Culture (Part 2)
Now, we are going to go in depth for a bit on the levels of culture. Hang with me. It gets a bit deep and academic, but I think it is essential to understanding how culture actually works.
To start with—there are three levels of culture. Artifacts, espoused beliefs and values, and underlying assumptions. All three of these have been studied and researched in-depth.
Artifacts. Artifacts and symbolic activities are significant components of cultures because they provide internal group meaning[1]. The outward expressions and forms of every culture is called artifacts. Cultural concepts may be communicated via artifacts8. They include everything that an employee in the company can see, hear, or feel. They may be written materials from an organization, such mission statements and policy manuals, artwork, or anything else observable1. Observable behaviors might be challenging to interpret, but they are also artifacts. By endorsing certain actions, artifacts may serve as a visual representation of management’s ideals[2]. For instance, the kind of art that adorns building walls conveys the ideals of a company. But one cannot understand an item or symbol unless they are understood in the context of the environment’s particular cultural background. Cultural difference or fragmentation may result from the various ways that individuals of different cultures perceive and comprehend cultural objects[3].
This may cause people to misunderstand or misinterpret the meaning or intended message of certain things within an organization. Cultural artifacts may also be used as a communication tool, conveying the norms, values, and beliefs of a certain civilization. Artifacts are thus essential in establishing and forming cultural identities and behaviors. Moreover, cultural objects’ interpretations might differ significantly based on a person’s background, experiences, and beliefs, which further complicates their meanings.
Espoused beliefs and values. The organization’s espoused beliefs and values are its goals, objectives, and guiding principles 1. Advocated values and ideas are referred to as “cultural substance”[4]. A culture’s values and beliefs provide its members the ability to give meaning to and rationalization for their behavior. These defenses include arguments that, although they may or may not be factual or consistent with other objects or viewpoints, still give the culture significance and worth1. According to Gagliardi (1986), values are the “emotional transfiguration of beliefs and idealization of collective experience of success” (p. 133)[5]. One of the most important ways that leaders may influence behavior, promote creativity, and inspire followership is via their values 6.
The performance of people and the business as a whole may be impacted by the alignment of values inside the company10,1. Shared values within a company are linked to higher sentiments of personal accomplishment, dedication to organizational aims and ideals[6], and enhanced ethical conduct, according to research on corporate culture. The recruitment of workers whose values coincide with the organization’s is one way to achieve this alignment of values, as does the employee orientation and socialization process.
In a study of organizational culture at a Division II Christian institution, Nite et al. (2013) found that coaches at a Christian college in the Great Lakes region of the United States were asked to resign for not winning at a high level[7]. These resignation requests occurred even though the most important espoused value of the athletic department was student-athlete spiritual formation and whole-person development, and coaches were succeeding in that area. This inconsistency caused cultural disruption and distrust because coaches were asked to resign even though they were fulfilling the most important stated value. Therefore, values might not be consistent with actions, and either actions or the discrepancy between actions and values might reveal underlying assumptions.
Many individuals who work in intercollegiate athletics are highly idealistic about the effects and outcomes of intercollegiate athletics (Brand, 2006). These idealistic outcomes include character development and community building, as well as student-athletes learning the valuable lessons of teamwork, discipline, and perseverance. However, conflicting evidence supports these idealistic beliefs about the altruistic outcomes of intercollegiate athletics. Some have found little proof[8],[9], while others have illustrated high levels of student-athlete engagement in educationally purposeful activities[10],[11]. At the highest levels of competition, intercollegiate athletics are riddled with stories of low student-athlete academic achievement, widespread rule violations, and devotion to sports above all else. These incidences can overwhelm the evidence that the outcomes of intercollegiate athletics are positive and provide important life lessons for student-athletes.
I am not asserting whether the approach of the institution in this study is right or wrong, that is not the intent of including it in this section. The takeaway is the cultural confusion that can happen when decisions are made (or at least perceived to be made) that go against the espoused values of the organization.
Basic underlying assumptions. When people in a society accept certain ideas and ideals at face value, they are exhibiting basic underlying assumptions 1. Assumptions are so pervasive in a society that its members could not even be aware that they exist[12]. According to Trice and Beyer (1993), narratives are born from the assumptions that enable us to make sense of our experiences8. On the other hand, according to Rehman (2002), people tend to believe in cultural homogeneity even when different cultures have different beliefs and values[13].
The fundamental purpose of fundamental assumptions is to alleviate people’s worry by providing them with a framework for understanding what to anticipate[14]. Denison and Mishra (1995) found that organizations are more productive when expectations are constant[15]. Since they are the tried-and-true methods by which a culture has always done things, they form the bedrock of any civilization[16]. The resolution of disputes is an essential part of every culture’s fundamental belief. Conflict resolution practices vary among cultures as a result of individual differences and life events. When faced with conflict, some cultures choose to avoid it at all costs, while others respond emotionally. Both actions can be taught and have a track record of successfully settling conflicts.
We often hear about “fit” when people are hired or fired in a job. This is related, many times, to a person’s “fit” with the basic underlying assumptions of an organization. My opinion is that the underlying assumptions of a culture do not change OR only change slightly over time and when a person does not fit those and try to force their own way on the organization, they ultimately do not fit and leave or are fired
Things That Are Making Us Think
There is a substack I subscribe to I really enjoy called “Coaching Coaches’“ by Colby Donavan. It comes out every Sunday. This Sunday he shared an article by an author I really enjoy—-Morgan Housel. Check it out here and make sure to focus on doing the work that is not glamorous.
I watched a documentary this weekend after being inspired watching Team USA win a gold medal in Men’s Basketball. Check out “The Redeem Team” on Netflix. It is a masterclass in commitment and teambuilding.
References from Psot
[1] Bolman, L. G., & Deal, T. E. (1992). Reframing organizations: Artistry, choice, and institution. San Francisco, CA: Jossey-Bass.
[2] Hogan, J., & Coote, V. (2014). Leading with cultural intelligence: The art of navigating diversity. San Francisco, CA: Jossey-Bass.
[3] Mills, J., & Hoeber, F. P. (2013). International human resource management. New York, NY: Routledge.
[4] Trice, H. M., & Beyer, J. M. (1993). Putting the new organizational theory into practice. Thousand Oaks, CA: Sage Publications.
[5] Gagliardi, P. M. (1986). Sharing the spoils: The emergence of professionalism in college sports. New Brunswick, NJ: Rutgers University Press.
[6] Posner, B. Z., Kouzes, J. M., & Schmidt, W. H. (1985). Leadership and organizational climate. San Francisco, CA: Jossey-Bass.
[7] Nite, S. D., Wolfe, R. A., & Shearer, C. D. (2013). Winning at all costs? A case study of student-athlete spiritual formation in conflict with athletic performance expectations. Journal of College and Character, 14(3), 1-7.
[8][8] Emerson, M. M., Brooks, G. P., & McKenzie, J. F. (2009). The character-building effects of sport participation: Evidence for a dose–response relationship. Journal of Personality and Social Psychology, 97(1), 181-191.
[9] Jayakumar, R., & Commeaux, P. (2016). Beyond character development: A critical examination of the student-athlete development model in intercollegiate athletics. Journal of College Student Development, 57(2), 189-206.
[10] Rettig, K. D., & Hu, S. (2016). Student-athlete engagement in educationally purposeful activities: A social network analysis approach. Journal of College Student Development, 57(1), 74-92.
[11] Umbach, P. D., Palmer, D. R., Kuh, G. D., & Hannah, S. T. (2006). The persistence of race and socioeconomic status differences in student-athlete degree completion rates. The Journal of Higher Education, 77(4), 610-643.
[12] Hatch, M. J., & Cunliffe, A. L. (2013). Organization theory: Text and cases. Oxford, UK: Oxford University Press.
[13] Rehman, A. (2002). The dynamics of corporate culture. New York, NY: Greenwood Publishing Group.
[14] Berquist, W. H., & Pawlak, R. J. (2008). Cultivating a culture of safety: A process for healthcare organizations. Sudbury, MA: Jones & Bartlett Learning.
[15] Denison, D. R., & Mishra, A. K. (1995). Toward a theory of organizational culture and effectiveness. Academy of Management Review, 20(1), 43-61.
[16] Hatch, M. J. (1993). The dynamics of organizational culture. Academy of Management Review, 18(1), 65-78.
