Elementos Principales del Sistema de Medida

Differences and similarities between Culture and Climate

Robert Owen’s (1987)contends that in education in the term has enjoyed wide Robert Owen’s (1987)contends that in education in the term has enjoyed wide usage in the past, but the more inclusive term organisational culture is rapidly usage in the past, but the more inclusive term organisational culture is rapidly coming into the use in the literature. One therefore needs to ask whether these coming into the use in the literature. One therefore needs to ask whether these terms are similar or whether they mean different.

terms are similar or whether they mean different.

Culture

Culture

: : The literatuThe literature is re is repletreplete with e with definidefinitions of tions of cultuculture, however there is are, however there is a high degree of agreement among writers and how it relates to and differs from high degree of agreement among writers and how it relates to and differs from climate. Schein (1985) defines culture as “the solution to external and internal climate. Schein (1985) defines culture as “the solution to external and internal problems that has worked consistently for a group and that is therefore taught to problems that has worked consistently for a group and that is therefore taught to

new members as the correct way to perceive, think about and feel in relation to new members as the correct way to perceive, think about and feel in relation to these problems.”

these problems.”

Dean and Kennedy defines culture “ consisting of patterns of thought, behaviour Dean and Kennedy defines culture “ consisting of patterns of thought, behaviour and artifacts that symbolises and give meaning of the workplace”.

and artifacts that symbolises and give meaning of the workplace”.

S

Siimmiillaarrlly y KKiillllmmaan n EEttaal l ddeeffiinne e ccuullttuurre e aas s ““tthhe e sshhaarreedd philosphies,ideologies,values,assumptions,beliefs,expectations,attitudes and norms philosphies,ideologies,values,assumptions,beliefs,expectations,attitudes and norms tha

that t kniknit t a a comcommunmunity ity togtogethether. er. All All hohowevwever er agagree ree thathat t thethese se “ “ intinterrerrelaelatedted psychological qualities” indicate he groups agree, implicitly or explicitly, on how psychological qualities” indicate he groups agree, implicitly or explicitly, on how problems are solved and decisions made.

problems are solved and decisions made.

In everyday usage it is typically described as “the way things are done around In everyday usage it is typically described as “the way things are done around here” or “what people believe does or does not work in their workplace.

here” or “what people believe does or does not work in their workplace.

Schein contends that these” solutions eventually come to be assumption about the Schein contends that these” solutions eventually come to be assumption about the nature of reality, time, truth, space, human nature, human activity and human nature of reality, time, truth, space, human nature, human activity and human rel

relatiationonshipships.” s.” TheThey y eveeventuntuallally y becbecomome e taktaken for en for grgrantanted and ed and drodrop p ouout t of of  awareness. Because of the human need for consistency and order, the assumption awareness. Because of the human need for consistency and order, the assumption tend to form a pattern that is implicit, taken for granted and unconscious. It is tend to form a pattern that is implicit, taken for granted and unconscious. It is only through a process of inquiry that they are brought to the surface.

only through a process of inquiry that they are brought to the surface.

Norms may be negative or positive. In our attempts to improve schools we often Norms may be negative or positive. In our attempts to improve schools we often ask to asses and analyse their culture. In particular we focus on the norms that ask to asses and analyse their culture. In particular we focus on the norms that operate within the schools. We have found this to be extremely useful activity to operate within the schools. We have found this to be extremely useful activity to help the school staff understand its basis of operation. In many cases the staff are help the school staff understand its basis of operation. In many cases the staff are qu

quick ick to to sugsuggesgest t memechachanisnism m for for achachievieving ing highigher her perperforformamancnce e anand d impimprorovedved morale.

morale.

At somewha

At somewhat t deepdeeper er levels lie levels lie in in the hidden assumptthe hidden assumptions, accordions, according ing to schein.to schein. These are the fundamental beliefs behind all decisions and actions. Examples of  These are the fundamental beliefs behind all decisions and actions. Examples of  assumptions might be that all kids are lazy and evil, what worked in the schools in assumptions might be that all kids are lazy and evil, what worked in the schools in the past is good enough for today, personal gain more important than gain and I the past is good enough for today, personal gain more important than gain and I am here basically to teach.

At the deepest level of culture, according to schein is “ the collective manifestation At the deepest level of culture, according to schein is “ the collective manifestation of human nature the collection of human dynamics, wants, motives and desires of human nature the collection of human dynamics, wants, motives and desires that make a group of people unique. Because most organisations are collectively of  that make a group of people unique. Because most organisations are collectively of  individuals with unique wants and desires, understanding and changing culture individuals with unique wants and desires, understanding and changing culture can be difficult.

can be difficult.

Deal contends that in order to understand the culture needs in a school one has to Deal contends that in order to understand the culture needs in a school one has to understand the symbolism that exists. These include the rituals, myths, traditions, understand the symbolism that exists. These include the rituals, myths, traditions, rites and informal network of players and language. It is through these mechanism rites and informal network of players and language. It is through these mechanism that human meanings and values are t

that human meanings and values are transmitted.ransmitted.

Owen’s for example, contends that the bell schedule is one of the many powerful Owen’s for example, contends that the bell schedule is one of the many powerful cultural symbols that help to create climate in our schools.

cultural symbols that help to create climate in our schools.

Climate : in that climate has been previously defined, only a brief summary is Climate : in that climate has been previously defined, only a brief summary is necessary. Essentially climate is the perception that individuals have of various necessary. Essentially climate is the perception that individuals have of various as

aspepectcts s of of ththe e ininterternanal l enenviviroronmnment ent of of ththe e scschohool ol anand d ththat at ininflufluenenceces s ththeireir behaviour. Climate is also closely associated with the notion of satisfaction. The behaviour. Climate is also closely associated with the notion of satisfaction. The determination of climate characteristics is usually elicited through the perception determination of climate characteristics is usually elicited through the perception of respondents to a

of respondents to a questionnaire.questionnaire.

Organisational climate which is integral to and yet only a part of an organisation’s Organisational climate which is integral to and yet only a part of an organisation’s cultu

culture is re is easieeasier to r to chanchange than ge than its its cultuculture. Organisre. Organisationaational l climaclimate te is found in is found in thethe private language of the organisation, such as the conversations about work among private language of the organisation, such as the conversations about work among staff during coffee breaks. Climate is manifested in the observable routines and staff during coffee breaks. Climate is manifested in the observable routines and rew

rewarards ds of of the the ororganganisaisationtion. . The routiThe routines are nes are the the eveevents and nts and prapracticctice e of of anan or

orgaganinisasatiotion. n. ThThe e rerewawardrds s pepertrtaiain n to to whwhat at bebehahaviovioururs s geget t acacknknowowleledgdgeded,, supported and rewarded.

supported and rewarded.

The major similarities between the two concept pointed out by Rousseau(1988) The major similarities between the two concept pointed out by Rousseau(1988) based on the studies by different authors like James and sells, Joyee and Solcum, based on the studies by different authors like James and sells, Joyee and Solcum, Louis and many more.

•

• Both Both climaclimate te and and cultuculture re concconcepts epts emphemphasise consistenasise consistency cy and and conconsensusensuss

among the members of the unit. among the members of the unit.

•

• Both the concepts are composed of beliefs or individual cognitions.Both the concepts are composed of beliefs or individual cognitions.

•

• BoBoth th the the conconcepcepts ts arare e hishistortoricaical, l, enendurduring ing anand d resresistaistant nt to to chachange nge inin

nature. nature.

•

• Both the concepts show the tendency towards differentiation with membersBoth the concepts show the tendency towards differentiation with members

in different units of a larger organisation leading to different sets of beliefs. in different units of a larger organisation leading to different sets of beliefs.

Glick have stated that culture and climate have entirely different disciplinary back  Glick have stated that culture and climate have entirely different disciplinary back  of

of grgrounound d of of ororigin igin anand d thetherefreforore e arare e diffdiffereerent nt frofrom m eaceach h othother. er. The majoThe majorr differences pointed out by A

differences pointed out by Ashforth, Glick and Roshforth, Glick and Rousseau usseau are :are :

•

• Climate concept originated from the interactioinst psychology whereas theClimate concept originated from the interactioinst psychology whereas the

cu

cultulture re coconcncepept t ororigigininatated ed frfrom om ththe e sysymbmbololic ic ininterteracactiotions ns scschohool ol of of  sociology.

sociology.

•

• Climate is descriptive whereas the culture is normative.Climate is descriptive whereas the culture is normative.

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• Climate exists in very organisation whereas many organisation may notClimate exists in very organisation whereas many organisation may not

have strong norms or culture. have strong norms or culture.

•

• All the members of the organisation experience climate whereas all of themAll the members of the organisation experience climate whereas all of them

may not be a part of the culture. may not be a part of the culture.

•

• Climate represents individual perceptions which is understood by shiftingClimate represents individual perceptions which is understood by shifting

th

the e ananalalysysis is upupwawardrds s to to ththe e lelevevel l of of ththe e cocollellectctivivisises es whwherereaeas s cucultulturere rep

represresentents s a a socsocial ial uniunit t or or grogroup up phephenonomenmenon on whwhich ich is is undunderserstootood d byby shifting the analysis downwards to individuals.

In document DIANA CAROLINA JAIMES CALDERÓN (página 31-42)