The Three Layers of Schein’s Model
1. Artefacts
The artefacts of an organisation are its physical and social representations of culture, which are easily observable. These can be seen in architecture, office spaces, language, slogans, logos, and even in staff storytelling or meetings. However, despite their visibility, artefacts can be ambiguous and open to interpretation, sometimes making them difficult to fully understand.
For example, consider the Building Schools for the Future initiative—a secondary school building programme in England during the 2000s. This programme provided many headteachers with an opportunity to reshape their school environments. However, in many cases, the cultural significance of these designs was unclear or, at worst, a missed opportunity.
2. Espoused Values
The next level, espoused values, is less visible than artefacts but often more clearly defined. These include strategies, mission statements, policies, organisational charts, and contracts, all of which communicate the core values that guide how a school operates.
For instance, school websites often feature these guiding documents in one accessible location, outlining expectations for both staff (e.g., codes of conduct) and students (e.g., behaviour policies). The most effective values are those that permeate every aspect of the organisation. If a school promotes ambition as a key value, this should be reflected consistently across both staff expectations and student behaviour policies.
3. Shared Assumptions
At the deepest level of the model are shared assumptions—the unspoken and often unconscious beliefs that shape an organisation’s culture. These assumptions are not easily observable, yet they play a crucial role in how a school functions.
Consider a time when you attended a job interview and toured a school, meeting both staff and students. Later, when reflecting on the experience, you may have shared with colleagues, friends, or family how the school “felt”—whether it seemed like the right fit or not. This impression is rarely based on a single conversation or action; rather, it stems from subtle, underlying cultural assumptions.
Unlike artefacts or espoused values, shared assumptions are not written down. Instead, they become ingrained over time as individuals adapt and integrate into the organisation. Because of this, shared assumptions take longer to develop and solidify within a school’s culture.
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