My presentation on creating a performance culture

1. 1
Creating
a Higher Performance Culture
Presented by
Yen Chansoma
Taught by Sok Uttara, PhD
February 10, 2014

2. Introduction
2

The purpose of this chapter is to explore the tension between the
formal , structured and system- based approach ( the formal
domain) and the approach concerned with beliefs, motivation
and engagement (the effective domain).

The central proposition is that as the formal or structured domain
is essential it is not sufficient that means the engagement with the
effective domain is essential for significant and sustainable
change.
February 10, 2014

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What is school culture ?

School culture is defined as the shared assumptions, values,
norms, philosophy, observed behavioral regularities, rules, and
feelings of staff that influence their functioning.
 School culture is deeply rooted in people. It is embodied in their
attitudes, values and skills, which in turn stems from their personal
backgrounds, from their life experiences (including their
professional experiences) and from the communities they belong
to (including the professional community of any school).
February 10, 2014

4. School Culture
Common language,
terminology, rituals,
rites, etc.
Overall atmosphere
reflected through social
interactions by all
constituents and physical
layout of the organization
4
Statements taken for
granted or accepted
as true
Principles
of behavior
Observed
Behavioral
Regularities
Feelings
Philosophy
Values
Assumptions
Rules
Norms
Required standard of
performance
Policies guiding an
organization’s beliefs
about how employees
and clients are to be
treated
Guidelines for
getting people in line
with the
organization
February 10, 2014

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Figure 2.1 A typology of performance
The formal domain
The effective domain
The Performance imperative External policy driven
Internal morally driven

Definition of performance
Policies and procedures
performance criteria
Job descriptions
Focus on conformity
Values and norms
Images and metaphors
Organizational processes
Managerialism
Short-term planning
Line management
Focus on consistency
Functional training
Leadership
Shared meaning and practice
Dialogue and debate
Focus on improvement
Personal development
Motivation
Extrinsic for reward
Intrinsic for growing
Culture
Individualistic,
competition
Co-operative collaboration
Measurement
Objective quantitative
imposed
Subjective, qualitative
February 10, 2014
negotiated

6. 6

In figure 2.1, the heart of the creation of a culture that
embrace performance has to be based on commitment
not compliance.

Senge (1990: 219-20) produces a hierarchy of attitudes
toward a shared vision.
commitment
- purposive engagement
Enrolment
- positive will to implement
Genuine compliance
- positive acceptance
Formal compliance
- acceptance & adherence
Grudging compliance
- minimal acceptance
Non-compliance
- rejection
Apathy
- neither for nor against
February 10, 2014

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
A school culture will need to meet the following criteria to
create a culture where there is high individual commitment to
organizational goals.

depth i.e. in forming fundamental attitudes and values.

sustainability i.e. capable of enduring over time.

authenticity i.e. relating to fundamental concerns.

credibility i.e. perceived as valid and relevant.
February 10, 2014

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The approaches of performance culture
1. Vision and values
2. Social relationships
3. Learning
4. Motivation
February 10, 2014

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1. Vision and Values

The interaction between the vision of how the organization
could be and the values that decides how it should be are
fundamental to any definition of culture.

A shared vision, especially one that is intrinsic uplifts people’s
aspirations and visions are exhilarating; according to Senge
(1990: 207 and 208).

The creation of a sense of purpose that informs all aspects of
organizational activity and is personally compelling.

The synthesis of values and vision often expressed in an aim or
mission statement is the essential prerequisite to performance
management because both defines the outcome and
articulates the level of expectation.
February 10, 2014

10. 
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A mission or aim statement should meet the following criteria:
 focus on the core purpose of the school;
 be written in clear and compelling language;
 be accessible to all members of the school community;
 be comprehensive, i.e. refer to all aspects of the school life;
 inform all management processes.

Appropriate language
 Compelling
 Convincing
 Celebratory
 Inspirational
 Positive
February 10, 2014

11. 2. Social relationship
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 Trust or Mutual respect: genuine regard and respect with
recognition of the individual’s expertise, experience, and
professional authority.

In essence, the more positive the relationship, the more likely it is
that individuals will be able to perform and the more negative
the less likely.
 Fellowship: congeniality, warmth and affection.
 Fun: Happy work environment is conducive to sustaining high
performance.
February 10, 2014

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Emotional intelligence
 being a team player
 having self-confidence
 presence and style
 being empathic
 maturity and integrity
 having the qualities of a friend, colleague and partner
 being honest and adhering to one’s values
 being sociable
 a sense of humor
February 10, 2014

13. 3. Learning
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
Sustainable performance is the product of the complex interaction
of many variables; central to the notion of sustainability is
continuing professional learning. It is fundamental for a few
reasons:
 It models the central definition of performance in education.
 it enhances the knowledge, skills, qualities and experience of the
individuals to sustain improvement.
 It supports the development of consensus.
 It reinforces the understanding of performance and helps to
create individual model.

Learning has been deliberately chosen to emphasize the
distinction with training_ learning is effective, training is formal.
February 10, 2014

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Characteristics of learning in the context of professional
development to create sustainable and authentic performance
based culture.
 it is focused on the individual learner
 information and experience are mediated to create personal
meaning and mastery.
 The motivation to learn is intrinsic and moral.
 The optimum time and place for learning will vary according to
the individual.
 Learning to enhance capability, and so performance has to be
work focused.
 To change practice and behavior learning strategies have to
include reflection feedback and coaching.
February 10, 2014

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The three concepts of learning in organizations
(Senge et al. 2000)
1. Every organization is a product of how its members think and
interact: effective school reform can not happen until people
move beyond superficial conceptions of educational systems
and recognize the unseen values and attitudes about power,
privilege and knowledge.
2. Learning is connection: all learners construct knowledge from
inner scaffolding of their individual and social experiences,
emotions, will, aptitudes, beliefs, values, self-awareness
purpose and more….
3. Learning is driven by vision: lifelong learning is the
fundamental means by which people engage with life and
create their desired futures.
February 10, 2014

16. Motivation
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
Motivation is the glue that binds all the previous elements
together. Therefore supporting and reinforcing the motivations of
the individual to achieve and sustain high performance is the
creation of performance culture.

There are two types of motivations:
 intrinsic motivation: for growing or personal development.
 Extrinsic motivation: for reward or promotion.
February 10, 2014

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 Sergiovanni (1992: 57) encapsulates the problem by
distinguishing between three motivational rules:
1. what gets rewarded gets done (extrinsic)
2. What is rewarding gets done (intrinsic)
3. What is good gets done (moral)

in short, models of motivation both create and reflect culturein schools surely performance should enhance collaboration,
community, and the pursuit of long-term, higher-order values.
February 10, 2014

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Conclusion
 Creating high performance culture means creating a culture or
atmosphere that supports long-term growth and sustainability in the
workplace.

Creating high performance culture can be seen when the people in the
workplace or school have strong commitment to have superior or excellent
performance, have a healthy relationship, care about each other, and
value each other.

A high performance culture is:
 created and developed by the school.
 firmly rooted in values
 Expressed through shared language
 reinforced by sophisticated social relationships
 enhanced by collaborative learning
 sustained by intrinsic and moral motivation.
February 10, 2014

19. 19
Thanks for your attention!
Questions and Answers
February 10, 2014