Players can also be asked for further information, for example, which way is the unique culture heading (by an arrow) or what is their ideal unique culture for them.
玩家會要求補充進一步的資料，舉例來說，這辦法是 獨特的文化方向（由箭頭）或是對他們而言，什麼才是獨特文化的想法。
The corners are extreme positions and the colours act as magnets either attracting or repelling, helping players to fix the positions.
這些角落是絕對的位置，而顏色作為磁鐵以吸引或排斥， 幫助玩家固定他們的位置。
Most will see their school’s unique culture as a combination of two or three colours. The group of players then collate their individual responses on a group sheet and discuss the results.
大部分的人會看到他們學校的獨特文化，也就是兩個或三個組合的顏色。每一小組的玩家會收集對他們寫在紙上的個人反應，然後討論結果。
Often the discussion itself is invaluable, especially if the session leader is on hand to probe; for example, ‘Can you give an example of that...’ (consider recording this discussion since this will provide important additional data that you can interpret later). In this way, it is possible to arrive at a mastersheet by combining data from the whole staff. Often a strong consensus is established. For example, the diagram in the box at the bottom of page 4 shows a school whose unique culture is perceived as mostly formal (pink) with elements of hothouse (green), whose staff would prefer a culture of mostly hothouse (green) with elements of welfarist (yellow). The game can be played by different groups, such as senior leaders, and curriculum groupings, and the results then compared. The contrast can be surprising, even startling, but the data should be handled with sensitivity and diplomacy.
Implications for leadership
領導的含義（啟示）
The four most important tasks for middle and senior managers with regards to school culture are a：
basic understanding of its meaning and significance diagnostic task – identifying a school’s unique culture directional task – deciding which way a school’s unique culture should move managerial task – after deciding where the unique culture is going, it is necessary to arrange and implement a plan to get it there.
對於學校文化，中級和高級的經理有四個重要的任務，就是基本的了解診斷任務的意義和重要性：
1. 確認學校獨特文化的導向任務。
2. 決定哪一個學校的獨特文化應該移至管理性的任務。
3. 在決定了獨特文化的方向後，就要安排以及完成一個可以達到目標的計劃。
Once you have identified the unique culture of your school, your leadership team needs a time of brainstorming, thought-provoking questioning, consultation and above all a stiff dose of pragmatism.
當你確定了你學校的獨特文化，你領導的團隊需要時間去進行腦力激盪， 思考引人深思的問題， 商讨，尤其是實務的困難。
This reflective period enables the SMT to confront important issues, which, if engaged in and followed, will act as a ‘springboard’ for significant and focused action. Any decision to modify a school’s culture should be considered in light of the old adage ‘the only thing of real importance that leaders do is to create and manage culture’, which reflects not only its significance but also the difficulty of the task at hand.
From the outset, question your own and other leaders’ assumptions about the nature of school culture – see the box below right.
Before embarking on any attempt to change culture, you need to make a leap in faith and make the assumption that school culture is:
plastic and manipulable and can be shaped by the leaders a unifying force that will enable the school to achieve its primary goals linked to school effectiveness and performance via employee motivation.
Without the belief that the unique culture is good for teaching and learning, that it can be changed and aids teachers’ morale, no curriculum leader will initiate any change.
The statement, ‘Do not assume that “strong” cultures are better than “weak” cultures’ needs an explanation. A strong culture has a positive impact on school performance, particularly if the school adapts to the environment and interacts proactively with it. Contemporary schooling necessitates proactive reaction to ongoing and multiple changes stemming from, for example, Government initiatives. Where a culture is strong but inflexible, for instance a headteacher who has been in post for 20 years leading to a robust but rigid culture, the capacity to absorb change will be partial and limited. The situation a school finds itself in is important and it is within the bounds of possibility that School A in a dire situation excels despite a weak unique culture and scant flexibility, or that School B may perform poorly despite its strong unique culture or dynamism and flexibility. After all, a school head may well be brilliant in one school yet lack lustre in another and this can be put down to context or ‘situation’.
Changing a school’s unique culture 改變學校獨特的文化
A school’s unique culture is shaped by its history, key people in its past such as leaders who are said to be culture founders, and contemporary context.
學校獨特的文化是由它的歷史形成的，它過去的關鍵人物就好像領導者， 可以說是文化的創建者以及當代的背景。
Unsurprisingly, since the unique culture is based on fundamental assumptions and beliefs shared by staff and pupils that operate unconsciously, the task of changing culture is extremely difficult.
由於獨特的文化是基於共同的基本假設和工作人員及學生在不知不覺中執行的信念，因此要改變文化的任務是非常困難的。
The task of reculturation
– changing one set of beliefs for another
– is daunting (changing our own beliefs would require a major shift in itself).
文化重組的任務
1. 改變一套成為另外一種信念
2. 這是艱鉅的（改變我們自己的信念需要自身重大的轉變）
One possibility is not to try to change beliefs in an attempt to change everyday practice, but to change everyday practice, which will lead to a change in beliefs.
一個可能性是不去改變信念而是試著改變每天實務，但不是改變每一天所有的實務而是改變那些會影響信念的實務。
The strategy to achieve successful reculturation will depend on a clear vision of the new culture and an understanding of how to manage change.
達到文化重組的策略取決於對新文化明確的目標和理解怎樣管理改變。
David Hargreaves’ game identifies the unique school culture, but four further considerations will help you to make the process a positive one.
David Hargreaves的遊戲確認獨特學校的文化，但四個進一步考慮將幫助你做一個積極樂觀的過程。
These are:
What is the teaching culture of the school? 什麼是學校的教學文化？
Where is the culture movement-wise? 哪裡是文化運動，明智？
What cultural phase is the school in? 什麼是在學校裡的文化的階段？
How will you manage the change process? 你將如何管理變化的流程？
Teaching culture 教學文化
Andy Hargreaves (1994) highlights four existing teaching cultures – see the box right.
Andy Hargreaves強調四種存在的教學文化-請見右表。
It is a good idea to reflect on what fellow teachers actually do rather than what the school prospectus claims they do.
與其由學校章程要求他們做什麼，不如由教師反映他們做什麼，是一個比較好的主意 。
For example, individualism means teachers will tend to work mostly in isolation and treat their classrooms as a black box where no-one enters.
舉例說，個人主義的教師會比較傾向於在孤立狀態中工作，對待他們的班級就像個黑箱沒有人可以進的來。
Collaboration is informal and semi-structured with no strict etiquette and tends to be strongly sociable. Contrived schools have many, maybe too many, formal meetings where routine meetings are the norm. Teachers who practise Balkanisation are more political in their affiliation and often groups come together for mutual support and ‘sniping’ at other schools or departments within their own school is common practice.