1. 13 Developing Organizational Cultures and Structures
Neubert & Dyck’s Organizational Behaviour

2. Learning Objectives 1. Creating an Organizational Culture
Discuss how an organizational culture is created
2. Prioritizing a Form of Organizational Culture
Describe the key assumptions and values associated with four basic organizational cultures
3. Aligning Culture with Structure, Technology and Strategy
Explain how to align organizational culture with structure, technology and strategy
4. Combining the Pieces to Make Four Organizational Types
Identify the four basic organizational types and how they should fit together to form a coherent whole
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3. Chapter Navigator Creating an Organizational Culture
Prioritizing a Form of Organizational Culture
Aligning Culture With Structure, Technology and Strategy
Combining The Pieces To Make Four Organizational Types
– Instructors can start by giving an overview of what the chapter will cover. The four topics that will be covered could be outlined and instructors could review briefly how each topic will be covered. The four topics center overall on developing organizational culture and organizational structure.
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This diagram introduces that four parts that the chapter will cover.
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5. Creating an Organizational Culture
Culture Creation By Leaders
Socialization
Organizational Culture’s Contribution to Uniformity
Strong versus Weak Culture
LO1
– Start this slide by giving students a background on the differences of organizations as it relates to the behaviour of organizational members. Discuss how these differences can occur with organizations of the same size, in the same industry or in the same geographic region. Discuss further what is an organizational type and have students provide an example of what encompasses an organizational type? Talk with students about how an organizational culture is created and the importance of the creation and maintenance of an organizational culture to its survival. In the discussion of the creation of an organizational culture, discuss with students two other related areas. First, take a look at socialization, which discusses how organizational members are introduced and acclimated to the organization’s culture. In a related vein, discuss the importance of the socialization process to the organization’s effectiveness. Second, have students distinguish between a strong versus a weak culture and discuss how each is created (from a conventional and a sustainable perspective) and what the implications are of having one type versus another for the organization.
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6. Prioritizing a Form of Organizational Culture
What an Organizational Culture Does
Clan Organizational Culture
Hierarchy Organizational Culture
Adhocracy Organizational Culture
Market Organizational Culture
LO2
– This slide provides an overview of the areas that will be covered in looking at prioritizing the different forms of organizational cultures, which includes what an organizational culture does and the different types of organizational cultures. The font at the beginning of each section is indicated in a different color (in this case, blue). It allows Instructors to introduce a topic area and allows students to start thinking about the sub-topics in that area.
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7. Clan and Hierarchy Organizational Cultures
What is Clan Culture?
Examples of Clan Culture
Conventional versus Sustainable Clan Culture
What is Hierarchy Culture?
Examples of Hierarchy Culture
Conventional versus Sustainable Hierarchy Culture
LO2
– Start this slide by defining clan culture and describing what takes place in an organization that exhibits a clan culture. Have students provide examples (if they have them) of organizations that they themselves have worked in that exhibited a clan culture. End this part of the discussion by discussing clan culture from a conventional and then a sustainable perspective. Continue by defining hierarchy culture and describing what takes place in an organization that exhibits a hierarchy culture. Have students provide examples (if they have them) of organizations that they themselves have worked in that exhibited a hierarchy culture. End this part of the discussion by discussing hierarchy culture from a conventional and then a sustainable perspective.
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LO2
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9. Adhocracy and Market Organizational Culture
What is Adhocracy Culture?
Examples of Adhocracy Culture
Conventional versus Sustainable Adhocracy Culture
What is Market Culture?
Examples of Market Culture
Conventional versus Sustainable Market Culture
LO2
– Start this slide by defining adhocracy culture and describing what takes place in an organization that exhibits a adhocracy culture. Have students provide examples (if they have them) of organizations that they themselves have worked in that exhibited a adhocracy culture. End this part of the discussion by discussing adhocracy culture from a conventional and then a sustainable perspective. Continue by defining market culture and describing what takes place in an organization that exhibits a market culture. Have students provide examples (if they have them) of organizations that they themselves have worked in that exhibited a market culture. End this part of the discussion by discussing market culture from a conventional and then a sustainable perspective. In the follow-up slide, look again at the four cultures based on the four dimensions – internal focus, external focus, flexibility and variety and predictability and control.
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LO2
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11. Aligning Culture With Structure, Technology and Strategy
Organizational Structure
Technology
Strategy
Conventional and Sustainable OB Approaches: Structure, Technology and Strategy
LO3
– This slide provides an overview of the areas that will be covered in looking at the alignment of organizational culture with structure, technology and strategy.
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12. Aligning Culture With Structure
Mechanistic Structure
Organic Structure
Inward-Facing Structures
Outward-Facing Structures
Conventional Organizational Structure and Their Characteristics
LO3
– In looking at the alignment of culture and structure, this slide begins with a look at the conventional mechanistic-organic structure and continues with the sustainable inward-outward facing structure. First, have students define what is meant by a mechanistic structure. Many students in the class might be familiar with this type of structure and will be able to discuss the advantages and disadvantages. Next, have students define what is meant by an organic structure. Many students in the class might be familiar with this type of structure and will be able to discuss the advantages and disadvantages. Discuss further these structures in a compare and contrast perspective along the four fundamental conventional elements of organizing. This can be done by using the follow-up slide. Have students point out the limitations of this type of interpretation for organizations today. Repeat much of what was done previously by looking at sustainable OB and the two different types of organizational structures offered there, namely inward-facing and outward-facing structures. First, have students define what is meant by an inward-facing structure. Some students in the class might be familiar with this type of structure and will be able to discuss the advantages and disadvantages. Next, have students define what is meant by an outward-facing structure. Some students in the class might be familiar with this type of structure and will be able to discuss the advantages and disadvantages. Discuss further these structures in a compare and contrast perspective along the four fundamental elements of organizing. This can be done by using the follow-up slide. Have students point out why these organizational structures are more applicable for organizations today. Finally, have students look at the class exercise OB in Action on page 278 and read and discuss the answers.
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LO3
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LO3
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15. Aligning Culture With Technology
Task Analyzability
Task Variety
Routine and Engineering Technologies
Nonroutine and Craft Technologies
LO3
– Start this slide by having students define technology, task analyzability and task variety. Have the students discuss the comparisons between a routine versus an engineering technology and the implications of both to today’s organizations. Have students do the same with a non-routine and a craft technology. Again, have them discuss the implications of these latter two types of technology for organizations today.
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16. Aligning Culture With Strategy
Cost Leadership
Differentiation
Focus
Minimizer
Transformer
Strategy: Conventional and Sustainable OB Approaches
LO3
– Have students define and provide examples of cost leadership, differentiation and focus strategies. Continue the discussion of this slide by having students define both minimizer and transformer strategies. When looking at the latter strategies, combine the discussion with the relations of these strategies to sustainable OB of inward-facing and outward-facing structures.
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17. Combining The Pieces to Make Four Organizational Types
The Simple Type
The Defender Type
The Prospector Type
The Analyzer Type
LO4
– This slide provides an overview of the areas that will be covered in combining all the elements we have looked at to make four organizational types.
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18. The Simple and Defender Types
What is Organizational Type?
Conventional Simple Type
Voluntary Simplicity Type
Conventional Defender Type
Sustainable Defender Type
LO4
– Begin this slide by returning to the original question and discussing with students why are there different types of organizations? Students may have different initial answers. Prepare students for the discussion that follows, namely that each type of organization will be presented in a format where the conventional type is compared and contrasted to the sustainable type. The first type is the Conventional Simple type. Have students define and compare and contrast this to the Voluntary Simplicity type. Next, do the same for the Conventional Defender type and the Sustainable Defender type. When discussing each type, have students provide examples of each type of organization that has been discussed. These examples could come from their own work experiences or from their readings. Instructors can also consider using the OB in Action exercise on page 283 to incorporate into this discussion.
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19. The Prospector and Analyzer Types
Conventional Prospector Type
Sustainable Prospector Types
Conventional Analyzer Type
Sustainable Analyzer Type
LO4
– This slide continues in the same vein as the previous slide. First have students define the Conventional Prospector type. Then have students compare and contrast it to the Sustainable Prospector type. Next have students define, compare and contrast the Conventional Analyzer type to the Sustainable Analyzer type. In doing this latter slide, also have students incorporate their examples.
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LO4
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21. Copyright
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