Cultural models add several useful elements to the analysis of school and college leadership and management. The focus on the informal dimension is a valuable counter to the rigid and official components of the formal models. By stressing the values and beliefs of participants, cultural models reinforce the human aspects of management rather than their structural elements. The emphasis on the symbols of the organization is also a valuable contribution to management theory while the moral leadership model provides a useful way of understanding what constitutes a values-based approach to leadership. However, cultural models do have three significant weaknesses:
1.There may be ethical dilemmas because cultural leadership may be regarded as the imposition of a culture by leaders on other members of the organization. The search for a monoculture may mean subordinating the values and beliefs of some participants to those of leaders or the dominant group. Morgan (1997, p. 150-51) refers to “a process of ideological control” and warns of the risk of “manipulation.”
2.The cultural model may be unduly mechanistic, assuming that leaders can determine the culture of the organization (Morgan, 1997). While they have influence over the evolution of culture by espousing desired values, they cannot ensure the emergence of a monoculture. As we have seen, secondary schools and colleges may have several subcultures operating in departments and other sections. This is not necessarily dysfunctional because successful subunits are vital components of thriving institutions.
3.The cultural model's focus on symbols such as rituals and ceremonies may mean that other elements of organizations are underestimated. The symbols may misrepresent the reality of the school or college. Hoyle (1986, p. 166) refers to “innovation without change.” Schools may go through the appearance of change but the reality continues as before.