Lauren Bryie

Shelley Stewart
October 22, 2016
EDL 645
Dr. Richards

Chapter 4: Organizational Climate and the Human Resources Function

I. Organizational Culture and Organizational Climate

A. Definitions;
1. Organizational Culture: The organizational values, ideals, attitudes, and beliefs
and important assumptions that members of the school or school system
share. School culture expresses beyond the interpersonal life that takes
place in the school setting.
2. Organizational Climate: The collective personality of a school or school
system. Climate is characterized by the social and professional
interactions of people in the school community.
B. Climate is a relatively enduring quality of the school environment that [a] is
experienced by teachers, [b] influences their behavior, and [c] is based on their
collective perceptions
C. External influences can lead to changes in the climate of the school over time.

II. The Importance of a Positive School Climate

A. To determine the facilitators and inhibitors of school effectiveness and determine strategies for
school improvement
B. To set opportunity for growth
C. To create a climate of trust, mutual respect, and clarity of function that is open and positive and
ties the school community together
D. To facilitate positive team building and foster a positive environment within the system

*All of this is earned by management showing a good faith - by being open, by being
respectful of the individual and by being consistent.

III. The Measurement of School Climate

A. Numerous empirical climate assessment instruments have been developed
B. The most widely used is the Organizational Climate Description Questionnaire (OCDQ). Halpin
and Croft, 1962
C. Other notable assessment instruments have been developed that address a variety of perspectives
of organizational climate
1. The High School Characteristics Index (HSCI), 1964
2. The Purdue Teacher Opinionaire (PTO),1970
3. The Harrison Instrument for Diagnosing Organizational Ideology, 1975
 4. Organizational Health Inventory (OHI), 1986
D. Some districts have found it convenient to design their own climate survey tools
E. Definitions;
a. Open Climate: the staff enjoys extremely high morale, works well together, enjoys friendly
relations but does not engage in a high degree of socialization, and possesses the incentive to
work things out and to keep the school moving.
b. Closed Climate: low staff morale, limited and inadequate communication, and limited
socialization. Typified by impermeable boundaries and static equilibrium.

IV. Research on School Climate

A. (As discussed in class) Taylors task system in the scientific management era focused on the
technical aspects of work in fostering productivity and was brought into questions by Mary
Parker Follett (1924). Follett contended that the central problem of any enterprise is the building
and maintaining of dynamic yet harmonious human relationships.
B. Characteristics of Schools with Positive Climates
1. Wynne used the term coherence (integrations of school goals, classroom activities, and
performance standards) to describe the one most common dimension of effective schools.
2. Unhealthy climates were said to include:
a. An inward focus (isolation from community)
b. A short term focus
c. Morale problems
d. Fragmentation/inconsistency (lacking unity of direction)
e. Emotional outbursts
f. Ingrown subcultures
e. Warfare among subcultures
g. Subculture elitism (ex: exclusive clubs, closed subgroups)
3. Positive climates are supported by
a. Establishment of clear school goals
b. High expectations
c. A high level of interpersonal relations and cooperative work efforts
d. Contacts with the culture in which the school is embedded
e. A supportive, caring school leader
f. A problem-solving capacity within the organization
e. The existence of high esprit with the school community
C. The Impact of School Climate on Student Achievement
1. School climate was one of the constructs related to effective schools and student achievement
2. High schools with positive climates had higher student achievement and lower dropout rates
3. Student achievement was affected most directly by teacher expectations of student success and
the instrumental goals of teachers
4. School climate scores were better predictors of student dropout rates
5. Winter and Sweeney (1994): For more than a decade, studies have proven that climate makes a
difference in secondary school. Climate affects student achievement and behavior independent
 of a students home environment. It is also reflected in the shared attitudes, beliefs and values of
the people of the school.
D. The Impact of School Climate on the Behavior of Personnel
1. Organizational climate affects job satisfaction
2. The use of humor served to foster an informal climate that increased social bonding which
contributed to creativity, positive attitudes, and increased commitment
3. Hoy and Clover (1986) developed four prototypes of climate features:
a. The open climate features cooperation and respect within the faculty and between the faculty
and the school principal
b. The engaged climate in which teachers tend to ignore the principals attempts to control faculty
behavior
c. The disengaged climate in which relationship behaviors in the school are negative
d. The closed climate in which task commitment, intimacy and collegiality are all low
E. The Impact of School Climate on Organizational Change and Innovation
1. Giving attention to important climate considerations is the significant forerunner of school
reform
2. The principal should see organizations and organizational climate in a constant state of flux
3. If an administrator wants to be successful they need to be able to have a positive climate

V. Improvement of School Climate

A. Program, Process, and Material Determinants
1. Human resources administrators must gain understanding of school climate in order to do
climate assessment procedures
2. Human resources administrators need to assess needs, goals, and strategies
B. School Improvement Models and Strategies
1. Step One: The district determines school climate areas of need
2. Step Two: School climate assessment developed for district
3. Step Three: District distributes, administers, and returns surveys and are then analyzed
4. Step Four: School members meet with consultants to review survey results
5. Step Five: School members break into small groups to find solutions to needs
6. Step Six: School members construct an action plan
7. Step Seven: Follow-through actions are implemented and follow-through
C. Reasons for wanting to improve school climate;
1. Student learning is of high importance
2. Learning environments give individualized performance as related to personal talents, styles, and
interests
3. School programs and activities are designed to reflect change
4. Schools have policies and school regulations that are cooperatively developed
5. School have reward systems that place an emphasis on positive student reinforcement
6. School leaders have effective systems of communication and personalize relationships with
school personnel and students
7. School will have shared goals with the future in mind

VI. Human Resources Responsibilities in the Improvement of School Climate

A. Development of Shared Goals
1. Goals serve to clarify the aims of the school system, provide a focus, and meaningful direction
2. Cooperation necessitates a commitment to a set of group goals
3. The formulation of organizational purposes and goals is one of the primary functions of all
organizational leaders
B. Self-Image and High Expectations
1. Levels of expectations are to solicit the best performance out of each individual
2. Exemplified by the important work, personal motivations, and commitment of each person
C. Opportunities for Personal Growth
1. Attract talented personnel who are lifelong learners and are motivated to contribute
2. Human resources administrators help by removing obstacles that inhibit growth opportunities
D. Development of a Viable Set of Personnel Policies and Regulations
1. Policies allow for implementation of the established goals and direct programs and relationships
2. Serve important communication role
E. Problem Solving Capacity
1. Open channels of communication
2. Effective suggestion systems
3. Recruitment and selection policies that encourage hiring a diverse staff