Analytical Report Employee Behaviour and Working Relationships

The study paper has been described to discuss the management of one of the fundamental business ethical dilemmas. Precisely, contemporary business organisations need to identify the foundational issues related to business ethics, so that management of workforce will become effective. In the management of employee behaviour and working relationships, one of the most conventional ethical dilemmas is manager’s role in dealing with the claims of workplace harassment. Through the identification of the particular business ethics dilemma, the study considers moral reasoning and significant ethical principles describing the issue from a broader perspective (Dale, 2016). Moreover, the issue has been discussed at the individual level, organisational level, and corporate social level to define the impact on the same based on moral stance. Notably, the critical analysis of the identified issue has been illustrated in the study based on the question of morality and challenges to be considered by modern firms. However, the importance of ethics to the contemporary business management must be evaluated at the individual, organisational, and corporate social level. Dealing with the issue of ethical dilemmas such as workplace bullying or harassment claim management in the management of employee behaviour and working relationships, the role of the manager should be evident. Meanwhile, ignoring the workplace bullying or workplace harassment cases can create an adverse impact on the employee engagement and reputation of the firm (Teare, 2016). Modern organisations need to identify the essence of employee relation management so that any internal ethical issues can be dealt with severity. Precisely, the management of the human resource must protect the civil rights of the employees to avoid issues leading to discriminatory harassment due to gender, religion, race, colour, and employee background, etc (O'Leary-Kelly and Bowes-Sperry, 2001). In order to control the problems of managing workplace bullying and harassment claims, suitable organisational ethical code of conduct and employee regulations must be developed. By considering the law of discrimination, such ethical problems should be tackled irrespective of any other aspects (Armstrong and Francis, 2014). However, the manager needs to investigate the impact of the issue at the broader level so that the damage control must be done quickly. For instance, some of the reputed companies have tried to solve the issue internally so that the overall status and reputation of the business cannot be hampered (Stevens, 2010). Herein, the ethical liability of the company should be questioned. Furthermore, in dealing with the ethical dilemmas such as workplace bullying and harassment claims in managing employee behaviour and working relationships, the management team needs to verify each aspect of the problem as the issue can affect the employment of an individual employee (McCabe and Hardman, 2005). Apparently, the ethical code of conduct and workplace guidelines must state the employees what actions should be acceptable within the workplace. Understandably, workplace bullying can destroy the entire culture of the business organisation. For a manager’s point of view, in the decision-making of a harassment claim, it is important to investigate the type of humiliation involved in the case. Proper investigation and evidence must be conducted so that the emotional stress of the plaintiff can be redeemed (Lieber, 2008). However, certain challenges must be overcome by the managers dealing with the issues of managing harassment claims and workplace bullying. One of the most significant challenges in managing the cases of workplace harassment is the position of the accused. In many of the instances, the senior executives have been accused of the harassing the staff members based on sex, gender, race, or religion, etc (Fevre, Grainger and Brewer, 2010). Therefore, managers may face significant administrative pressure to handle the case internally. As a result of the consequences, independent investigation and witness related to the case can be manipulated. Alternatively, in the case of sexual harassment claims and other discriminatory cases, responding to the complaints has been delayed so that the severity of the matter cannot affect the culture of the organisation (Hirsh and Lyons, 2010). However, in the management of employee behaviour and working relationships based on moral and ethical aspects, managers need to evaluate what is right according to the stated ethical code of conduct. The decision-making standards of the manager need to distinct the practice of workplace romance and sexual harassment so that the accused employee can get the right punishment for the offence (Boland, 2005). By listing the inappropriate behaviours that can be considered as workplace bullying, managers of the modern firms can ensure right practices while handling such cases of harassment claims (Thrasher et al., 2016). If an employee has been found guilty, legal actions should be taken to set an example. The ethical dilemmas have several implications of the organisation at different levels. For example, the individuals facing the harassments are directly impacted by the issues. On the other hand, the managers as a representative of the organisation need to deal with the issues or uncertainties (Trevin?o and Nelson, 2011). Furthermore, the ethical issues may result in loss of reputation of the organisation among the external stakeholders of the firm. Hence, it is important for the HR department to maintain separate policies and strategies to deal with the ethical dilemmas to smoothly carry on the operations of the firm. The influence of workplace harassment in different levels have been analysed in details in the below section. It is a responsibility of a person to work according to the policies of the organisation and to help others working in a safe and secured environment. Furthermore, in the management of employee behaviour and working relationships, the role of the managers is to provide a better working condition to the employees in order to improve their performance. The ethical dilemma of workplace harassment management has several negative impacts over the individuals who face such issues. On the other hand, it impacts the morality of the surrounding people working under the same condition. The effect of harassment over an individual may range from simple frustration to extreme depression (O'Leary-Kelly and Bowes-Sperry, 2001). The subjects of these types of behaviours often lose their morale and self esteem. Moreover, the incidents may lead the subjects to frequent disruption and make them unable to concentrate on their jobs. The issues of workplace harassment may lead to inconsistent timekeeping, lack of commitment, increased absenteeism. On the other hand, low performance may even lead to resignation (Trevin?o and Nelson, 2011). Additionally, anxieties can also be noticed in the life of the victims as well as their family.   It can be seen through study that irrespective of different HR policies and strict government regulations, several cases of workplace harassment can be seen throughout the globe. Hence, the development of policies and ways to handle the situations will not be the ultimate way to mitigate the issue. The management must focus on developing the mindset among every individual in the workforce to influence people committing such nuisance (Trevin?o and Nelson, 2011). In context to the impact of workplace on the organisational level, the reduced morale and self-esteem of the employees directly influences the affectivity and performance of the organisation. The cases of workplace harassment impact the motivation and satisfaction level of the victims (Thrasher et al., 2016). On the other hand, the cases of ethical dilemmas also influence the surrounding employees who are not directly connected to the issue. Workplace harassment leads to high employee turnover, absenteeism, reduce productivity, lose of initiative, lack of creativity, and lack of performance (Oyewunmi, 2013). Hence, the issues of harassment lead to negative impact over the organisation and its internal reputation. Precisely, by admitting consequentiality theory of morality and ethics, responsibility towards the employees should be protected and promoted by the management of any organisation. Such theoretical aspect will influence the decision making of the managers dealing in claims o f workplace harassment. It is important for the managers to deal with the cases of workplace harassment on a serious note. The managers act as a representative of the organisation and must help the employees facing such problems. It is the duty of the managers to promote people to come up and speak to the management regarding such issues (Perry, 2013). On the other hand, the personal feelings of the managers must not interfere with the objectives required to handle such problems in the organisation (Geppert and Roberts, 2007). Hence, it is important for the managers to maintain good relationship with the workforce to know every detail of the daily operations and avoid the occurrence of such ethical dilemmas in the workplace. By setting poor examples of ethical disputes within the business environment, the upward success graph of the corporate business can be cut short. Precisely, failure to control the ethical issues within the corporate management, organisations can face substantial challenges such as legal issues, employee performance, employee relations, and credibility issues in business dimension. Following the duty theory of ethics, foundational principle must be taken into consideration by the management to deal with the cases and claims of harassment within the organisation. The duty theory promotes right things first irrespective of any situation. During the management of sexual harassment scandals or humiliation of employee, company guidelines and legal directives should be followed at the highest level to protect the corporate social dignity of the enterprise. If the management of modern firms have failed to mitigate the workplace harassment cases, scandals regarding harassment issues can dire ctly make an adverse impact on the organisational status as well as financial position of the company (Fevre, Grainger and Brewer, 2010). Due to such ethical issues and controversies, the stakeholders and investors may have lost their faith on the company. As a result of the scenario, the overall business proceedings can be diminished. At the same time, if such ethical issues cannot be handled according to the law and directives, a negative message can be sent to the rest of the workforce. Therefore, the intensity and employee engagement at the work will be reduced. Thus, the employee productivity will be affected as well. Furthermore, failure to deal with such ethical dilemmas can adversely affect the employee relations. Unethical behaviours in the workforce can increase tension among the employees. Thus, the collaboration and dedication within the workforce will reduce in a substantial order. On a broader perspective, failure to manage the workplace bullying and other harassment cases can be a huge setback towards the business credibility of the firm (Faldu, 2012). Due to lack of ethical guidelines, the organisation may have lost their target audience. Meanwhile, the impact of such event will be substantial in the business framework. Also, the consumer confidence towards the organisation will be reduced as well. On the basis of the above analysis, it is important for the management of every organisation to take necessary steps in order to mitigate the ethical dilemmas and develop a healthy and safe workplace for the employee. Some recommendations have been discussed herein below to deal with the problems of workplace harassment: By considering the above analysis, the management is responsible for maintaining the organisational behaviour and promote corporate culture in the firm. There are several cases of workplace harassments that are faced by the organisation that directly impacts the productivity and reputation of the firm. On the other hand, the issues of workplace harassments lead to anxiety in the life of the victims and their family. Hence, it is the duty of the managers to promote ethical practices in the firm by developing adequate HR policies and introducing appropriate training and development programmes. Conclusively, the management must take necessary steps to manage the ethical dilemmas to maintain a safe and health workplace for the employees. Armstrong, A. and Francis, R. (2014). Assessing Ethical Governance in a Policing Environment.  Journal of Law and Governance, 3(3). Boland, M. (2005).  Sexual harassment in the workplace. 1st ed. Naperville, Ill.: Sphinx Pub. Dale, O. (2016). Ethical issues and stakeholders matter.  Addiction, 111(4), pp.587-589. Faldu, D. (2012). Social Responsibility and Ethical Issues in Managing Global Business.  International Journal of Scientific Research, 3(7), pp.248-250. Fevre, R., Grainger, H. and Brewer, R. (2010). Discrimination and Unfair Treatment in the Workplace.  British Journal of Industrial Relations, 49, pp.s207-s235. Geppert, C. and Roberts, L. (2007). Ethical Issues in the Use of Genetic Information in the Workplace: A Review of Recent Developments.  FOCUS, 5(4), pp.444-450. Hirsh, E. and Lyons, C. (2010). Perceiving Discrimination on the Job: Legal Consciousness, Workplace Context, and the Construction of Race Discrimination.  Law & Society Review, 44(2), pp.269-298. Lieber, L. (2008). HR's proactive role in workplace ethical issues.  Employment Relations Today, 35(2), pp.87-94. McCabe, M. and Hardman, L. (2005). Attitudes and Perceptions of Workers to Sexual Harassment.  The Journal of Social Psychology, 145(6), pp.719-740. O'Leary-Kelly, A. and Bowes-Sperry, L. (2001). Sexual harassment as unethical behavior: The role of moral intensity.  Human Resource Management Review, 11(1-2), pp.73-92. Oyewunmi, A. (2013). The promotion of sexual equality and non-discrimination in the workplace.  International Journal of Discrimination and the Law, 13(4), pp.324-347. Perry, J. (2013). Before the Mandate: Cultivating an Organizational Culture of Trust and Integrity.  The American Journal of Bioethics, 13(9), pp.42-44. Stevens, R. (2010). Managing Human Capital: How to Use Knowledge Management to Transfer Knowledge in Today’s Multi-Generational Workforce.  International Business Research, 3(3), p.77. Teare, R. (2016). Reflections on the theme issue outcomes.  Worldwide Hospitality and Tourism Themes, 8(2), pp.251-256. Thrasher, A., Wells, A., Spencer, S., Cofie, L. and Yen, I. (2016). Workplace Discrimination Is Associated With Alcohol Abuse Among Ethnically Diverse Hospital Staff.  Workplace Health & Safety, 64(5), pp.202-209. Trevin?o, L. and Nelson, K. (2011).  Managing business ethics. 1st ed. New York: John Wiley.

EXPANDING THE LEARNING COMMUNITY Assignment Example | Topics and Well Written Essays - 1250 words

EXPANDING THE LEARNING COMMUNITY - Assignment Example The programs deal with the problems or goals that the schools focus on. The engagement plan describes how to manage childhood obesity in Fort Wayne community schools. Fort Wayne is a region with high rates of childhood obesity of about 27%. Childhood obesity is especially a nuisance because of both its long term and immediate effects. Obesity leads to low self esteem among children, and depression. It also causes other diseases such as diabetes, sleep apnea, bone and joint problems, and high blood pressure among other diseases. Obese children are also likely to be obese when they get old and may suffer from other complications related to the disease such as stroke, heart disease, osteoarthritis, diabetes type two, and several types of cancers. They are likely to suffer from cancer of the Gall bladder, thyroid, pancreas, ovary, Prostrate, colon, breast, kidney, cervix, esophagus, and endometrium. It is imperative for the community to work together in dealing with this problem; prevention and management. Community school is a learning institution that uses a different framework in ensuring development in various areas. Community school is, therefore, a school that collaborates with community resources to achieve its social services, academic, and health, community engagement, and youth and community development goals. It has an integrated approach to these features, and these have been found to improve student learning, make communities healthier, and families stronger. Community schools have a different curriculum which emphasizes community problem solving and real-world learning. Melaville, Berg and Blank (n.d) indicate that community schools promote a different kind of learning environment; that which goes beyond the classroom walls. The schools nurture the natural engagement of being able to deal with real life problems. The link between the community and the school influences the curriculum that incorporates issues from the real world. It is a

Role transistion Essay Example | Topics and Well Written Essays - 250 words

Role transistion - Essay Example These conflicting issues are not easy to resolve when the focal point is only on one feature of the conflict. They necessitate that the external sources and the internal ones are dealt with simultaneously. Various tools are used in the resolution of such issues and they include mediation, using psychotherapy, and involving collaborative law, which help solve a broad range of conflicts. The collaborative style aims at finding a â€Å"win/win,† solution where the target is to gratify both sides; it is highly cooperative and assertive (Levine, 2009). There is integration, merging, learning, improving relationships and gaining commitment that is involved. Confronting matters in a non-threatening way, noting underlying concerns, analyzing input, and capability of using effective or active listening are used as different types of abilities in collaborative conflict solving. Four ways of resolving conflicts have been established in an elaborate mechanism and they include the expectation of conflict, clarification of underlying issues, creation of a conflict resolution mechanism applicable on need basis, and finally the resolution of what are termed as irresolvable disputes (Levine, 20 09). Collaborative conflict solution is observed in point number three where one creates a conflict resolution process. The process is all-inclusive and yields positive results where conflicting parties are

Baroque Period Research Paper Example | Topics and Well Written Essays - 1250 words

Baroque Period - Research Paper Example Clamor worked in Kothen as a court musician and an organist in Celle. He became ducal chamber musician in Hanover from the year 1666 (Walter, Murray, and Simon, 2001). Clamor Heinrich Abel made a series of compositions and musical guidebooks between the year 1694 and 1696 when he was Obermusicus in Bremen. His best works of music include various compositions for chamber music and string orchestra. Clamor composed a collection of fifty-nine individual works under the heading Erstlinge musikalischer Blumen, which included works for four instruments, allemandes, preludes, sonatinas, courantes and sarabandas. Initially, Clamor’s musical works were published in three separate volumes, and later they were combined into Drei Opera musica (Walter, Murray, and Simon, 2001). Clamor is considered the inspirer of violist and violinist Ferdinand Abel Christian and Carl Friedrich and Leopold August, who were both viol virtuoso and composer. Johan was a minor German Baroque composer. He was a violinist in 1934 and travelling to several countries including England, Italy, and France to perform and train violinists. Johan became a Kapellmeister in Nuremberg in the year 1746. He was in charge of music making in chapels, choirs, and orchestras. As a Kapellmeister, Johan wrote occasional vocal works and several harpsichord concertos, sonatas and symphonies. Johan’s symphonies contained two to three episodes or movements featuring sonata principles. Harpsichord concertos were musical instruments played by means of a keyboard. Most of his works were published and sold in various markets where other musicians used them as guides for their music endeavors (Agrell, 2011). Johan was a fluent Baroque composer in the gallant style of North German during his time; he was also a widely accepted musician and conductor. Johan’s contribution to musical landscape is evidenced by the composition of twenty-two symphonies that gained popularity in the music industry and among trainers and trainees. Johannes Nucius Johannes Nucius was a Germany composer of the late Renaissance and early Baroque period. Nucius was a talented composer who penned an influential treatise in applying rhetoric in compositional devices; his works of art shows an influence of Lassus. Among his publications, include two collections of motets, which contained a total of one hundred and two pieces, and several masses (Lambert, 2004). The works of Nucius that were published in Leibnitz and Prague were homophonic with an abundance of expressive devices; he later described the application as Musices poeticae in his major treatise. Nucius’ fame that lasted until the 18th century arose from the Musices poeticae. This treatise was the most influential among the three of the famous German Baroque treatises such as the Syntagma musicum (1618), Critica musica (1722-1723) and Musicalisches Lexicon (1732)

Module 2, Financial and Strategic Planning (CASE) Essay

Module 2, Financial and Strategic Planning (CASE) - Essay Example The marketing strategy was appealing in the year 2010, hence attracting $1,500 million in terms of revenue. In the year 2011, the marketing strategy was not as effective, hence leading to a lower performance; reporting total revenues of $1,250 million. A strategic plan would be for the hospital to adopt a new marketing strategy (Bryce, 2000). The new strategy would boost the hospitals preference among the sick, increase the amount of grants offered, and increase third-party investments. Secondly, Franklin Healthcare had a structural change and dismissed some staff. The change had a positive effect in efforts to reduce the operating expenses; from $500 thousand in 2010 to $300 thousand in 2011, but had some material effect on the revenue. There was a causal and effect relationship between reducing the number of employees and the amount of patient revenue reported. The low number of staff led to a reduction in the average patient population to achieve a balance between the demand and supply of healthcare. The hospital should increase the number of staff to maximize the supply of healthcare. All employees should report to a senior health worker to improve the level of accountability (Charupat, & Huang, 2012). The hospital should also invest in new equipment and have all the employees trained on how to operate them. A single marketing strategy and the structural change had a significant effect on the hospital’s net income. The hospital reported a $249,800,000 reduction in net income from $1,499,475,000 in 2010 to $1,249,675,000 in 2011. The hospital should have a forecast of what to expect in the next financial year. It should prepare a budget income statement that would serve as a policy variable and govern the control variables and external variables (Greenwood, 2002). The forecasting process should be automated to enhance ease of access and accept frequent reviews. An analysis of the income statement

Week 4 discussion TQM Personal Statement Example | Topics and Well Written Essays - 250 words

Week 4 discussion TQM - Personal Statement Example Indeed, teams avail the capacity for a speedy response to changes within customer demands, which may not be satisfied by employees working in limited specialty. A virtual team represents a group of individuals working across time, organizational boundaries, and space with connections reinforced by webs of communication technology. There are three core aspects related to a virtual team, namely: people, purpose, and links. Virtual teams lack hierarchy or any related structures given that they may not be from the same organization. Virtual teams differ from the face-to-face team based on the fact that they may be geographically dispersed while face-to-face teams are localized. This arises from the fact that, in order to attain the same level of effectiveness, as is the case of face-to-face teams, virtual teams’ leadership demands a lot of effort (Oakland, 2012). Virtual teams differ from face-to-face teams based on four pitfalls, namely: absence of concise goals, prioritize, or direction; absence of concise roles among team members; absence of cooperation and trust; and, lack of engagement. Employee involvement represents the creation of an environment where people posses have an impact on the decisions and actions that influence their jobs. Consequently, employees cannot be seen as a cog in a machine, but rather should be viewed as unique and critical to the attainment of the organization goals (Oakland, 2012). Organizations should keep employee involvement alive by: keeping employees updated, giving them autonomy, allowing flexibility, and rewarding success. Some of the general forms of employee involvement include suggestion schemes, team briefings, job design, attitude surveys, and autonomous working groups. Indirect forms of participation entail quality circles, work councils, board representation, task forces, and involvement

Organisational cultures Essay Example for Free

Organisational cultures Essay Introduction: defining culture The concept of culture has become increasingly significant in education during the 1990s and into the twenty-first century. This enhanced interest may be understood as an example of dissatisfaction with the limitations of those leadership and man- agement models which stress the structural and technical aspects of schools and colleges. The focus on the intangible world of values and attitudes is a useful counter to these bureaucratic assumptions and helps to produce a more balanced portrait of educational institutions. Culture relates to the informal aspects of organisations rather then their official elements. They focus on the values, beliefs and norms of individuals in the organi- sation and how these individual perceptions coalesce into shared meanings. Culture is manifested by symbols and rituals rather than through the formal structure of the organization: Beliefs, values and ideology are at the heart of organisations. Individuals hold certain ideas and value-preferences which influence how they behave and how they view the behaviour of other members. These norms become shared traditions which are communicated within the group and are rein- forced by symbols and ritual. (Bush 2003, p.156). The developing importance of culture arises partly from a wish to understand, and operate more effectively within, this informal domain of the values and beliefs of teachers, support staff and other stakeholders. Morgan (1997) and ONeill (1994) both stress the increasing significance of cultural factors in leadership and manage- ment. The latter charts the appearance of cultural labels and suggests why they have become more prevalent: The increased use of such cultural descriptors in the literature of educational management is significant because it reflects a need for educational organiza- tions to be able to articulate deeply held and shared  values in more tangible ways and therefore respond more effectively to new, uncertain and potentially  threatening demands on their capabilities. Organizations, therefore, articulate values in order to provide form and meaning for the activities of organiza- tional members in the absence of visible and certain organizational structures and relationships. In this sense the analysis and influence of organizational culture become essential management tools in the pursuit of increased orga- nizational growth and effectiveness. (ONeill, 1994, p.116) The shift towards self-management in many countries reinforces the notion of schools and colleges as unique entities with their own distinctive features or cul- ture. It is inevitable that self-management will lead to greater diversity and, in Eng- land, this is one of the Governments explicit aims. Caldwell and Spinks (1992) argue that there is a culture of self- management. The essential components of this culture are the empowerment of leaders and their acceptance of responsibility. Societal culture Most of the literature on culture in education relates to organisational culture and that is also the main focus of this chapter. However, there is also an emerging liter- ature on the broader theme of national or societal culture. Dimmock and Walker (2002a, p.3) claim that the field of educational administration †¦ has largely ignored the influence of societal culture but their work has contributed to an increasing awareness of this concept. Given the globalisation of education, issues of societal culture are increasingly sig- nificant. Walker and Dimmock (2002) refer to issues of context and stress the need to avoid decontextualized paradigms (p.1) in researching and analysing educa- tional systems and institutions: The field of educational leadership and management has developed along eth- nocentric lines, being heavily dominated by Anglo-American paradigms and theories †¦ Frequently, either a narrow ethnicity pervades research and policy, or an implicit assumption is made that findings in one part of the world will necessarily apply in others. It is clear that a key factor missing from many debates on educational administration and leadership is context †¦ context is represented by societal culture and its mediating influence on theory, policy and practice. (Walker and Dimmock 2002, p.2) Walker and Dimmock are by no means alone in advocating attention to issues of context. Crossley and Broadfoot (1992, p.100) say that policies and practice cannot be translated intact from one culture to another since the mediation of different cultural contexts can quite transform the latters salience while Bush et al. (1998, p.137) stress that all theories and interpretations of practice must be grounded in the specific context †¦ before they can be regarded as useful. LEADING AND MANAGING PEOPLE IN EDUCATION48 Dimmock and Walker (2002b, p.71) have given sustained attention to these issues and provide a helpful distinction between societal and organizational culture: Societal cultures differ mostly at the level of basic values, while organizational cultures differ mostly at the level of more superficial practices, as reflected in the recognition of particular symbols, heroes and rituals. This allows organiza- tional cultures to be deliberately managed and changed, whereas societal or national cultures are more enduring and change only gradually over longer time periods. School leaders influence, and in turn are influenced by, the orga- nizational culture. Societal culture, on the other hand, is a given, being out- side the sphere of influence of an individual school leader. (Our emphasis) Dimmock and Walker (2002b) identify seven dimensions of societal culture,  each of which is expressed as a continuum: 1 Power-distributed/power concentrated: power is either distributed more equally among the various levels of a culture or is more concentrated. 2 Group-oriented/self-oriented: people in self-oriented cultures perceive themselves to be more independent and self-reliant. In group-oriented cultures, ties between people are tight, relationships are firmly structured and individual needs are sub- servient to the collective needs. 3 Consideration/aggression: in aggression cultures, achievement is stressed, competi- tion dominates and conflicts are resolved through the exercise of power and assertiveness. In contrast, consideration societies emphasise relationship, solidar- ity and resolution of conflicts by compromise and negotiation. 4 Proactivism/fatalism: this dimension reflects the proactive or we can change things around here attitude in some cultures, and the willingness to accept things as they are in others a fatalistic perspective. 5 Generative/replicative: some cultures appear more predisposed towards innovation, or the generation of new ideas and methods, whereas other cultures appear more inclined to replicate or to adopt ideas and approaches from elsewhere. 6 Limited relationship/holistic relationship: in limited relationship cultures, interac- tions and relationships tend to be determined by explicit rules which are applied to everyone. In holistic cultures, greater attention is given to relationship oblig- ations, for example kinship, patronage and friendship, than to impartially applied rules. 7 Male influence/female influence: in some societies, the male domination of deci- sion-making in political, economic and professional life is perpetuated. In others, women have come to play a significant role. (adapted from Dimmock and Walker 2002b, pp.74-6). This model can be applied to educational systems in different countries. Bush and Qiang (2000) show that most of these dimensions are relevant to Chinese education: 49ORGANISATIONAL CULTURES †¢ Power is concentrated in the hands of a limited number of leaders. The principal has positional authority within an essentially bureaucratic system †¦ China might be regarded as the archetypal high power-distance (power-concentrated) society (p.60). †¢ Chinese culture is group oriented. Collective benefits [are] seen as more important than individual needs (p.61). †¢ Chinese culture stresses consideration rather than aggression. The Confucian scholars advocate modesty and encourage friendly co-operation, giving priority to peoples relationships. The purpose of education is to mould every individual into a harmonious member of society (p.62). †¢ Patriarchal leadership dominates in education, business, government and the Communist Party itself. There are no women principals in the 89 secondary schools in three counties of the Shaanxi province. Coleman et al. (1998, p.144) attribute such inequalities to the continuing dominance of patriarchy. Societal culture is one important aspect of the context within which school leaders must operate. Leaders and managers must also be aware of organisational culture which provides a more immediate framework for leadership action. Principals and others can help to shape culture but they are also influenced by it. Chapter 7, for example, refers to the need for educational leaders to be aware of the societal cul- ture underpinning schools and colleges so that appropriate equal opportunities policies and practices can be developed. Central features of organisational culture Organisational culture has the following major features (Bush 2003): 1 It focuses on the values and beliefs of members of organisations. These values underpin the behaviour and attitudes of individuals within schools and colleges but they may not always be explicit. These individual beliefs coalesce into shared values: Shared values, shared beliefs, shared meaning, shared understanding, and shared sensemaking are all different ways of describing culture †¦ These pat- terns of understanding also provide a basis for making ones own behaviour sen- sible and meaningful (Morgan, 1997, p.138). This does not necessarily mean that individual values are always in harmony with one another. Morgan (1997, p.137) suggests that there may be different and competing value systems that create a mosaic of organizational realities rather than a uniform corporate culture. Dissonance is more likely in large, multipur- pose organisations such as colleges and universities but Nias et al. (1989) note that they may also exist in primary education. Fullan and Hargreaves (1992, pp. 71-2) argue that some schools develop a balkanized culture made up of separate and sometimes competing groups: LEADING AND MANAGING PEOPLE IN EDUCATION50 Teachers in balkanized cultures attach their loyalties and identities to particular groups of their colleagues. They are usually colleagues with whom they work most closely, spend most time, socialize most often in the staffroom. The existence of such groups in a school often reflects and reinforces very different group outlooks on learning, teaching styles, dis- cipline and curriculum. Staff working in sub-units, such as departments, may develop their own dis- tinctive subculture and middle managers, or middle level leaders as the NCSL prefers to call them, may wish to cultivate this as a way of developing and enhancing team effectiveness. However, as Fullan and Hargreaves (1992)  imply, such subcultures may not be consistent with the whole-school or college culture. 2 Organisational culture emphasises the development of shared norms and mean- ings. The assumption is that interaction between members of the organisation, or its subgroups, eventually leads to behavioural norms that gradually become cul- tural features of the school or college. Nias et al.s (1989, pp.39-40) research shows how group norms were established in their case-study schools: As staff talked, worked and relaxed together, they began to negotiate shared meanings which enabled them to predict each others behaviour. Consequently each staff developed its own taken-for-granted norms. Because shared meanings and ways of behaving became so taken for granted, existing staff were largely unaware of them. But they were visi- ble to newcomers †¦ Researchers moving between schools were con- stantly reminded of the uniqueness of each schools norms. These group norms sometimes allow the development of a monoculture in a school with meanings shared throughout the staff the way we do things around here. We have already noted, however, that there may be several subcul- tures based on the professional and personal interests of different groups. These typically have internal coherence but experience difficulty in relationships with other groups whose behavioural norms are different. Wallace and Hall (1994, pp.28 and 127) identify senior management teams (SMTs) as one example of group culture with clear internal norms but often weak connections to other groups and individuals: SMTs in our research developed a culture of teamwork †¦ A norm com- mon to the SMTs was that decisions must be reached by achieving a working consensus, entailing the acknowledgement of any dissenting views †¦ there was a clear distinction between interaction inside the team and contact with those outside †¦ [who] were excluded from the inner world of the team. 3 Culture is typically expressed through rituals and ceremonies which are  used to support and celebrate beliefs and norms. Schools, in particular, are rich in such symbols as assemblies, prize-givings and corporate worship. Hoyle (1986, pp.150  and 152) argues that ritual is at the heart of cultural models: Symbols are a key component of the culture of all schools †¦ [they] have expressive tasks and sym- bols which are the only means whereby abstract values can be conveyed †¦ Sym- bols are central to the process of constructing meaning. (Hoyle 1986, pp.150-2). School culture may be symbolized through three modes: (a) Conceptually or verbally, for example through use of language and the expres- sion of organisational aims. (b) Behaviourally, through rituals, ceremonies, rules, support mechanisms, and patterns of social interaction. (c) Visually or materially, through facilities, equipment, memorabilia, mottoes, crests and uniforms. (Beare et al. 1989, p.176). Schein (1997, p.248) argues that rites and rituals [are] central to the deciphering as well as to the communicating of cultural assumptions. 4 Organisational culture assumes the existence of heroes and heroines who embody the values and beliefs of the organisation. These honoured members typify the behaviours associated with the culture of the institution. Campbell-Evans (1993, p. 106) stresses that heroes or heroines are those whose achievements match the cul- ture: Choice and recognition of heroes †¦ occurs within the cultural boundaries identified through the value filter †¦ The accomplishments of those individuals who come to be regarded as heroes are compatible with the cultural emphases. This feature is evident in South Africa, for example, where the huge interest in school sport means that sporting heroes are identified and celebrated. This was evident, for example, in a Durban school visited by one of the authors, where for- mer student Shaun Pollock, the South African fast bowler, had numerous pho- tographs on display and a room named after him. In celebrating the achievements of this cricketing hero, school managers are seeking to emphasise the centrality of sporting achievement to the ethos and culture of the school. Developing a culture of learning in South Africa As we noted earlier (p.000), societal or national culture underpins the organisa- tional culture of individual schools and colleges. Nowhere is this more apparent than in South African schools where the predominant culture reflects the wider social structure of the post-apartheid era. Decades of institutionalised racism and injustice have been replaced by an overt commitment to democracy in all aspects of life, including education. Ngcobo (2003) addresses issues of cultural diversity and, drawing on Irvine (1990), identifies nine dimensions of African culture: †¢ Spirituality: life is viewed as vitalistic rather than mechanistic. †¢ Harmony: humans and nature live interdependently and in harmony. LEADING AND MANAGING PEOPLE IN EDUCATION52 †¢ Movement: rhythm, music and dance. †¢ Verve: high levels of stimulation. †¢ Affect: emotions and feelings. †¢ Communalism: social connectedness and an awareness of responsibilities to the  group transcending individual privileges. †¢ Expressive individualism: genuine personal expression. †¢ Oral tradition: oral/aural metaphors and colourful forms. †¢ Social time perspective: time as social rather than material space (adapted from Ngcobo 2003, p.224). Ngcobo (2003) notes that these cultural features are very different from European cultures. Such cultural differences became particularly significant as schools began to change their racial composition in response to the South African Schools Act (1996), which made it illegal to deny admission to students on the basis of race. For- merly white schools, with a predominantly European culture, began to assimilate learners, and to a lesser extent educators, from different cultural backgrounds. Ngcobo (2003) gives two contrasting examples of how school leaders responded to these cultural changes. Vryburg high school avoided cultural diversity by dividing the premises into two sections (white and black). This had several deleterious con- sequences, including conflict leading to charges of assault being laid against 14 black learners and seven parents of white students. Greenland secondary school in Durban adopted a different approach, aiming at cultural diversity and encouraging learners and staff to express and celebrate their own cultures. This school has been very successful academically which the principal attributes to the strong integrative culture it promotes (Ngcobo 2003, p.230). The years of struggle against apartheid inevitably affected schools, particularly those in the townships. One of the weapons of the black majority was for young- sters to strike and demonstrate against the policies of the white government. Sim- ilarly, teacher unions were an important aspect of the liberation movement and teachers would frequently be absent from school to engage in protest activity. It is perhaps inevitable that a culture of learning was difficult to establish in such a hos- tile climate. Badat (1995, p.143) claims that the crisis in black education, including what has come to be referred to as the breakdown in the culture of learning †¦ continued unabated. This issue surfaced in Bush and Andersons (2003) survey of school principals in the KwaZulu/Natal province. In response to a question about the aims of the school, principals stated that: †¢ the school is striving to instill in the minds of learners that education is their future †¢ to show the importance of education within and outside the school †¢ to provide a conducive educational environment †¢ to develop a culture of learning. 53ORGANISATIONAL CULTURES The absence of a culture of learning in many South African schools illustrates the long-term and uncertain nature of cultural change. The long years of resistance to apartheid education have to be replaced by a commitment to teaching and learn- ing if South Africa is to thrive in an increasingly competitive world economy. How- ever, educational values have to compete with the still prevalent discourse of struggle and also have to reconcile the diverse value systems of the different sub- cultures in South Africas integrated schools. It seems likely that the development of a genuine culture of learning will be slow and dependent on the quality of lead- ership in individual schools. Leadership and culture We noted earlier (p.000) that societal culture is beyond the control of educational leaders but heads and principals are able to influence organisational culture. Arguably, they have the main responsibility for generating and sustaining culture and communicating core values and beliefs both within the organization and to external stakeholders (Bush 1998, p.43). Heads and principals have their own val- ues and beliefs arising from many years of successful professional practice. They are also expected to embody the culture of the school or college. Hoyle (1986, pp.155-6) stresses the symbolic dimension of leadership and the central role of heads in defining school culture: Few heads will avoid constructing an image of the school. They will differ in the degree to which this is a deliberate and charismatic task. Some heads †¦Ã‚  will self- consciously seek to construct a great mission for the school. Others will convey their idea of the school less dramatically and construct a meaning from the basic materials of symbol-making: words, actions, artefacts and settings. Schein (1997, p.211) argues that cultures spring primarily from the beliefs, values and assumptions of founders of organisations. Nias et al. (1989, p. 103) suggest that heads are founders of their schools culture. They refer to two of their English case study schools where new heads dismantled the existing culture in order to create a new one based on their own values. The culture was rebuilt through example: All the heads of the project schools were aware of the power of example. Each head expected to influence staff through his/her example. Yet their actions may also have been symbolic of the values they tried to represent. Nias et al. (1989) also mention the significance of co-leaders, such as deputy heads and curriculum co-ordinators, in disseminating school culture. Deal (1985, pp.615-18) suggests several strategies for leaders who wish to gener- ate culture: †¢ Document the schools history to be codified and passed on. †¢ Anoint and celebrate heroes and heroines. LEADING AND MANAGING PEOPLE IN EDUCATION54 †¢ Review the schools rituals to convey cultural values and beliefs. †¢ Exploit and develop ceremony. †¢ Identify priests, priestesses and gossips, and incorporate them into mainstream  activity. This provides access to the informal communications network. One of the ways in which leaders can shape or change culture is through the appointment of other staff who have the same values and beliefs, leading to cultural consonance. In this view, the staff selection process provides an opportunity to set out the values of the school, or its leaders, in the hope  that those who hold similar values will be attracted to the post while others will be deterred from making or pur- suing an application. Over time, the culture of the school will shift in the direction sought by the principal. The literature on collegiality (e.g. Bush 2003) shows that leaders are more likely to cede power to others when they are confident that their own educational values will not be compromised by doing so. Foskett and Lumby (2003) point out that staff selection processes are themselves subject to cultural variables. They draw on Akinnusi (1991) to distinguish between universalistic and particularistic approaches to selection. The universalistic approach, as discussed in Chapter 9 of this volume, for example, attempts to match applicants to objective criteria and is thought to be more successful in identifying the best match to the vacant post (Foskett and Lumby 2003, p.71). These authors contrast this model with the particularistic approach adopted, for example, in Africa and in China. Here, selection is shaped by the personal affiliation of the players, for example kinship, religion, ethnic or political similarities (p.70). This approach is likely to be successful in ensuring that the appointees have similar val- ues to the leaders. Using cultural criteria to appoint new staff may help to modify culture but the established staff, and inertia, may still ensure that change is highly problematic. Reynolds (1996) refers to one school where the prevailing culture was posing severe difficulties for any purported change attempts (p.153). He point to multiple barri- ers to change including: †¢ staff wanted top down change and not ownership †¢ weve always done it this way †¢ individual reluctance to challenge the prevailing culture †¢ staff blaming childrens home background for examination failure †¢ numerous personality clashes, personal agendas and fractured interpersonal rela-tionships (Reynolds 1996, pp.153-4). This example illustrates the difficulty of attempting to impose cultural change. As one former college principal stresses, [it is] dangerous †¦ for  managers to move too fast on cultural change (Bridge 1994, p.197). Turner (1990, p.11) acknowledges the pressures on leaders to mould culture but rejects the belief that something as pow- erful as culture can be much affected by the puny efforts of top managers. 55ORGANISATIONAL CULTURES Hargreaves (1999, p.59) makes a similar point, claiming that most peoples beliefs, attitudes and values are far more resistant to change than leaders typically allow. He identifies three circumstances when culture may be subject to rapid change: †¢ The school faces an obvious crisis, for example a highly critical inspection report or falling pupil numbers, leading to the prospect of staff redundancies or school closure. †¢ The leader is very charismatic, commanding instant trust, loyalty and fellowship. This may enable cultural change to be more radical and be achieved more quickly. †¢ The leader succeeds a very poor principal. Staff will be looking for change to instil a new sense of direction (adapted from Hargreaves 1999, pp.59-60). These points may also apply to sub-units and subcultures. Hargreaves (1999, p.60) concludes that, if none of these special conditions applies, assume that cultural change will be rather slow. Leaders also have responsibility for sustaining culture, and cultural maintenance is often regarded as a central feature of effective leadership. Sergiovanni (1984, p.9) claims that the cultural aspect is the most important dimension of leadership. Within his leadership forces hierarchy, the cultural element is more significant than the technical, human and educational aspects of leadership: The net effect of the cultural force of leadership is to bond together  students, teachers, and others as believers in the work of the school †¦ As persons become members of this strong and binding culture, they are provided with opportunities for enjoying a special sense of personal importance and significance. Limitations of organisational culture The concept of organisational culture provides several useful elements to the lead- ership and management of people in schools and colleges. The focus on the infor- mal dimension is a valuable counter to the rigid and official components of the formal models. By stressing the values and beliefs of participants, culture reinforces the human aspects of management rather than their structural elements. However, this approach has three significant weaknesses (Bush 2003): 1 The notion of organisational culture may simply be the imposition of the leaders values on other members of the organisation. The search for a monoculture may mean subordinating the values and beliefs of some participants to those of leaders or the dominant group. Shared cultures may be simply the values of leaders imposed on less powerful people. Morgan (1997) refers to a process of ideological  control and warns of the risk of manipulation: Ideological manipulation and control is being advocated as an essential managerial strategy †¦ such manipulation may well be accompanied by resistance, resentment and mistrust †¦ where the culture controls rather than expresses human character, the metaphor may thus prove quite manipulative and totalitarian in its influence. (pp.150-1) Prosser (1999, p.4) refers to the dark underworld of school culture and links it to the concept of micropolitics: The micro-political perspective recognized that formal powers, rules, regulations, traditions and rituals  were capable of being subverted by individuals, groups or affiliations in schools. Hargreaves (1999, p.60) uses the term resistance group to refer to sub-units seeking to subvert lead- ers and their intended cultural change. However, this may simply be a legitimate attempt to enunciate the specific values of, for example, departmental culture. 2 The portrayal of culture may be unduly mechanistic, assuming that leaders can determine the culture of the organisation (Morgan 1997). While they have influ- ence over the evolution of culture by espousing desired values, they cannot ensure the emergence of a monoculture. As we have seen, secondary schools and colleges may have several subcultures operating in departments and other sec- tions. This is not necessarily dysfunctional because successful sub-units are vital components of thriving institutions, and successful middle-level leadership and management are increasingly regarded as essential to school and college effec- tiveness (Harris 2002; Briggs 2003). In an era of self-managing schools and colleges in many countries, lay influ- ences on policy are increasingly significant. Governing bodies often have the for- mal responsibility for major decisions and they share in the creation of institutional culture. This does not mean simple acquiescence to the values of the head or principal. Rather, there may be negotiation leading to the possibility of conflict and the adoption of policies inconsistent with the leaders own values. 3 Hoyle (1986) argues that symbols may misrepresent the reality of the school or college. He suggests that schools may go through the appearance of change but the reality continues as before: A symbol can represent something which is real in the sense that it †¦ acts as a surrogate for reality †¦ there will be a mutual recognition by the parties concerned that the substance has not been evoked but they are nevertheless content to sustain the fiction that it has if there has been some symbolization of the substance †¦ in reality the system carries on as formerly. (p.166) Schein (1997, p.249) also warns against placing too much reliance on ritual. When the only salient data we have are the rites and rituals that have survived over a period of time, we must, of course, use them as best we  can †¦ however †¦ it is difficult to decipher just what assumptions lead- ers have held that have led to the creation of particular rites and rituals. Conclusion: people and culture The belief that schools and colleges are unique entities is gaining ground as people increasingly recognise the importance of the specific contexts, internal and exter- nal, which provide the frameworks within which leaders and managers must oper- ate. Despite the pressures of globalisation, understanding and managing the school context is a vital dimension of leadership in the twenty-first century. Values and beliefs are not universal and a one size fits all model does not work for nations any more than it does for schools. The recognition that school and college development needs to be preceded by attitudinal change is also salutary, and is consistent with the view that teachers must feel ownership of change if it is to be implemented effectively. Externally imposed innovation often fails because it is out of tune with the values of the teach- ers who have to implement it. Since organization ultimately resides in the heads of the people involved, effective organizational change always implies cultural change (Morgan 1997, p.150). The emphasis on values and symbols may also help to balance the focus on struc- ture and process in many of the other models. The informal world of norms and rit- ual behaviour may be just as significant as the formal elements of schools and colleges. Even the most concrete and rational  aspects of organization whether structures, hierarchies, rules, or organizational routines embody social construc- tions and meanings that are crucial for understanding how organization functions day to day (Morgan 1997, p.146). Culture also provides a focus for organisational action. Effective leaders often seek to influence values so that they become closer to, if not identical with, their own beliefs. In this way, they hope to achieve widespread support for, or ownership of, new policies. By working through this informal domain, rather than imposing change through positional authority or political processes, heads, principals and other leaders, including middle managers, are more likely to gain support for inno- vation. An understanding of both societal and organisational culture also provides a sound basis for leading and managing people in education. In many countries, schools and colleges are becoming multicultural, and recognition of the rich diver- sity of the cultural backgrounds of students, parents and staff is an essential element in school management. Similarly, all educational organisations have certain dis- tinctive features and understanding and managing this cultural apparatus is vital if leadership is to be in tune with the prevailing norms and values. 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