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PowerPoint Presentation Prepared By:
Group 2
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 Learning Objectives:
At the end of the lesson the
learners will be able to;
Define the meaning of
culture and organizational
culture.
Identify the components
of culture.
Evaluate how culture
develops in school.

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 “The collection of relatively
uniform and enduring
values, beliefs, customs,
WHAT IS traditions and practices that
CULTURE? are shared by an
According to organisation’s members,
‘Merriam Webster’; learned by the new recruits
and transmitted from one
The set of shared attitudes, generation of employees to
values, goals, and practices the next” - Edgar Schein
that characterizes an
institution or organization.
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 ORGANIZATIONA
L CULTURE

Organizational culture
refers to pattern of values,
norms, beliefs, attitudes and
assumptions that may not
have been articulated but
shape the ways in which
people behave and things
get done.
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 How Organizational
Culture Develops?

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 The values and norms are the basis of culture and are
formed in four ways:
1. Culture is formed by the leaders in the organization,
especially those who have shaped it in the past.
2. Culture is formed around critical incidents – important
events from which lessons are learned about desirable or
undesirable behavior.
3. Culture develops from the need to maintain effective
working relationships among organization members and
this establishes values and expectations.
4. Culture is influenced by the organization’s environment.
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 Culture is learned over a period of time. There are 2 ways in
which learning takes place:
1. The Trauma Model in which members of the organization
learn to cope with some threat by employing defense
mechanism.
2. The Positive Reinforcement Model where values, beliefs,
and norms of the organization are learned by the use of
reward system. Over the years, things that seem to work
become embedded ad entrenched.

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 COMPONENTS OF
CULTURE
Values

Norms

Artefacts

Leadership or
Management
Styles
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 Values
Values help to determine
what we think is right or Some of the areas
wrong, what is important in which values can
and what is desirable. be expressed
Values are belief in what
is best or good for the
implicitly or
organization and what explicitly are:
should or ought to
happen.
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 an c e
r f or m
 Pe

te nc e
o m pe
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C
 ne s s
iti v e
pe t
Co m


a t i on
I nn ov
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
  Quality

 Customer
Service
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(service to student)
  Teamwork

 Care and
Consideration for
People
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(community and country)
 They are not expressed in
Norms writing – if they were, they
would be policies or
Norms are the unwritten procedures. They are
rules of behavior. They passed on by word of mouth
are the rules of the game or behavior and can be
that provide informal enforced by reactions of
guidelines on how to people if they are violated.
behave. Norms tell people They can exert very
what they are supposed to powerful pressure on
be doing, believing, behavior because of these
even wearing. reactions. We control others
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by the way we react to
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 Artefacts
They are the visible and tangible
aspects of the organization that people
hear, see, touch, feel. They include
such things as working environment,
the tone and language used in letters or
memoranda; the manner in which
people address each other at meetings,
over the telephone, the welcome or lack
of it given to visitors, etc.
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 Leaderships or Leadership
Management (Leading and Influencing Others)

Styles
 Leadership is a process of
influencing others to
achieve certain objectives.
 Leadership involves
influencing the activities of
an individual or group in
efforts toward reaching a
goal in a given situation.
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 Leadership, Management Supervision
Leadership is one component Supervision is first-level
of management, working with management or overseeing of
and through individuals and workers. Supervisors plan,
groups to accomplish organize, control, and lead as do
organizational goals. other managers.

Management includes the

major activities of planning,
organizing, controlling, and
leading.
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 How Leaders Use Power to Achieve Goals

Leaders influence others to

achieve goals through the
use of power.
Power is the ability to control
resources, to influence
important decisions, and to
get other people to do things.
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  Position Power
 when power stems from the
formal position you occupy. 2. Reward power — refers to
the leader’s control over
Position power can be divided rewards valued by the
into three sub-types: subordinates.
1. Legitimate power — is the
3. Coercive power — refers to
ability to influence others that
the leader’s control over
directly stems from the leader’
punishments. It is based on
position. It is the easiest type
fear and thus may create
of power to understand and
anxiety and defensiveness.
accept.
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  Personal Power
 when power stems from
your personal
characteristics and skills.
Personal power can be divided
into two sub-types:
1. Expert power — is the ability
to control others through
knowledge relevant to the job as
perceived by subordinates.
2. Referent power — the ability
to control based on loyalty to the
leader and subordinates’ desire
to please that person.

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 1. Leading by example — is
simple but effective way of
influencing members. The ideal
approach to leading by example
is to be “Do as I Say and Do
manager. This type of manager
shows consistency between
actions and words.

Influence Tactics Used

by Leaders
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 2. Assertiveness — refers to
being forthright with your
demands, expressing both the
specifics of what you want
done and the feelings
surrounding the demands.

3. Ingratiation — refers to
getting somebody else to
like you, often using political
behaviors.
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 5. Exchange — is the use of
reciprocal favors in order to
influence others. Leaders with
limited personal and position
power tend to emphasize
exchanging favors with group
members.

4. Rationality — is appealing to
reason and logic. It is an
influence tactic used frequently
by effective leaders.

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 6. Upward Appeal — means 8. Joking and Kidding
asking for help from a higher
authority. 9. Charm and appearance —
being charming and creating a
positive appearance can
7. Blocking — refers to work
influence others to accomplish
slowdowns or the threat
a task.
thereof, thus being used
primarily to exert upward
rather than downward
influence.
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 Traits, Motives, Traits and motives
presented below illustrate in
and which leaders differ from
Characteristics non-leaders. Note that these
are only some of the many
of Effective traits, motives, and
characteristics.
Leaders
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 • Power Motive — effective leaders have a strong need to
control resources.

Leaders with high power drives have 3 dominant

characteristics:
1. They act with vigor and determination to exert their power
2. They invest much time in thinking about ways to alter the
behavior and thinking of others, and
3. They care about their personal standing with those
around them.
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  Drive and Achievement Motive
 Cognitive Ability
 Self-confidence
 Courage
 Internal Locus of Control

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 Behaviors and Skills of Effective
Leaders
 Technical Competence
 Credibility and Integrity
 Insight into People and Situation
 Maintaining High Standards
 Stability Under Pressure
 Recovery Quickly from Setbacks
 Supportiveness
 Power Sharing

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 3 Key
Leadership
Styles
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 2. Participative Leader — is one
who shares decision-making
authority with the group.
This type of leadership has 3
sub-types:
1. Consultative Leaders
2. Consensual Leaders
3. Democratic Leaders
Free-rein Leadership (The
Subordinate-Centered Styles)👉 is
1.Autocratic Leader — one who turns over virtually all
attempts to retain most of authority to the group. The free-rein
the authority granted to the style leadership style is also referred
to as laizzes-faire (allow them to
group .
do).
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 3. Transformational and
Charismatic Leadership —
is one who helps
organization and people
make positive changes.
Transformational leadership
is a combination of
charisma, inspirational
leadership, and intellectual
stimulation.

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 School culture refers to the
interaction among the
following factors:
SCHOOL
CULTURE 1. Attitudes and beliefs held
by stakeholders inside and
School culture has been
outside the organization
and can be defined in
many ways and in some 2. Cultural norms of the
cases it is described as school
school climate, ethos or 3. Relationships among
saga. individuals in the school
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 Like the larger social culture, a
school culture results from both
School Culture
conscious and unconscious
The term school culture perspectives, values,
generally refers to the beliefs, interactions, and practices
perceptions, relationships, and it is heavily shaped by a
attitudes, and written and school’s particular institutional
unwritten rules that shape and history.
influence every aspect of how a
school functions. School
embraces and celebrates,
racial, ethnic, linguistic, or
cultural diversity.
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 Generally, school culture is divided
into two basic forms:

1. Positive cultures
2. Negative cultures

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 Positive School Cultures
Positive school cultures are
conducive to professional
satisfaction, morale, and
effectiveness, as well as to
student learning, fulfillment,
and well-being.
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School Reform
School culture has become a
central concept in many efforts
to change how schools operate
and improve educational
results. While a school culture
is heavily influenced by its
institutional history, culture also
shapes social patterns, habits,
and dynamics that influence
future behaviors which could
become an obstacle to reform
and improvement.
 Debate
Debates tend to arise (if
they arise at all) in response
to specific reform proposals
rather than to the general
goal of improving a school
culture.
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What Makes a Good
School Culture?
“A good school
cultures starts with
connections- strong
and overlapping
interactions among
all members of the
school community.”
 Ebony Bridwell-Mitchell
- an expert in educational
leadership and management.
- He explained that those who
studied culture have tracked
and demonstrated a strong
and significant correlation
between organizational
culture and an organization’s
performance.

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 Culture Is Connections
A culture will be strong or weak
depending on the interactions
between people in the
organization. In a strong
culture, there are many,
overlapping, and cohesive
interactions, so that knowledge
about the organization’s
distinctive character and what
it takes to thrive in it is widely
spread.
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Beliefs, values, and actions will
spread the farthest and be tightly
reinforced when everyone is
communicating with everyone
else. In a strong school
culture, leaders communicate
directly with teachers,
administrators, counselors, and
families, who also communicate
directly with each other.
 Within that weak or strong
structure, what exactly
people believe and how they
act depends on the
A culture is weaker
messages both direct and
when communications
indirect that the leaders and
are limited and there are others in the organization
fewer connections. send. A good culture arises
from messages that promote
traits like collaboration,
honesty and hard work.
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 Culture is shaped by five interwoven
elements, each of which principals
have the power to influence.

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 1.Fundamental beliefs and
assumptions
2.Shared Values
3.Norms
4.Patterns and behaviors
5.Tangible evidence

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 SLIDESMANIA. All the pictures in this presentation came from google. ctto.
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