Climate Assessments

I want everyone to feel welcome and respected in my school, business or organization.

Our climate assessments measure: How it feels to be here”; The quality of the connections between the people.

  • Provides a baseline measurement for how people feel; measures strengths and areas of opportunity.
  • Three types of assessments for students, educators, support staff, families, management, employees, board of directors, members and suppliers:
    1. Surveys
      We create, administer and analyze surveys designed to quantitatively assess how welcome, safe and respected children and adults feel within the school, business or organization
    2. Focus Group and Interview Research
      We conduct focus group and interview research to gather more in-depth qualitative information that assesses how people feel
    3. Observational
      We conduct observational assessments to document behaviors and interactions that further discloses a sense of the climate

Why?

Sometimes what we think to know to be true isn’t the truth. Having a pulse on the atmosphere and relationships provides both quantitative and qualitative data that may reveal information, especially subtle information that stands in the way of a school, business or organization achieving its goals and objectives.

  • A student who worries about being bullied at recess doesn’t focus on her academics.
  • An employee who doesn’t feel his input is valued will eventually shut-down.
  • An educator who feels disrespected and misunderstood doesn’t give 100% in the classroom.
  • A volunteer who leaves feeling offended or unappreciated is unlikely to give of her time and financial support again.

Outcomes

Climates where people feel:

  • Welcome (they belong);
  • Safe (emotionally, socially, and physically);
  • Respected (they can be themselves and it’s OK); and
  • Connected (they have relationships built on respect, trust, caring and honesty).

The JCC’s Climate Assessments provide a lens into the health of the relationships within a school, business or organization, including 1) student to student, 2) student to adult, 3) adult to adult, and 4) adult to student. The deliverable of the Climate Assessment is a comprehensive written report that includes the strengths and opportunities. The JCC partners with a school, business or organization to help implement “quick wins” and create action plans for long-term initiatives.

Hear what some participants had to say about Climate Assessments:

“I was surprised at the number of students who reported that educators do not say hello to them as they enter the classroom. This is a quick and easy thing that we can implement to help our students feel more welcome.”


“The findings from the assessment gave us valuable information to help us focus our efforts in creating an atmosphere where everyone is respected and valued.”


“The climate assessment results proved that our perception of how people are feeling isn’t quite what we believe. Now we have an idea of the areas where people aren’t feeling as connected as we want them to and we can begin to address it.”

Examples of Graphs from a Climate Assessment Report

Culture Assessments

I want to ensure that “how we do things” is fair to everyone.

Our culture assessments ensure that: “How things are done” are fair and inclusive for everyone.

  • Provides a baseline measurement of how the culture of a school, business or organization impacts its people.
  • Two components of the assessment:
    1. A review of the policies, communications, processes, values, traditions and rituals for fairness, inclusiveness, unintended consequences, and long-term impact.
    2. A survey, focus group or interview of the people for their perspectives on how well the rules are being followed, enforced, and how people are held accountable for their actions.

Why?

When the culture of a school, business or organization contradicts what that school, business or organization says it stands for, credibility is lost and reputations are tarnished. And, when the people within a school, business or organization don’t follow the rules, values and ethics, it sets the stage that accountability isn’t important or a priority.

  • A company policy states an employee will receive one 15-minute break per 6-hour work shift, yet the employees who smoke are seen outside the building taking several smoke breaks throughout the 6-hour shift.
  • The school’s dress code policy indicates that shorts and skirts must be of a certain length. Yet, cheerleaders are allowed to wear their uniforms during game day and the length of the skirt on the uniform is shorter than the policy states.
  • Some of the terminology used in the organization’s newsletter is outdated and can be misconstrued as offensive to certain members and supporters.
  • The policy states that no eating is allowed at the reception desk and that a certain dress code must be followed yet some of the front desk associates eat while working and wear clothing that goes against the dress code policy.

Outcomes

Cultures that are:

  • Fair to everyone;
  • Appropriately aligned with what a school, business or organization says they represent;
  • Ingrained into the way of doing business; and
  • Consistently enforced with consequences.

The JCC’s Culture Assessments ensure all people are following the values, rules, and beliefs that a school, business or organization holds dear while providing a “fresh lens” to past traditions, rituals, and habits that may need to be tweaked based on today’s demographics.

Hear what some participants had to say about Culture Assessments:

“We used the term sexual preference in our anti-discrimination policy. We didn’t know that phrase is outdated and is now replaced with sexual orientation. Making a little change like this speaks volumes.”


“The data showed that although we have a policy that no cell phones are to be out while in a classroom setting, several teachers were letting the students use them during free time. Their intentions were good but give the mindset that breaking the rules is okay.”


“We found out that we do some things just because they’ve always been done. Having a fresh perspective helped us to see the simple and little things we’ve overlooked, yet can have a great impact.”

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