KELLER GRADUATE SCHOOL OF MANAGEMENT HUMAN SYNERGISTICS Inc. HIGHER EDUCATION TEACHING & LEARNING Rana ZEINE, MD, PhD Cheryl BOGLARSKY, PhD Patrick BLESSINGER,

Changing Organizational

Culture in

Higher Education

KELLER GRADUATE SCHOOL OF

MANAGEMENT

HUMAN SYNERGISTICS Inc.

HIGHER EDUCATION TEACHING & LEARNING

Rana ZEINE, MD, PhDCheryl BOGLARSKY, PhDPatrick BLESSINGER, MSMichael HAMLET, PhD

12 CULTURAL STYLES CONSTRUCTIVE

•Achievement•Self-Actualizing•Humanistic –

Encouraging•Affiliative

DEFENSIVE

PASSIVE•Approval•Conventional•Dependent•Avoidance

AGGRESSIVE•Oppositional•Power•Competitive•Perfectionistic

From Organizational Culture Inventory by Robert A. Cooke and J. Clayton Lafferty, 1987, Plymouth, MI: Human Synergistics International. Copyright © 1987, 2011 by Human Synergistics, Inc.

ORGANIZATIONAL CULTURE INVENTORY® CIRCUMPLEX

Research & Development by

Cooke & Lafferty, Copyright © 1973-

2011 by Human Synergistics

International. All rights reserved.

PEOPLE ORIENTED

TASK ORIENTED

SATISFACTION NEEDS

SECURITY NEEDS

OCI measures

(1) BEHAVIORAL NORMS members understand are EXPECTED of them to “FIT IN” and meet expectations in their current position at their organization

(2) OUTCOMES: Individual, Group & Organizational

OCI vs.

OCI-

Idea

l

OCI-IDEAL “DESIRED state”

cultural benchmark: asks members to indicate

the extent to which behavioral norms SHOULD

(in their opinion) be expected in order to maximize their

organization’s effectiveness

CONSTRUCTIVE STYLESConstructive Cultures encourage members to • interact with people and • approach tasks in ways that will help them to meet their higher-order satisfaction needs for • affiliation, • esteem and• self-actualization

Encourage communication, cooperation, flexibility, consultation, coordination

ACHIEVEMENT CULTURE11:00• Do things well • Value members who set and

accomplish their own goals. • Members are expected to set

challenging but realistic goals, establish plans to reach these goals, and pursue them with enthusiasm.

(Pursue a standard of excellence; Openly show enthusiasm)

• Effective organizations• Problems are solved appropriately• Clients and customers are served

well, • Healthy orientation

SELF-ACTUALIZATION CULTURE 12:00

• Value creativity and quality over quantity

• Value both task accomplishment and individual growth

• Members are encouraged to gain enjoyment from their work, develop themselves, and take on new and interesting activities.

(Think in unique and independent ways;

Do even simple tasks well)• Innovative organizations• Offer high-quality products and/or

services, • Attract and develop outstanding

employees

HUMANISTIC-ENCOURAGING CULTURE 1:00• Managed in a participative way

• Person-centered• Members are expected to be

supportive, constructive and open to influence in their dealings with one another.

(Help others to grow and develop; Take time with people)

• Effective organizational performance • Providing for the growth and active

involvement of members • High satisfaction and commitment of

members

AFFILIATIVE CULTURE 2:00• Place a high priority on constructive

interpersonal relationships• Members are expected to be friendly,

open, and sensitive to the satisfaction of their work group.

(Deal with others in a friendly, pleasant way;

Share feelings and thoughts)• Enhance organizational performance • Promoting open communication, good

cooperation, and the effective coordination of activities.

• Members are loyal to their work groups and feel they “fit in” comfortably.

PASSIVE / DEFENSIVE STYLES

Passive/Defensive Cultures are those in which members believe they must

• interact with people in ways that will not threaten their own security

• conflicts are primarily resolved by either accommodation or withdrawal

• consequences include unresolved conflicts, de-motivation, work avoidance and high turnover

APPROVAL CULTURE 3:00• Conflicts are avoided• Interpersonal relationships are

pleasant – at least superficially• Members feel that they should agree with others (Go along with

others) gain the approval of others be liked by others (Be liked by

everyone)• Can limit organizational

effectiveness • Minimize constructive “differing”• Inhibit the expression of ideas and

opinions

CONVENTIONAL CULTURE 4:00

• Conservative, Traditional• Bureaucratically controlled• Members are expected to conform • Follow the rules• Make a good impression

(Always follow policies; Fit into the “mold”)

• Can interfere with effectiveness • Suppressing innovation • Preventing the organization from

adapting to changes in its environment

DEPENDENT CULTURE 5:00• Hierarchically controlled• Non-participative • Do not empower their members• Centralized decision making • Members do only what they are

told • Clear all decisions with superiors

(Please those in positions of authority;

Do what is expected)• Poor performance • Lack of individual initiative,

spontaneity, flexibility, and timely decision making

AVOIDANCE CULTURE 6:00• Fail to reward success • Punish mistakes• Negative reward system • Members shift responsibilities to

others • Avoid any possibility of being

blamed for a mistake

(Wait for others to act first;

Take few chances)• Survival of the organization is in

question• Members are unwilling to make

decisions, take action, or accept risks

AGGRESSIVE / DEFENSIVE STYLES

Aggressive/Defensive Cultures expect members to

• approach tasks in forceful ways to protect their status and security

• value confrontation, criticism, coercion and overconfidence

• consequences include insecurity, disempowerment, disrespect, and punishment

OPPOSITIONAL CULTURE 7:00• Confrontation prevails

• Negativism is rewarded• Members gain status and influence

by being critical • Reinforced to oppose the ideas of

others (Point out flaws;

Be hard to impress)• Make safe (but ineffectual)

decisions• Can lead to unnecessary conflict,

poor group problem solving and “watered-down” solutions to problems

POWER CULTURE 8:00• Non-participative • Organization structured on the

basis of the authority inherent in members’ positions

• Members believe they will be rewarded for taking charge and controlling subordinates

• Responsive to the demands of superiors

(Build up one’s power base; Demand loyalty)

• Power-oriented • Less effective than members think • Subordinates resist control, hold

back information, and reduce their contributions to the minimal acceptable level.

COMPETITIVE CULTURE 9:00• Winning is valued • Members are rewarded for out-

performing one another• Members operate in a “win-lose”

framework• Believe they must work against

(rather than with) their peers to be noticed

(Turn the job into a contest; Never appear to lose)

• Can inhibit effectiveness by reducing cooperation and promoting unrealistic standards of performance that are either too high or too low.

PERFECTIONISTIC CULTURE 10:00• Perfectionism, persistence,

and hard work are valued• Members feel they must avoid

any mistakes, keep track of everything, and work long hours to attain narrowly-defined objectives

(Do things perfectly;

Keep on top of everything)• Can lead members to lose

sight of the goal, get lost in detail, and develop symptoms of strain

“HIG

H

RELIA

BIL

ITY”

ORG

AN

IZATIO

NS

• Military• Nuclear Plant

• Emergency Medical• “life and death”

nature of operations

Constructive norms are desired and important for success because they help people to understand the reasons why orders need to be followed, and the benefits of faithfully implementing best practices in performing critical duties.

CURRENT CULTURE IDEAL CULTURE

Research & Development by Cooke & Lafferty, Copyright © 1973-2011 by Human Synergistics International. All rights reserved.

Zeine, Boglarsky, Blessinger & Hamlet (2011). Ch.3 In Kazeroony (Ed.), The Strategic Management of Higher Education Institutions: Serving Students as Customers for Institutional Growth. Business Expert Press, Williston, VT.

OCI® RESULTS

N=63 N=33

Organization Level

 OCI Ideal

Faculty/Professor 40% 45%Director 24% 12%Department Chair 6% 6%Associate. Dean 6% 6%Dean 11% 9%Provost/Dean AA 2% 3%nd* 11% 18%

Education OCI  Ideal

Bachelor’s degree 2% 3%Master’s degree 21% 15%Doctorate degree 52% 58%MD 2% 3%MD/PhD 19% 18%Other 2% -nd* 3% 3%

Yrs @ Organization

 OCI Ideal

Less than 6 mo 5% 6%6 months to 1 yr 3% 0%1 to 2 years 16% 18%2 to 4 years 17% 24%4 to 6 years 6% 9%6 to 10 years 13% 18%10 to 15 years 13% 9%More than 15 yrs 22% 15%nd* 5% -

Institutional Type

 OCI Ideal

For-profit, Public 17% 12%For- profit, Private 21% 24%Not-for-profit, Public 38% 33%Not-for-profit, Private 16% 18%nd* 8% 12%

Zeine et al. 2011

GAP ANALYSIS FOR CULTURE STYLES IN HEds

 STYLEPERCENTILE SCORE

CLUSTERIDEAL CURRENT GAP

HUMANISTIC-

ENCOURAGING98

73 -25CONSTRUCTIVE

ACHIEVEMENT 9867 -31

CONSTRUCTIVE

SELF-ACTUALIZING 9861 -37

CONSTRUCTIVE

AFFILIATIVE 9255 -37

CONSTRUCTIVE

OPPOSITIONAL 5767 10

AGGRESSIVE/DEFENSIVE

COMPETITIVE 3163 32

AGGRESSIVE/DEFENSIVE

PERFECTIONISTIC 2352 29

AGGRESSIVE/DEFENSIVE

POWER 2350 27

AGGRESSIVE/DEFENSIVE

AVOIDANCE 1559 44

PASSIVE/DEFENSIVE

DEPENDENT 1455 41

PASSIVE/DEFENSIVE

CONVENTIONAL 1054 44

PASSIVE/DEFENSIVE

APPROVAL 955 46

PASSIVE/DEFENSIVE

Individual Outcomes

Motivation, Performance, Satisfaction, Stress

Group Outcomes

Teamwork, Inter-Unit Coordination,

Unit-level Quality

Organizational Outcomes

Organizational-level Quality

Customer Service Quality

External Adaptibility

Cooke, 1987

ORGANIZATIONAL OUTCOMES

SUBCULTURES CURRENT

IDEAL OCI®

NON-PROFIT

FOR-PROFIT

N=34

N=24

N=17

N=12

SUBCULTURES in HIGHER EDUCATION

ACADEMIC STAFF

Differentiation• Different Priorities &

InterestsIndividualism• Independence, Autonomy,

Individual GoalsFragmentation• Lack of Interaction &

UnderstandingInteraction • Collegiality, Interpersonal

Dynamics

ADMINISTRATORS

• Different Stakeholders & Work Styles

• ‘ I ’ Emphasis & Anarchy

• Bureaucracies & Skepticism

• Professionalism & Open Dialogue

Interviews (n=18) about Perceptions(1) Professional, (2) Differential, (3) Fragmentary RELATIONSHIPSKuo, 2009. J. Higher Education Policy & Management. 31(1):43-

54

Akinyele, S.T. (2010). Customers: Identifying the Needs in Higher Education. Educational Research, 1(7), 210-218.

Halbesleben, J.R.B., Becker, J.A.H. and Buckley, M.R. (2003).

Considering the Labor Contributions of Students: An Alternative to the Student-as-Customer Metaphor. Journal of Education for Business, May-June, pp. 255-257.

Obermiller, C., Fleenor, P. and Raven, P. (2005).

Students as Customers or Products: Perceptions and Preferences of Faculty and Students. Marketing Education Review, 15(2), 27-36.

Pitman, T. (2000). Perceptions of Academics and Students as Customers: a Survey of Administrative Staff in Higher Education. Journal of Higher Education Policy and Management, 22(2), 165-175.

1) Use belief systems (vision, mission, core values) and performance measures to strike an effective balance between creativity and control. Become living symbols of the newly minted organizational culture and assist executives to fulfill this requirement by providing training and appropriate feedback systems.2) Plan for, create and celebrate progress and work accomplishments.3) Enlist people: highly talented, intelligent, energetic,

tenacious, committed to placing the interests of the organization above their own self-interests.4) Empower change enthusiasts with communication and consultation skills.5) Establish effective conflict resolution processes.6) Convey a sense of urgency by increasing awareness of the need for change.

LEADING CHANGE

7) Identify, replace or eliminate rules and policies (i.e. compensation, performance-appraisal systems, organizational priorities) that are incompatible

with the new vision. Implement open-door policy.8) Ensure inclusive involvement and participation in shaping the transformative process. 9) Build trust by disseminating information to people in all roles and at all levels throughout the organization.10) Inspire imagination and creativity by safeguarding

freedoms, encouraging risk-taking and protecting research time.11) Search constantly for newer and better ways.12) Developing a shared vision and ensuring congruency of action.13) Supporting one another, working together, encourage open-mindedness, innovation, problem-solving.

LEADING CHANGE

1) Employment security, or employment opportunity alternatives (externships, internships, work-study, career development and placement services) 2) Selective hiring, or selective admission alternatives3) Self-managed teams and decentralization of decision making, or participative cultural alternatives (feedback, communication, consultation)4) Comparatively high compensation contingent on

organizational performance, or academic support alternatives (grants, fellowships, scholarships)5) Extensive training including leadership, management and communication skills6) Reduced status distinctions and barriers7) Extensive sharing of financial and performance

information throughout the organization

Seven Practices of High Performing Organizations

Pfeffer (1998). In The Human Equation: Building Profits by Putting People First Boston, MA Harvard Business School Press.

1) Ensure that all members are given the opportunity to work to their full potential2) Balance expectations for taking initiative and thinking independently with those for consensus, power sharing3) Expect participation without domination4) Elicit unique perspectives and concerns while working towards agreement5) Value quality over quantity6) Value creativity over conformity7) Judge effectiveness at the system level rather than the component level8) Practice empowerment and transformational leadership which are prescriptive (guide and direct) rather than restrictive (constrain and prohibit) practices

CULTIVATING CONSTRUCTIVE CULTURES

9) Adopt approaches for continuous, system-wide, improvements including problem solving,

strategic planning, innovation, and benchmarking10) Inspire innovation by allowing people to express

themselves, experiment and learn from mistakes11) Increase accomplishments by encouraging people to set challenging goals, and by providing them with necessary resources12) Cultivate mentors by investing in training and

development, and by providing opportunities for expansion13) Enhance cooperation by letting people communicate, get to know one another, contribute, share ideas14) Inculcate humanistic values of mutual encouragement and support

CULTIVATING CONSTRUCTIVE CULTURES

15) Develop organizational mechanisms to collect and respond to feedback, implement good suggestions16) Remember that education institutions are “Learning Organizations” which emphasize creativity, individual development and systems thinking17) Treat all members of the organization with respect and dignity18) Provide equitable pathways for advancement (or alternative opportunities for placement elsewhere)

CULTIVATING CONSTRUCTIVE CULTURES

Zeine et al. 2011