Bakalauro baigiamajame darbe nagrinėjami veiksniai, kurie daro įtaką organizacijos klimatui. Išanalizuoti ir susisteminti įvairių Lietuvos ir užsienio autorių darbai, tyrimai organizacijos klimato tema. Pasinaudojant teoriniais sprendimais bei metodais, atliktas AB "Šiaulių geležinkelio infrastruktūra" organizacijos klimato tyrimas: įvertinta organizacijos veiklos būklė, atlikta žmogiškųjų išteklių analizė, ištirtos darbuotojų nuostatos apie organizacijoje dominuojantį klimatą. Apibendrinus gautus rezultatus, nustatyta, kad AB "Šiaulių geležinkelio infrastruktūra" susiklostęs organizacijos klimatas yra geras, o organizacijos vadovams rekomenduotina atkreipti dėmesį į darbuotojų dalyvavimą priimant organizacijos sprendimus. / In the present bachelor thesis, factors which are influenced on organizational climate were analyzed. Organizational climate researches, presented by Lithuanian and foreign authors, were analyzed and systematized. Theoretic methods and solutions were used for investigation of organizational climate of Joint-stock Company “Šiaulių geležinkelio infrastruktūra“: condition of work in organization was estimated; human resources in organization were analyzed; attitude of employees about climate on organization was studied. It was estimated from obtained results, that organizational climate in Joint-stock Company “Šiaulių geležinkelio infrastruktūra“ is healthy. However, more attention of the head of the company should be paid for participation of employees in solutions of organization problems.

This post-graduate work is an independent part of a team research work. The aim of the project is to set the connection between team work and organizational climate in the management characteristics of human resources of the organization using adapted work test "Team Puls" established and used by Germans in the cultural terms of Lithuania as well as newly created test based on organizational climate crisis. The research proved theoretical presumption that well developed and functional team work corresponds to the favourable organizational climate and vice versa the organizational climate crisis is responsible for the not effective team work. Preceding was confirmed by the systematic and reliable statistical connection between team work and organizational climate estimated in accordance with the method of factorial analysis. High psychometrical quality of the tests on the team work and organizational climate was proved using various methods such as factorial validity, inner consistence and retest.

abstract: ABSTRACT The child welfare workforce is charged with the demanding work of ensuring the safety, well-being, and permanency of maltreated children. Although child welfare work can be rewarding, it is also associated with high levels of stress and burnout, causing challenges to retain staff. Developing organizational cultures and climates within child welfare agencies that are supportive of the workforce and strive to improve outcomes is essential. Applying the ecological systems theory to a child welfare agency provides for an understanding that the agency is comprised of different levels of systems with interactions between the systems. This study examined the association between the individual level factors of job satisfaction, coping skills, self-efficacy, burnout, job stress, and individual affect with organizational level factors including culture and climate. Child welfare workers from one regional area were invited to participate in an online survey utilizing the Comprehensive Organizational Health Assessment and the Positive and Negative Affect Scale. Results indicate that there is an association between each of the individual level factors and the organizational factors. The importance of the role of individual affect was highlighted in the results in that the level of affect reported was associated with corresponding ratings of the perception of the organizational culture and climate. These results provide implications for hiring, training, mentoring, and supervision. This study attempted to assess if the organizational culture and climate of individual child welfare units could be linked to permanency outcomes. This linkage was not possible in this study, however implications to conduct this type of research are made. Advancing the study of organizational culture and climate beyond the impact of such factors as job satisfaction and retention to linking to direct client outcomes is an emerging and important field of research. / Dissertation/Thesis / Doctoral Dissertation Social Work 2017

ABSTRACT Interest in the purpose and function of district offices has grown extensively in research on educational change over the past decade. The emphasis on educational performance and under-performance has shifted from schools and school principals to district offices and district officials. The study outlines the nature of the organizational culture (OC) as found in two differently-performing (low and high performing) district offices. The case studies explored the reasons for such culture differences from a leadership and management viewpoint to understand why some district offices perform better than others. This mixed methods methodology used face-to-face interviews, two different questionnaires, and observations recorded in a researcher’s journal. Arguing from the perspective of the theory of Alternation to better understanding OC as it appears in district offices, leaders and managers are perceived to be able to determine the status of OC and alter management and leadership styles and strategies thus creating a culture of educational performance. The interpretive approach of the study views the OC in the district office as observed through policies, laws, education acts and observable phenomena in district offices, provincial education offices and the Department of Basic Education. The analysis of the core education policies, acts, documents and provincial circulars together with observations made during site visits was used to understand the current purpose and usefulness of OC using a mixed methods approach. The response to the main question of the study: ‘What is the organizational culture in education district offices like?’ states that district offices as mandated organizations have a peculiar OC that is either geared towards education performance or merely maintaining the status quo. It was also determined that the OC in district offices is not clearly defined, leading to multiple misconceptions of the purpose of the district office and the mismanagement of resources to uphold the current presentations thereof. During the analysis of data it was found that district one highlighted the OC concepts mission, values, goals, desired outcomes, and complexities amidst chaos. This places the district in the behavioural stage amongst the five developmental stages of OC theories. District two was stronger on different people’s views about the organization, what motivates values, what motivates beliefs and shared behaviour, placing the district in the initiation stage of OC theory. The OC in a district office is the composite presentation of all the employees, their commitment and aspirations to provide the service of education. The working assumptions in the study were affirmed that:  OC is a determinant of whether a district office becomes a low or high performing district  There is a correlation between the nature and quality of leadership and management in a district office, OC and the performance of the district. It was argued in the study that the National Senior Certificate (NSC) examination plays a decisive role in the benchmarking of performance and achievement of education in South Africa. When this was rationalized within the context of the study, four problematic practices were identified: 1. There is a disparity in results of learners in a particular socio-economic context within the South African system. 2. That the key policy objects for the new democratic South Africa are providing free, basic, equal and common education to every child especially in schools from previously disadvantaged areas. 3. The education format envisages a uniform system for the organization, governance and funding of schools to counter a legacy of past inequalities and segregation and a thread to achieving democracy. 4. The performance of education district office as service centres is suspected of not having consistent aims and prioritised needs resulting in a lack of support to schools, and disempowered officials. The blurred directions given to officials have an impact on the overall performance of the district. The research on the purpose and role of OC, and the link between OC and district performance, identified that the challenge to provide a common uniform education system is ever growing. This study about the OC in two differently performing districts recommends the following improvement of practices namely that: • The relationship between Provincial Education Department (PED) mandates and forms of power in district offices be reconsidered making heads of districts accountable for the kind of OC and performance in the entire district. • Policy implementation and accountability of mediation or compliance in district offices should remain with the district management team. • District officials should acquire the ability to negotiate the differences between policy compliance and policy mediation. • All employees in the district office should be aware of the ability of OC to influence educational performance. . The study found that poor education leadership and management creates a gap where poor performance is classified and supported with more polices that target underperformance. This research on OC in district offices established possible intervention strategies to support district officials in ensuring the development of a positive OC in the district office. The recommendations intend to influence the perceptions of district officials about the usefulness of OC on performance in district offices. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / Unrestricted

This research study was conducted to determine whether teachers' perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both learning organizations and organizational climate were explored. Recent research on the development of professional learning communities and school climate was also examined. Descriptive and inferential statistics were performed to investigate each research question; these statistics included Spearman rho correlations, multiple regressions, and chi-square analyses. Findings demonstrated that the null hypotheses were rejected or partially rejected for each research question. Significant relationships were found between teachers' perceptions of school climate and the dimensions of a PLC. Of the demographic variables, only years of teaching experience was found to be not significantly related to the school climate dimensions. The implications of these results validate the importance of building a climate of supportive principal behavior and committed and collegial teacher behaviors, as demonstrated by the significant relationship of these characteristics to schools exhibiting higher degrees of the dimensions that constitute a PLC. Educational stakeholders wishing to develop schools into job-embedded communities of learners with evidence of the five dimensions (shared leadership, shared vision, collective creativity, peer review and supportive conditions) must attend to developing the climate behaviors necessary for that to occur. As demonstrated by the research results, establishing an appropriate school climate that promotes professional interaction, support, and teacher commitment to students is a strong place to begin.

The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators. The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school. • Certain aspects such as school climate, educational climate and classroom climate regarding the organisational climate of the school are intertwined and they form a unit that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made: Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered. Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on. Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups. Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators. The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school. • Certain aspects such as school climate, educational climate and classroom climate regarding the organisational climate of the school are intertwined and they form a unit that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made: Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered. Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on. Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups. Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

Esta investigación titulada “Clima organizacional y su impacto en el desempeño laboral de los colaboradores en la mediana y gran empresa de venta al por menor de calzado y prendas de vestir del Emporio Comercial de Gamarra, año 2018” tiene como objetivo principal analizar el impacto que tiene el clima organizacional en el desempeño laboral. Actualmente, las empresas están implementando herramientas para la medición del clima organizacional con la finalidad de identificar los factores que generen un adecuado ambiente laboral. El trabajo se divide en cinco capítulos: Capítulo I Marco teórico, en donde se explicarán los conceptos básicos, tales como: Clima organizacional y sus dimensiones según Litwin y Stringer (1968); desempeño laboral y sus dimensiones según Alles (2011); y el sector investigado. Capítulo II Plan de investigación, se formula la problemática de la investigación, hipótesis y objetivos. Capítulo III Metodología de investigación, en donde se detallan los tipos de investigación e instrumentos a utilizar para una población muestral de 71 colaboradores en 7 empresas. Capítulo IV Desarrollo de la investigación, donde se analizó la información cualitativa y cuantitativa. Capítulo V Análisis de resultados, se realizó el análisis de los instrumentos, concluyendo con la validación de la hipótesis general y específicas en base a los resultados obtenidos en las tablas cruzadas, CHI cuadrado y análisis de correlación. Finalmente, se detallan las conclusiones y recomendaciones para todos aquellos que deseen analizar el impacto del clima organizacional en el desempeño laboral dentro de cualquier industria. / Chapter I Theoretical framework, where the basic concepts will be explained, such as: Organizational climate and its dimensions according to Litwin and Stringer (1968); The work performance and its dimensions according to Alles (2011); and the researched sector. Chapter II Research plan, the problematic formula of the research, hypothesis and objectives. Chapter III Research methodology, which details the types of research and the instruments that will be used for a sample population of 71 employees in 7 companies. Chapter IV Development of research, where qualitative and quantitative information is analyzed. Chapter V Analysis of results, the analysis of the instruments was carried out, Conclusion with the validation of the general and specific hypothesis based on the results in the crossed tables, the square CHI and the correlation analysis. Finally, see the conclusions and recommendations for all those who wish to analyze the impact of the organizational climate on job performance within any industry. / Tesis

Šiame magistriniame darbe išanalizuota įvairių Lietuvos ir užsienio autorių organizacinio klimato ir darbinio streso teorinės sąsajos, bei atlikti tyrimai dvejose statutinėse organizacijose. Tyrimui atlikti buvo pasitelkta du standartizuoti testai: prof. G. Merkio mokslinės grupės sukurtas „Organizacijos klimato krizės“ ir Lietuvoje iki šiol nenaudotas „Darbinio streso“ testas, kurie atskleidė Pataisos namų X ir Tardymo izoliatoriaus Y darbinio streso ir organizacinio klimato būklę. Pateikiamos išvados, diskusijos ir literatūros sąrašas. Išanalizavus tyrimo duomenis, dalinai pasitvirtimo magistriniame darbe iškelta hipotez�� - „Laivės atėmimo įstaigose susiklostęs organizacinis klimatas yra nepalankus, aukštas darbuotojų patiriamas streso lygis, todėl reikalauja vadybinės intervencijos“. Norint tiksliai išanalizuoti organizacinį klimatą bei darbinio streso priežastis, rekomenduotina atlikti kokybinio testo analizę. / In this master degree work there is analyzed the theoretical connection between organizational climate and working stress, and done research in two statutional organizations. Two standardized tests were used for making a research: „Crysis of Organizational Climate“ founded by prof. G.Merkys scientific group and test of „Working Stress“ which was not used in Lithuania up to now. These tests have showed the condition of working stress and organizational climate in Penitentiary X and Interrogation Facility Y. At the end of the work conclusions, discussions and list of literature are presented. Data analysis has showed that hypotesis – „ Organizational climate in the imprisonment institutions is unfavourable, the level of stress experienced by employees is high, therefore managerial intervention is necessary“- formulated in this master degree work was confirmed partially. In order to make a precise analysis of causes of organizational climate and working stress it is recommended to do analysis of quality test.

Made available in DSpace on 2016-08-02T21:42:34Z (GMT). No. of bitstreams: 1 MarceloRM.pdf: 513222 bytes, checksum: fb5d896e21912ea57f2abc16c8012964 (MD5) Previous issue date: 2014-03-12 / The people management is a strategic element in organizations. Among the strategies that can be adopted for managing people, the monitoring of organizational climate has been the focus in organizations. In the competitive world, business incubators emerge, with the goal of providing new ventures, means for companies in early life, have conditions to expand, aiding in local and regional economic development. The present study aimed to analyze the organizational climate of three companies of the incubator project of a city in the state of São Paulo and verify the impact that the current climate is causing these developments. The criterion used to selection of the companies was the graduation, ie, companies with longer incubator were chosen and will be ready to leave the project at the end of 2014. This study drew on qualitative and quantitative methods in order to make the methodological process and build the final analysis of the research. As quantitative method one Organizational Climate Scale constructed and validated by Martins et al. (2004) was used and as qualitative method an interview with employees and managers of the companies studied was conducted, with the purpose of collecting information to assist in the study, provide better understanding of the workplace and examine which principal impacts caused by this climate. Was perceived that the companies studied, presents serious problems in their work environment and in turn, this organizational climate has impacted on other variables such as, level of stress, turnover of professionals, professional performance and profitability of these organizations. / A gestão de pessoas é um elemento estratégico nas organizações. Dentre as estratégias que podem ser adotadas pela gestão de pessoas, o monitoramento do clima organizacional vem sendo foco nas organizações. No mundo competitivo, as incubadoras de empresas surgem, com o objetivo de proporcionar aos novos empreendimentos, meios para que tenham condições de expandir, auxiliando no desenvolvimento econômico local e regional. O presente estudo objetivou analisar o clima organizacional de três empresas do projeto incubadora de uma cidade do interior do estado de São Paulo e, verificar os impactos que o clima presente está causando nestes empreendimentos. O critério utilizado para a seleção das empresas foi o de graduação, isto é, foram escolhidas empresas com mais tempo de incubadora e que estarão prontas para deixar o projeto no final do ano de 2014. Este estudo valeu-se de métodos qualitativos e quantitativos para poder efetuar o processo metodológico e construir a análise final da pesquisa. Como método quantitativo foi utilizada uma Escala de Clima Organizacional construída e validada por Martins et al. (2004) e como método qualitativo foi realizada uma entrevista com funcionários e gestores das empresas estudadas, com o objetivo de coletar informações para auxiliar no estudo, proporcionar melhor compreensão do ambiente de trabalho e verificar quais os principais impactos causados pelo clima presente. Percebeu-se que, as empresas estudadas, apresentam sérios problemas em seu ambiente de trabalho e, por sua vez, este clima organizacional vem impactando em outras variáveis como, nível de estresse, rotatividade de profissionais, desempenho profissional e na lucratividade destas organizações.