Recommendations to enhance constructive organizational cultural styles in Higher Educationa Institutions.

1. Changing Organizational Culture in Higher Education Rana ZEINE, MD, PhD Cheryl BOGLARSKY, PhD Patrick BLESSINGER, MS Michael HAMLET, PhD KELLER GRADUATE SCHOOL OF MANAGEMENT HUMAN SYNERGISTICS Inc. HIGHER EDUCATION TEACHING & LEARNING

2. WELCOME TO HETL WEBINAR Executive Director Patrick Blessinger PURPOSE Review Research Study Results Stimulate Thinking about Further Research Projects Global Scale Differentiates HETL Studies Prefer Quantitative Methods Agenda: Presentation (uninterrupted) followed by Brainstorming Contact us with your ideas harkzen@aol.com patrickblessinger@gmail.com

4. Self-Actualizing

5. Humanistic – Encouraging

7. Conventional

8. Dependent

10. Power

11. Competitive

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

13. Organizational Culture Inventory® Circumplex SATISFACTION NEEDS PEOPLE ORIENTED TASK ORIENTED Research &Development by Cooke & Lafferty, Copyright © 1973-2011 by Human Synergistics International. All rights reserved. SECURITY NEEDS

14. OCImeasures (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-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 OCI vs. OCI-Ideal

17. esteem and

18. self-actualizationEncourage communication, cooperation, flexibility, consultation, coordination

20. Value members who set and accomplish their own goals.

22. Problems are solved appropriately

23. Clients and customers are served well,

25. Value both task accomplishment and individual growth

27. Offer high-quality products and/or services,

29. Person-centered

31. Providing for the growth and active involvement of members

34. Promoting open communication, good cooperation, and the effective coordination of activities.

36. conflicts are primarily resolved by either accommodation or withdrawal

38. Interpersonal relationships are pleasant – at least superficially

39. Members feel that they should

40. agree with others (Go along with others)

41. gain the approval ofothers

42. be liked by others (Be liked by everyone)

43. Can limit organizational effectiveness

44. Minimize constructive “differing”

46. Bureaucratically controlled

47. Members are expected to conform

48. Follow the rules

50. Suppressing innovation

52. Non-participative

53. Do not empower their members

54. Centralized decision making

55. Members do only what they are told

58. Punish mistakes

59. Negative reward system

60. Members shift responsibilities to others

63. value confrontation, criticism, coercion and overconfidence

65. Negativism is rewarded

66. Members gain status and influence by being critical

69. Organization structured on the basis of the authority inherent in members’ positions

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

72. Less effective than members think

74. Members are rewarded for out-performing one another

75. Members operate in a “win-lose” framework

78. Nuclear Plant

79. Emergency Medical

80. “life and death” nature of operationsConstructive 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.

81. OCI® RESULTS CURRENT CULTURE IDEAL CULTURE N=63 N=33 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.

82. Zeine et al. 2011

83. Gap analysis for culture styles in hEds

84. ORGANIZATIONAL OUTCOMES 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

85. SUBCULTURES CURRENT IDEAL OCI® NON-PROFIT N=34 N=17 FOR-PROFIT N=24 N=12

87. Different Stakeholders & Work Styles

88. ‘ I ’ Emphasis & Anarchy

89. Bureaucracies & Skepticism

90. Professionalism & Open DialogueInterviews (n=18) about Perceptions (1) Professional, (2) Differential, (3) Fragmentary RELATIONSHIPS Kuo, 2009. J. Higher Education Policy & Management. 31(1):43-54

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

92. LEADING CHANGE 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.

93. 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.

94. Seven Practices of High Performing Organizations 1) Employment security, or employment opportunity alternatives (externships, internships, work-study, career development and placement services) 2) Selectivehiring, or selective admission alternatives 3) 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 skills 6) Reduced status distinctions and barriers 7) Extensive sharing of financial and performance informationthroughout the organization Pfeffer(1998). In The Human Equation: Building Profits by Putting People First Boston, MA Harvard Business School Press.

95. CULTIVATING CONSTRUCTIVE CULTURES 1) Ensure that all members are given the opportunity to work to their full potential 2) Balance expectations for taking initiative and thinking independently with those for consensus, power sharing 3) Expect participation without domination 4) Elicit unique perspectives and concerns while working towards agreement 5) Value quality over quantity 6) Value creativity over conformity 7) Judge effectiveness at the system level rather than the component level 8) Practice empowerment and transformational leadership which are prescriptive (guide and direct) rather than restrictive (constrain and prohibit) practices

96. CULTIVATING CONSTRUCTIVE CULTURES 9) Adopt approaches for continuous, system-wide, improvements including problem solving, strategic planning, innovation, and benchmarking 10)Inspire innovation by allowing people to express themselves, experiment and learn from mistakes 11)Increase accomplishments by encouraging people to set challenging goals, and by providing them with necessary resources 12)Cultivate mentors by investing in training and development, and by providing opportunities for expansion 13)Enhance cooperation by letting people communicate, get to know one another, contribute, share ideas 14)Inculcate humanistic values of mutual encouragement and support

97. CULTIVATING CONSTRUCTIVE CULTURES 15) Develop organizational mechanisms to collect and respond to feedback, implement good suggestions 16)Remember that education institutions are “Learning Organizations” which emphasize creativity, individual development and systems thinking 17)Treat all members of the organization with respect and dignity 18) Provide equitable pathways for advancement (or alternative opportunities for placement elsewhere) Zeine et al. 2011

99. Planning Expanded Studies to Prepare an Authoritative Book

100. Volunteer to be Lead Coordinators on Chapters within your Area of Expertise