Experiencing your Organisational Culture
Experiencing your organisational culture means engaging with the values, behaviours, and everyday practices that shape how people work, communicate, and collaborate within your organisation.
Experiencing your organisational culture means immersing yourself in the everyday values, behaviours and practices that define how people within your organisation work and interact. It’s about observing and feeling the underlying atmosphere – how decisions are made, how communication flows, how successes are celebrated and how challenges are addressed.
From the way leaders model company values to the informal rituals that shape team spirit, organisational culture influences motivation, collaboration and overall job satisfaction. By engaging with your colleagues, participating in team activities and reflecting on shared goals, you gain a deeper understanding of what truly drives the organisation and how you can contribute to its unique identity.
Factor ID
A1
Name
Proactive Agency
Short Description
Seeks out problems to solve rather than accepting the status quo
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A2
Authentic Agency
Acts in a way that is true to their own values (whatever they may be)
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A3
Empowered Agency (and resisters
Takes decisive action. May be an early adopter or a resister, depending on how included or excluded they feel
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A4
Collaborative Agency
Understands where they fit into the group dynamic and feels supported
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A5
Reflexive Agency
Practitioner inquiry and reflection led: deliberate, iterative learning
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E1
Individual extended efficacy
Interested in and makes time for personal professional development (reading, webinars etc)
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E2
Open-minded efficacy
Open to new ideas and initiatives
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E3
Identity-driven efficacy
Beliefs about what can be achieved by them, because of who they are
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E4
Motivated Optimism
Loves their subject/role, hungry to improve in it. Resists systemic barriers
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E5
Inspirational efficacy
Belief in their ability to inspire others (especially students)
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E6
Skilled adaptor
Takes an holistic view and is flexible, responsive, nurturing
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E7
Invested belonging
Finds their organisation supportive of their changing needs over their career and personal circumstances
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E8
Extrinsic efficacy
Strongly ‘pulled’ by student needs to do what they can and what they think best. Resists policies or reforms they see as inhibitive
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L1
Collaboration time
Dedicated and protected time to meet/reflect/learn
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L2
Collaboration space
Available rooms to book for meetings and learning conversations/coaching/mentoring
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L3
Collaborative research
Agile projects, action research/lesson study cycles or working parties form part of teacher’s typical work
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C1
Activist Collegiality
Education is broken and radical reform is needed. Is prepared to make waves and recruit others to the cause
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C2
Edumenism
Deliberate efforts to review evidence-informed practices systematically and open-mindedly, identify active ingredients and surface the ‘best bets’ (even if contrary to own preferences). De-implementation features as well as implementation
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C3
Democratic professionalism
The creation of self-narratives of community membership in which professionalism is reformist and transformational. Practice is made explicit and accompanied by explanatory meta-commentaries
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C4
Collegial hierarchy
Feels secure when they understand their place in the hierarchy of the group
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T1
Contextual sensitivity
Trust that leaders will only implement reforms that are filtered for ‘fit’ in one’s context. Teachers feel listened to
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T2
Bold innovation
Teachers feel confident to take risks, and try (and fail) with new strategies (even their own) without fear of sanctions
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T3
Open optimism
Resilient, not cynical or burnt out
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Res1
Relational resilience
Strong sense of team support and belonging which supports skilful coping in challenging times, and thriving when the going is good
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Res2
Bespoke resilience
Teachers get the support they need when they need it as their circumstances impact their capacities
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RR1
Pragmatic co-learning
Learning through collective sense making/problem solving
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RR2
Professional praxis
Learning by habituation
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RR3
Systematic reflexivity
Learning by discussing in a structured format
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RR4
Reciprocal reflexivity
Learning through building student relationships
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PA1
Efficient autonomy
Teachers feel able to work in ways that work smarter, not harder, and really resent having their time wasted
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PA2
Congruent autonomy
Teachers freely choose working practices that align with what school leaders want to see
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PA3
Empowered autonomy
Teachers develop leadership skills which are inhibited by micro-management
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Exploring culture and professional learning 