- outcome contingencies.

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 Concept of Organizational Climate

“
▹ Organizational Climate is the summary perception which people have about an
organization."-Schneider and Snyder 1957.
▹ "Organizational Climate is the sum total of a dynamic interaction among the
psychological, academic and physical dimensions of the organizational
environment."-Morris Haynes.

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Characteristics
of
• General Perception: Organizational climate is a general
Organizational
expression of what the Organization is. It is the summary
Climate perception which people have about the Organization. It
conveys the impressions people have of the Organizational
internal environment within which they work.
• Abstract and Intangible Concept: Organizational climate is a
qualitative concept. It is very difficult to explain the
components of Organizational climate in quantitative or
measurable units.
• Unique and District Identity: Organizational climate gives a
distinct identity to the Organization. It explains how one
Organization is different from other Organizations.

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Characteristics
of
Organizational • Enduring Quality: Organizational climate built up over a
Climate period of time. It represents relatively enduring quality of the
internal environment that is experienced by the
Organizational members.
• Multi-Dimensional Concept: Organizational climate is a
multi- dimensional concept. The various dimensions of the
Organizational climate are individual autonomy, authority
structure, leadership style, pattern of communication, degree
of conflicts and cooperation etc

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Difference
between • A climate can be locally created by what leaders do, what
Organizational circumstances apply, and what environments afford. A culture can
Culture and evolve only out of mutual experience and shared learning.
Organizational • It should be also apparent that the climate can often change pretty
Climate quickly. The climate is often be based on events, people's
reactions and incidents between people. The culture is less
dependent on individual events but tends to drive people's
interpretation, thinking and perspectives of events that occur.
• Culture refers to ideologies, values and norms as reflected in
stories and symbols. We would look for clues to the culture, for
example, in accounts of the organizations founding. Climate, on
the other hand, refers to the psychological environment as
reflected in attitudes and perceptions.

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Difference
between • Researches on organizational climate were mainly based in
Organizational psychology, whereas the study of organizational culture is based
Culture and on anthropology and sociology.
Organizational • Organizational climate usually refers to current situations in an
Climate organization and the linkage among work groups, employees and
work performance. Organizational culture usually refers to the
historical context within which a situation occurs and the impact
of this context on employee behaviors.

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 b
Functions of Management - Planning,
Organising, Staffing, Directing and
Controlling
(with respect to Educational Institution –
Meaning and Importance)

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FUNTIONS

EVALUATING E

CONTROLLING C

DIRECTING D

STAFFING S

ORGANIZING O

PLANNING P

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PLANNING
According to KOONTZ, “Planning is deciding in advance - what to
do, when to do & how to do. It bridges the gap from where we are &
where we want to be”.
Importance
• Provides directions
• Reduces risk of uncertainty
• Reduces overlapping and wasteful activities
• Promotes innovative ideas
• Facilitates decision making
• Establishes standards for controlling
• Maintain standards for controlling.

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ORGANIZING
According to Henry Fayol, “To organize a business is to provide it
with everything useful Or its functioning i.e. raw material, tools,
capital and personnel’s”.
Importance:
a) Benefit of Specialization
b) Transparency
c) Optimum utilization of Resources
d) Adaptability

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STAFFING
According to Kootz & O‟Donell, “Managerial function of staffing
involves manning the organization structure through proper and
effective selection; appraisal & development of personnel to fill the
roles designed and the structure.
Importance:
• Good Employees = Good Service
• Customer-friendly service
• Smart Scheduling Streamlines Service

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DIRECTING
It is that part of managerial function which actuates the organizational
methods to work efficiently for achievement of organizational
purposes. It is considered life spark of the Enterprise which sets it in
motion the action of people because planning, organizing and staffing
are the mere preparations for doing the work.
Importance:
● It initiates actions
● It ingrates efforts
● It is a means of motivation
● It provides stability
● Coping up with the changes
● Efficient utilization of resources

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CONTROLLING
According to Koontz & O’Donell “Controlling is the measurement &
correction of performance activities of subordinates in order to make
sure that the enterprise objectives and plans desired to obtain them as
being accomplished
Importance:
● It facilitates coordination
● It helps in planning
● Effective and efficient utilization of organizational resources
● It helps to in taking corrective actions
● It is in contributing to possible future needs

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EVALUATING
This is the process of measuring and assessing the achievements
of objectives while providing an insight into strengths and weakness.
Ans planning for future endeavors.

Evaluation helps determine the effectiveness of the plans for both

administrators and other stakeholders like teachers like teachers, staff,
students and parents as also the extended community.

Thus evaluation focuses upon Process (how is the plan being carried
out), Outcome (achievement of objectives) and impact (effect of the
plans initiated ).

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 c

C ) Peter Senge’s Model of Learning

Organization

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Definitions of the
learning
1. Peter Senge has defined the learning organization as the
organization organization in which you cannot not learn because learning is so
insinuated into the fabric of life." According to him the learning
organizations are organizations where people continually expand
their capacity to create the results they truly desire, where new and
expansive patterns of thinking are nurtured, where collective
aspiration is set free, and where people are continually learning to
see the whole together".
2. Learning organization can also be defined as an "Organization
with an ingrained philosophy for anticipating, reacting and
responding to change, complexity and uncertainty."

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Definitions of the
learning 3. A learning organization is one that is able to change its behaviors
organization and mind-sets as a result of experience. This may sound like an
obvious statement, yet many organizations refuse to acknowledge
certain truths or facts and repeat dysfunctional behaviors over and
again.
4. A learning organization is an organization that actively creates,
captures, transfers, and mobilizes knowledge to enable it to adapt
to a changing environment. The basic rationale for such
organizations is that in situations of rapid change only those that
are flexible, adaptive and productive will excel.

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SYSTEMS The ability to see the big picture, and to distinguish patterns instead of
THINKING conceptualizing change as isolated events. Systems thinking needs the other four
disciplines to enable a learning organization to be realized. There must be a paradigm
shift whole, and from blaming our problems on something external to a realization
that how we operate, our actions, can create problems (Senge 1990,10).
▹ Interdependency and change
▹ focus on whole not individual parts
▹ Long-term goals vs. short-term benefits
▹ better appreciation of systems leads to more appropriate action
▹ A systems parts must all be present for the system to carry out its purpose
optimally
▹ Systems parts must be arranged in a specific way for the system to carry out its
purpose.
▹ System have specific purposes within larger systems.
▹ System maintain their stability through fluctuations and adjustments
▹ System have feedback. Feedback is the transmission and return of information.

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PERSONAL
MASTERY It begins "by becoming committed to lifelong learning," and is the spiritual
cornerstone of a learning organization. Personal Mastery involves being more
realistic, focusing on becoming the best person possible, and striving for a sense of
commitment and excitement in our careers to facilitate the realization of potential
(Senge 1990, 11).
▹ Is the discipline of continually clarifying and deepening our personal vision to
create the results most desired?
▹ Is the discipline of personal growth and learning?
▹ People with personal mastery are continually expanding their ability to create
the results in life they truly seek. \
▹ Mastery in this sense is not dominance over something, but a special level of
proficiency (i.e. Master craftsperson.)
▹ Is not something you possess? It is a process you learn and improve upon
through your entire life.

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MENTAL
MODELS It must be managed because they do prevent new powerful insights and
organizational practices from becoming implemented. The process begins with self-
reflection; unearthing deeply held belief structures and generalizations, and
understanding how they dramatically influence the way we operate in our own lives.
Until there is realization and a focus on openness, real change can never take place
(Senge 1990, 12Is the discipline of personal growth and learning?
▹ They determine how we see the world
▹ They shape how we act.
▹ Are why two people can see the same event and describe it differently.
Because of their MMs they look at different details of the event.
▹ Even when we know our Mental Models they are hard to change.
▹ deeply ingrained assumptions and generalizations
▹ honest and critical scrutiny of entrenched mental models
▹ transcend mental models in order for change to take place is the discipline of
continually clarifying and deepening our personal vision to create the results
most desired?

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BUILDING Visions cannot be dictated because they always begin with the personal, visions of individual
SHARED employees, who may not agree with the leader's vision. What is needed is a genuine vision that
elicits commitment in good times and bad, and has the power to bind an organization together. As
VISIONS Peter Senge contends, "building shared vision fosters a commitment to the long term" (Senge
1990,12).
A shared vision is the answer to the question:
▹ What do we want to create?
▹ A shared vision is a force in people's hearts, a force of impressive power.
▹ They derive their power from a common caring.
▹ They can create a spark.
▹ It fosters risk taking and experimentation.
▹ They emerge from personal visions.
▹ The origin of vision is much less important than the process whereby it comes to be shared.
▹ They take time to emerge.
▹ They become the reinforcing process of increasing enthusiasm, communication and
commitment.

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TEAM
LEARNING It is important because modern organizations operate on the basis of teamwork, which means
that organizations cannot learn if team members do not come together and learn. It is a process
of developing the ability to create desired results; to have a goal in mind and work together to
attain it (Senge 1990, 13).
Team learning starts with 'dialogue'= the capacity of members of a team to suspend
assumptions and enter genuine 'thinking together' allows the group to discover insights not
attainable individually. Shows group how to recognize the patterns of interaction that
undermine learning
Dimensions:
• A group functions as a whole.
• Is needed for individual and group empowerment.
• The need to think insightfully about complex issues.
• The need to be innovative in coordinating action
• Teams’ effects on other teams.

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Learning
Organisations
and Education

 Provide continuous learning opportunities.

 Use learning to reach their goals.
 Link individual performance with organizational performance.
 Foster inquiry and dialogue, making it safe for people to share openly and take risks.
 Embrace creative tension as a source of energy and renewal.
 Are continuously aware of and interact with their environment.
 the five disciplines are the keys to achieving this sort of organization.
 Where people continually expand their capacity to create the results they truly desire
 Where new patterns of thinking are nurtured
 Where collective aspiration is set free
 Where people are continually learning to see the whole together
 "When you ask people about what it is like being part of a great team, what is most
striking is the meaningfulness of the experience. People talk about being part of something
larger than them, of being connected, of being generative."