Cultural Communication in Catholic Primary Schools October 10th, 2007 John De Nobile School of Education Australian Cen

1. Cultural Communication in Catholic Primary Schools October 10th, 2007 John De Nobile School of Education Australian Centre for Educational Studies

2. The larger study Organisational communication conceptualised as several distinct variables Job satisfaction dimensions Occupational stress domains Organisational communication may be related to satisfaction and stress. Organisational communication structures in schools should be investigated

3. The larger study 10 Factor Model of Organisational Communication F U N C T I O N S Directive communication Downward supportive communication Upward supportive communication Horizontal supportive communication Democratic Cultural F E A T U R E S Vertical openness of communication Vertical load of communication Access to communication channels Adequacy of information

4. Cultural communication • Developed as an idea from existing literature • Communication that serves the function of transmitting • organisational culture • Socialisation / acculturation (new members) • Maintenance (all members) • Previous conceptualisations: • - Integration (Thayer) ones affiliation with the organisation • - Maintenance (Goldhaber) passing on of procedures etc. • - Cultural communication (Carbaugh, Stage, Sathe)

5. Cultural communication: What? • School vision and mission • School values • Ethos • The way we do things around here • Assumptions about how to best operate • How to behave / dress / think / feel / do • History (people and events) • Symbols

6. Cultural communication: How? • Information from principal / supervisor • Information from peers • Symbols and icons (including dress, logos, etc.) • The physical environment • Ceremonies, rites and rituals • Narratives • Induction programs • Mentoring

7. Cultural communication: Who? • Principal (cultural leader) • Staff who have been there a while • Mentor • Cabals • Parents • Students • Grade partners • Others

8. Cultural communication: Why? • Facilitates transition into the new work environment • Can reduces role ambiguity / confusion • Affiliation / belonging • Enhance organisational commitment • Reduce turnover intention • Higher job satisfaction • Lower occupational stress • Positive / supportive climate • PE fit

9. Cultural communication: This study • OCPSQ • 356 staff members • 52 schools • 6 Catholic dioceses • 52% response rate • NSW, Australia • Cultural communication items (Dn, Hz) • 6 item factor (quantitative) • 11 statements (qualitative)

10. Cultural communication: This study

11. Cultural communication: This study • The 6 items • Staff members show me ‘the ropes’ • Staff members inform new staff about the school’s past achievements • Staff members inform new staff about the school’s mission • Staff members give new employees information about how things should be • done at this school • Staff members tell new staff stories about people or past events in the school • The principal supplies information about how things are done around here.

12. Cultural communication: This study • Positive aspects of cultural communication • “Despite personal & professional differences which • occasionally (unavoidably?) lead to some minor tension, all staff • members are truly committed to building a school that encourages • education & growth of the whole child. This shared vision is our • common goal and so, we must also apply this in dealing with our • peers/colleagues”. • Affiliation • Commitment to school goals

13. Cultural communication: This study • Positive aspects of cultural communication • “I’m new to the school, but I must say that everyone made a point of • telling the ‘new kid’ exactly how things are done – from playground • duties & playing boundaries to how to use the photocopier & who • should be ‘doing’ the copying.” • Job ambiguity / role confusion • Strong culture

14. Cultural communication: This study • Positive aspects of cultural communication • “As a new teachers aide I have found I can discuss any problem I am • encountering at school with any of the staff.” • “This is my first year as a teachers aide. I have found the staff at my • school very encouraging.” • Link with supportive communication • Morale

15. Cultural communication: This study • Negative aspects of cultural communication • “Being new to the school I find that some information was not made • explicit – some things were expected knowledge”. • Taken for granted assumptions • Strong school culture • Frustration

16. Cultural communication: This study • Negative aspects of cultural communication • “Sometimes, a person organising something for the school will not • be told the way things should be done until they’ve done it the • ‘wrong’ way- rather than being supported (particularly by the • principal) and guided through the process.” • Taken for granted assumptions • Strong school culture • Lack of support • Frustration / stress

17. Cultural communication: This study • Negative aspects of cultural communication • “As a fairly new member of staff, I found that while everyone was • friendly, there was very little guidance given as per school routines • & programs. Most information was achieved through trial and error.” • Lack of culture transmission • Productivity issues • Lack of support • Frustration / stress

18. Cultural communication: This study • Negative aspects of cultural communication • “Most staff have worked in this particular school for 10 – 20 years. this is my first year here. I’m finding it difficult to get past the ‘this is the way it’s always been done’ attitude.” • Strong / well established culture • Resistance to change • Innovation / adaptation • Frustration

19. Cultural communication: This study • Conclusions • Benefits of Cultural Communication include: sense of affiliation with the organisation, commitment to the goals of the school, reduced ambiguity about work and avenues for professional support. • Problems posed by Cultural Communication include: frustration arising from lack of understanding about procedures if Cultural Communication is absent, and the potential for impeded productivity, frustration for new staff may also arise from resistance to new ideas, which new staff members often bring to schools that have well established or strong cultures. • Cultural Communication is important to consider for: • - staff morale • - review of school processes • - effective leadership

20. Cultural communication: The way forward... • Further investigation across school types: • - Government • - Catholic systemic • - Independent • Deeper investigation of the phenomenon via interviews and • other data • Larger sample.