This posting overviews the organizational culture of the dojo. It is examines the origin of these beliefs, assumptions, attitudes, and practices.
As you investigate the dojo's organizational culture, try to consider the underlying causes and effects. Notice the dojo's specific beliefs and attitudes. For example, an almost aesthetic view of the art is presented when he "was not interested in advertising, which he felt would appear too pushy." The non-capitalist attitude shows the organization's belief toward nonmaterialistic teachings. When looking at practices, recognize how he "set up classes for both children and adults." In other words, the organizational culture advocates lifelong learning for both kids and adults, particularly the affective domain when "camaraderie" is emphasized. The collaborative and cooperative practices are inferred.
Although these examples target the belief structure, notice the perfectionist or prescriptive methodologies also associated with the organization in "Hank's foremost concern is his desire to teach judo the right way." This set way denotes rigidity toward the organization with its enforcing of "strict rules for the cleanliness and appearance of mats and uniforms, as well as rules for the respectful address of people of more senior ranks."
When dissecting attitudes and beliefs, this high level of reverence is noted as "students are taught to bow to ...