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1 Peninsula College Student Services Audit Report

Communication Audit

of

Peninsula College Student Services Division

Prepared by:

Sophia Iliakis Doherty

School of Professional Studies

Gonzaga University

July 7, 2014


Executive Summary

This communication audit examines the effectiveness of various communication methods

on the productivity and job satisfaction of employees within the organizational structure of the

Student Services Division of Peninsula College. The college community adheres to an agreed-

upon set of Guiding Principles (see Appendix A) through which ‘open and honest

communication’ is seen as central to the success of the institution and its constituents. The

institution serves approximately 8,000 students at four different learning sites on the north

Olympic Peninsula (see Appendix B), therefore, effective communication is critical for both staff

student success.

This audit identifies the various departmental levels of organizational communication

within the division and how they relate to one another through formal and informal methods.

There are four different units housed within the division, which all have highly comprehensive

purposes and goals. This audit will not delve into the working details of each division, but will

specifically focus on common concerns arising from the individual departments that impact the

progress of division as a whole.

The findings presented within this audit arose from research methodology that included a

survey questionnaire followed by an additional follow-up survey questionnaire focused on a

particular area of interest, interviews with Student Services management and ethnographic

observations. Survey and interview questions used Downs-Hazen Communication Satisfaction

(ComSat) questioning format (Downs and Adrian, 2004) to help identify areas of correlation in

job satisfaction; personal feedback, communication climate, supervisory communication,

organizational integration, media quality, corporate perspective, horizontal communication, and

subordinate communication.


The results revealed that clarity was lacking in downward communication, greater

advocacy effectiveness was required with regard to upward communication, and a need for

horizontal communication was evident. Results also concluded that a re-evaluation of how

meetings are designed and executed is required.

This final report concludes with recommendations to help ensure communication

structures within the Student Services Division at Peninsula College remain productive and in

alignment with the Guiding Principles of the college.


Table of Contents

The Purpose of this Study……………………………………………………………………….6

Description of Peninsula College Student Services Division…………………………………...8

Organizational Foundation………………….…………………………………………..9

Communication and Reporting Structure………………………………………………10

Research Process………………………………………………………………………………..11

Limitations………………………………………………………………………………11

Scope of Work……………………………………………….………………………….12

Methodology…………………………………………………………………….............12

Questionnaire Survey…………………………………………………………...10

Interview………………………………………………………………………...11

Observation……………………………………………………………………...11

Analysis

Formal Communication Channels……………………………………………………....14

Informal Communication Channels……………………………………………………..15

Summary of Major Findings…………………………………………………………….17

Conclusions and Recommendations…………………………………………………………….24

References………………………………………………………………………………………25

Appendices

A. Peninsula College Guiding Principles, Mission and Vision

B. Peninsula College Facts and Figures

C. Student Services Communication Survey (Word Sample)


D. Student Services Communication Survey and Findings (Survey Monkey)

a. Student Services Communication Survey Question 1 (Findings)

E. Email Communications; Student Services Communication Survey

F. Student Services Supplemental Survey and Findings (Survey Monkey)

G. Ethnographic Observations and Findings

H. Student Services Leadership Interview Questionnaire and Findings

I. Email Communications; Student Services Leadership Interview

J. Peninsula College Student Services AUP (Annual Unit Plan – attached separately)


Purpose of Study

To ensure success, organizations must utilize productive means of communication. For

educational institutions this is paramount as students’ lives and futures can be negatively

impacted through missed messages, miscommunication, or misunderstandings. To prevent such

mishaps, college departments that exist to specifically serve students must rely on timeliness,

accuracy, and strong interpersonal skills to assist students in the best way possible. Without

effective communication methods that allow upward, downward and horizontal free flow of

information within and between departments and divisions and a clear understanding of common

institutional goals with adherence to accepted principles, communication fallacies can result that

leave workers feeling unfulfilled and frustrated. Ultimately, this can have a negative effect on

student success and worker satisfaction. Strangers coming together for the purpose of work is a

forced relationship. “Organizational relationships are both like and unlike “normal” interpersonal

relationships. We communicate with people at work because our assigned tasks require us to do

so.” (Conrad and Poole, 2012, p. 6).

Conrad and Poole define communication as “a process through which people, acting

together, create, sustain, and manage meanings through the use of verbal and nonverbal signs

and symbols within a particular context.” (p. 6). Peninsula College recognized the importance of

communication by virtue of making it the third point in its Guiding Principles, “Members of the

campus community will be open and honest in their communications.” (See Appendix A).


Therefore, when approached about this communication audit, the college’s Student Services

Division management was both supportive and excited to cooperate. There have been ongoing

staff changes within the division, stress involved with incoming major technology

implementation and ongoing adjustments to a new college leadership. These changes reportedly

resulted in communication disruption, lack of clarity regarding organizational direction and

inevitable decreased moral.

With these factors in mind, the specific goals of this study sought to identify and

understand the perceived depth of the cracks within the Student Services Division in order to

offer recommendations on how to improve communication to prevent further erosion, restore

morale and increase employee satisfaction to better serve students. Research goals were defined

as follows:

Explore organizational communication relationships.

Impact of various methods of communication and their effectiveness.

Identify impact of communication on job satisfaction.

Diagnose organizational strengths and opportunities for improvement.

Therefore, the purpose of this study was to explore the effectiveness of formal and

informal communication methods amongst various communication networks within the Student

Services Division at Peninsula College and identify the impact on employee productivity and

satisfaction in order to improve upon organizational strengths.


Description of Peninsula College Student Services Division

Peninsula College is an accredited two-year public community college located on the

Olympic Peninsula of Washington State. It is the only institution of higher education serving the

region of approximately 100,000 inhabitants. The Student Services Division oversees the

recruitment, enrollment, testing, advising, registration and graduation of over nearly 8,000

students. Students range from 15 to over 80 years of age and include high school students,

traditional students, non-traditional students, international students, athletes, veterans,

multicultural students, and students with disabilities. The students cover a wide range of majors

which include Peninsula's own BAS (Bachelor's Degree of Applied Science in Applied

Management), academic transfer students interested in pursuing off-campus four-year degrees,

and professional-technical students pursuing jobs immediately upon or before graduation. In

2012, the college celebrated its 50 year anniversary as one of the oldest community colleges in

Washington State.

The Student Services Division is led by a Vice President and broken down into four

different areas managed by a Dean and three Directors; The Dean for Student Development

(soon to transition to Associate Dean for Student Success) Director of Financial Aid and

Enrollment Services, the Director of Athletics and Student Life, and the Director of International

Student and Faculty Services.


Each area manager is responsible for direct and indirect reports

including full-time and part-time exempt and classified staff, some faculty,

hourly and student employees totaling approximately 50 staff. The Student

Services Division is one of the largest of four divisions on campus which

include Instruction, Administration, and Institutional Effectiveness all led by

Vice Presidents who answer to the President who in turn answers to the

Board of Trustees.

Peninsula College Student Services Organizational Foundation

Vice President

Enrollment Services & Financial Aid

Enrollment Services

Financial Aid

One-Stop Counter

Veterans Services

International Student &Faculty Services

Int'l Student Mentors

Domestic Recruitment

International Student & Faculty

Services

Athletics & Student Programs

Student Government

Student Activities

Athletics:Basketball (M &

W)Soccer (M & W)

Student Development, Counseling & Student

Support Programs

Counseling

Long House

Opportunity Grant

Running Start

Upward Bound

Disabled Students Services

Testing

Orientation

Educational Planning

Multi-cultural Services

Administrative Assistant


Figure 1: Organizational Chart of Student Services Division

Communication and Reporting Structure

As a public institution of higher education, Peninsula College would be categorized as a

traditional strategy. It follows the traditional model of a multi-level triangle where decision-

making is located at the top of a centralized organizational hierarchy. Having said that, the

college has uniquely internalized a shared governance philosophy representative of a relational

strategy similar to a PDM (participatory decision making) decentralized model. (Conrad and

Poole, 2012, p. 114).

“Information flow is vital to healthy organizations.” (Downs and Adrian, 2004, p. 188).

Examining organizations through communication networks allows auditors to understand how

communication flows within an organization and where blocks or bottlenecks occur (p. 188).

Communication networks, defined as “interconnected individuals who are linked by patterned

flows of information” (Rogers, 1995, p. 308), as they exist in Peninsula College’s Student

Services Division can be easily understood by reference to its organizational chart (Figure 1).

‘Communication proximity’ (overlapping communication networks) between different staff and

managers can also be identified by reference to the chart. While ‘gatekeepers’(single link

between parts of a network), might be easy to identify by use of the organizational chart,

‘bridges’ (link two or more groups in which they belong), ‘liaisons’ (link two or more groups to

which they don’t belong), ‘isolates’ (employees who have no connections in the structure) and

‘role stars’ (employees central to a network) would be more difficult to identify without inquiry

or research (p. 188).


Analyzing these communication networks enables one to understand communication

flow within the division and how departments give and receive information. Furthermore, it

enables the researcher to assess effectiveness of various communication methods.

Research Process – Limitations

Whilst there was a high level of support throughout the division for this communication

audit, some limitations made it difficult to gain an accurate picture of communication within the

division. Limitations included:

Summer Schedule: This communication audit took place over the course of 2-3 weeks

while the college underwent transition from its normal academic year to its summer

schedule which spanned the area of time just after graduation and coming into the

Summer Quarter at the college. Therefore, whilst there was a surge of student activity

more indicative of the academic year, the level of activity during the course of this audit

was greatly diminished. Furthermore, during Summer Quarter, some part-time employees

are not on campus, so their data input would be missing from the results.

Key Staff Transition: During the term of the communication audit, a key manager left

her position to assume another position at another community college. The former Dean

of Student Development was replaced by an ‘Interim’ Associate Dean of Student Success

who was the manager the researcher interviewed. Whilst this Interim Associate Dean was

familiar with the department having been placed in the temporary position, she was

unable to offer the depth of information that would have been highly valuable with regard

to communication network history in the division and background on ‘cracks’ or moral

issues amongst staff.


Time: As the Student Services Division is quite large, employing over 50 people of all

different levels, it was very difficult to find time within the confines of this study to

interview multiple individuals beyond management. Input through interviews of font-line

staff no doubt would have revealed useful information.

Research Process - Scope of Work

Research focused on the effectiveness of informal and formal communication methods

and how they impact employee productivity and job satisfaction. Attention was also placed on

upward, downward and horizontal communication flows and how they influence individual

employee productivity and subgroup or departmental perceptions of decision making. Finally,

through qualitative raw data analysis and information gathered through interviews and

ethnographic observation, the researcher hoped to gain a clear understanding of how the Guiding

Principles, particularly ‘open and honest’ communication, was perceived and practiced in order

to make recommendations to improve or build upon this organizational strength.

Research Process – Methodology

In order to access as much information as possible with respect to limitations, the

communication audit incorporated three different research methodologies. The first was a

questionnaire survey. The survey was developed based on the Downs-Hazen Communication

Satisfaction Questionnaire (ComSat) which focused on job satisfaction correlations between

personal feedback, communication climate, supervisory communication, organizational

integration, media quality, corporate perspective, horizontal communication and subordinate

communication. The survey was designed on a word documents (see Appendix C) and then

uploaded into a Survey Monkey electronic format (see Appendix D, D.a and E). It was sent out


to the entire Student Services Division over email and took approximately 10 minutes to

complete. Upon initial review of data and with input from interviews, the researcher decided to

send an additional survey (via email composed on Survey Monkey) to further analyze employee

perception on the formal communication channel of ‘meetings’ specifically (see Appendix F) a

Student Services Communication Survey and follow up survey focusing on the formal

communication channel of meetings (specifically).

The second methodology utilized for research was in the form of interviews. Interviews

were designed by the researcher who met with each individual Student Services Division

manager including the Vice President for 30 minutes to one hour timeframes (see Appendix H

and I). The interviews were valuable in that they offered the managers opportunities to dialogue

with the researcher and ask questions for clarification and to have fuller in-depth discussions

(Downs and Adrian, 2004, p. 77).

The third and final methodology utilized was ethnographic observation. The researcher

requested and received permission to sit and observe traffic and communication activity in the

main ‘One-Stop Counter’ was requested and granted by the Director of Financial Aid and

Enrollment Services who manages that particular area and by the Interim Dean of Student

Success. A full report of the ethnographic study can be viewed in Appendix G.

In summary, the Student Services Building (D, or clocktower) is a high-traffic area for

students. The physical lay-out of the building makes communication awkward and impedes

efficiency of work and communication flow, however, staff appeared adequately satisfied with

work at the counter, with students, and in coordination with one another. There are plans to

adjust or enhance the physical area to enhance work and communication.


These three methodologies of research served the auditor well in trying to attain

information and raw data to gather findings that would serve useful in understanding the nature

of the challenges within the division and in making recommendations.

Formal and Informal Communication Channels

External communication refers to the use of various formal and informal communication

methods to relay information externally; to market or sell the services of an organization. Whilst

Peninsula College has an entire marketing department focused on this responsibility, the focus of

this study doesn’t include outside marketing as much as internal communication within the

Student Services Division. The unique area which external communication would involve within

the division would be recruitment.

Internal communication refers to the communication channels within the organization

utilized to share information between individuals and subgroups. They can also include division-

to-division upward, downward and horizontal communication, which applies to this study.

Formal and informal methods of communication are both utilized by the Student Services

Division and are relied upon heavily to facilitate work flow and communication within the

division and across campus (see Appendix D).

The various methods and instruments indicated below are designed to promote Peninsula

College’s mission and purpose to the campus community, as well as extend to local, regional,

national and international communities. Whilst the purpose of this audit is inwardly-focused, it is


appropriate to include a complete list of methods utilized, even occasionally, by staff within

Student Services.

Formal Methods:

1.) Peninsula College (PC) website.

2.) PC departmental Student Services pamphlets / brochures (paper and electronic

versions).

3.) PC Preview class mailing (quarterly quick summary of classes/service offerings);

available in both paper and e-version.

4.) PC Catalog; describes academic programs and services in both paper and electronic

versions.

5.) Posters, flyers, electronic reader board announcements; available on and off campus.

6.) Annual Student Service Conference.

7.) National and Regional conferences attended by staff in various Student Services

departments.

8.) Sharepoint; campus-based intranet for information dissemination and sharing.

9.) Azorus CRM (customer service) data base / tool.

10.) Student Portal.

11.) Monthly meetings with the President.

12.) Weekly departmental meetings.

13.) PC Board of Trustees meeting; open to public and campus community.

14.) Student Club Meetings

15.) Local, Regional, National and International Recruitment activities and fairs.


16.) Websites linked to college, city, state, federal, and international organizations.

17.) Participation and support of community organizations.

Informal Methods:

1.) Phone and texting

2.) Face-to-face communication (personal contact)

3.) Email

4.) Skype

5.) Social Media; FB, Twitter, WhatsApp, etc.

6.) Interoffice mail

7.) Communications through instructors or class visits

8.) Unofficial attendance and participation in local activities and events

Student Services Internal Communication Channels:

Individual departmental meetings

Monthly meetings with the president

Divisional meetings

Email

Phone

Personal contact

Sharepoint (intranet) through website (shared drives, templates, web and personal training,

reference resources, etc.)

Social Media (FB, Twitter, etc.)


SMS (Student Management System)

FMS (Financial Management System)

Enrollment Reports

Billboards

Electronic Reader Boards

Inter-office mail

Phone lists (electronic and hard-copy)

Campus Texting

Training Sessions

Professional Evaluations

While a hierarchical approach exists within the traditional organizational structure of the

Student Services Division and across campus as a whole, the heavy use of informal

communication and reliance on email, phone, face-to-face communication, some social media

and meetings work together well to provide adequate information sharing between departments

and individuals. As all campus employees are invited to the monthly President’s meeting and

Board of Trustees Meetings, there appears to be an appreciation for a more flattened relational

strategy at Peninsula College. The Guiding Principles, particularly ‘open and honest

communication’ validate this appreciation.

Summary of Major Findings

The goals of this study sought to identify and understand the perceived depth of the

cracks within the Student Services Division in order to offer recommendations on how to


improve communication to prevent further erosion, restore morale and increase employee

satisfaction to better serve students. Research goals were defined as follows:

Explore organizational communication relationships.

Impact of various methods of communication and their effectiveness.

Identify impact of communication on job satisfaction.

Diagnose organizational strengths and opportunities for improvement.

Through survey questionnaires, interviews and ethnographic observations, the researcher was

able to collect raw and quantitative data to meet the goals of the communication audit and

incorporate into findings that can be later utilized as a resource for improving organizational

strengths.

With regard to the first goal of exploring organizational communication relationships

within Student Services, There seemed to be a high level of satisfaction with relationships and

communications between supervisors and subordinates within Student Services, however, data

indicate a perception of adherence to the Guiding Principles, particularly in the area of ‘open and

honest communication’ to be somewhat concerning (see Figure 2 below).

Figure 2: Survey results; Open and Honest Communication in Student Services


40 respondents surveyed (35 answered, 5 skipped this question)

Findings:

Strongly Agree: 25.7% / 9 respondents

Agree: 31.4% / 11 respondents

Somewhat Agree: 37.1% / 13 respondents

Somewhat Disagree: 5.7% / 2 respondents

Disagree: 0.0% / 0 respondents

Strongly Disagree: 0.0% / 0 respondent

Responses to this question indicate the same concern stated by some managers in the question earlier. Further research would be necessary to determine why ‘open and honest communication’ is not as strong as the College’s Guiding Principles would suggest.


With regard to the second goal; impact of various methods of communication and their

effectiveness, all three methodologies produced consistent feedback with regard to informal

channels of communication. Due to the heavy traffic flow through the division and the need for

efficient communication between staff within the division and other divisions on campus, the

most heavily utilized channel were 100% email usage, 92.3% face-to-face, and 87.2% phone (see

Appendix D for further detailed results).

Formal communication channels were also identified, however, one area of consistent

concern was identified within the survey results calling for further research via a supplementary

survey. Management interviews also identified the same area of concern which was meetings,

specifically division quarterly meetings (see Figures 3 below). There were a number of

comments that addressed this concern within the survey data:

“While Student Services meetings are very valuable, especially for keeping abreast of and assimilating

critical advising information, 1-hour meetings are not practical for those who have a 2-2.5 hour round-

trip commute. I would appreciate longer meetings less frequently.”

“I am not one for useless meetings, but meetings with a strong purpose and agenda are invaluable. It is

also one of the only times we have to collaborate and synergize as a group.”

“SD quarterly meetings or annual retreats don’t seem to have clear goals. The content doesn’t add to my

professional development, and takes time away from my workload. I would prefer to get some relevant

training for work on a project with co-workers. An example would be learning more specifics about

CTCLink in a team setting. Relationship building is important, but in my opinion is more effective with a

real team task rather than an artificial exercise.”


“Important to recognize and respect staff time. Meetings, training needs to be valuable and well-

planned.”

Figure 3: Survey results; regular formal meeting; division quarterly meetings, training, etc.


3. How effective would you rate regular/formal meetings within your division (Student Services Quarterly Meetings, training sessions, etc)?

Answered question 24 / Skipped question 1

Response Percent CountHighly Effective 16.7% 4

Effective 33.3% 8Somewhat Effective 41.7% 10

Ineffective 8.3% 2Other (Please Specify): 0Findings Comment: The results to this particular follow-up question regarding meetings was unique to the other four three questions and ending open-ended question. Results indicated literally 50% of respondents find current divisional quarterly meetings less then effective; the lowest rates in this supplemental survey. This fact serves as the basis for recommendation to review quarterly divisional meeting design and execution. This was a common concern cited during interviews with most of management.


Concerning the third goal of identifying the impact of communication on job satisfaction.

This area was a bit more difficult to tabulate as it involved measuring the eight areas of the

Downs-Hazen Communication Satisfaction (ComSat) questioning format (Downs and Adrian,

2004) to help identify areas of correlation in job satisfaction; personal feedback, communication

climate, supervisory communication, organizational integration, media quality, corporate

perspective, horizontal communication, and subordinate communication. Overall, there seemed

to be genuine satisfaction with jobs and nature of work (see Appendix D for detailed results),

which shows the Student Services Division to be healthy. Some attention may want to be given

to the comments section of the survey (see Figure 4 below):

Figure 4: Survey results; suggestions for changes for communication in Student Services

1. If communication could be changed in any way to increase your satisfaction at work within the Student Services Division or on campus, what change/s would you suggest?

answered question

16

skipped question

24

Clearer direction or identification from upper management regarding strategic goals/priorities for PC.6/20/2014 12:25 AMView Responses Categorize As

More interdepartmental cooperation and understanding would help.6/19/2014 8:49 AMView Responses Categorize As

Follow the college Guiding Principles.6/18/2014 3:29 PMView Responses Categorize As

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An annual calendar with meeting dates, deadlines for assignments, etc.6/18/2014 1:18 PMView Responses Categorize As

I think the divisions in student services (enrollment versus advising versus financial aid) makes it difficult sometimes. We're all here for the same purpose although we have different specialties.6/18/2014 9:16 AMView Responses Categorize As

- Increased/improved communication between Student Services and Instruction on a regular basis on the VP, Dean, and manager levels.6/18/2014 9:15 AMView Responses Categorize As

Due to the workload I am given, either more pay to compensate for that workload or certain projects need to be removed and/or I need assistance with.6/17/2014 3:13 PMView Responses Categorize As

Since I often can't attend the President's Monthly Meeting, it would be nice to have notes posted where they could be read.6/13/2014 10:15 AMView Responses Categorize As

Information needs to get down to those of us in "the trenches" - meetings at the upper levels does not mean that meetings are happening at lower levels!6/13/2014 9:01 AMView Responses Categorize As

Increased access to VP of Instruction and President to advocate on critical issues that are out of my supervisor's hands, rather than relying on a messenger.6/12/2014 4:53 PMView Responses Categorize As

More visibility of VPs and what they are working on. Better communication and more acceptance from faculty on what we need from them.6/12/2014 4:37 PMView Responses Categorize As

More timely communication of changes and how they impact my work.6/12/2014 4:23 PMView Responses Categorize As

Clear communication from high level administrators down to faculty/staff.6/12/2014 4:09 PMView Responses Categorize As


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I feel many staff don't have time to read important emails sent to them and therefore we have errors occur. I feel the VP does not always seek input from the front line staff.6/12/2014 3:44 PMView Responses Categorize As

Maybe a scheduled time to weekly meet with my supervisor would be a good idea.6/12/2014 3:27 PMView Responses Categorize As

The fourth and final goal; diagnosing organizational strengths and opportunities for

improvement will be more appropriately addressed under ‘Conclusions and Recommendations’.

However, it is noteworthy to mention that the apparent strength to the researcher with regard to

Student Services that can be built upon remains to be the Guiding Principles, particularly ‘open

and honest communication’.

Conclusions and Recommendations

The Student Services Division at Peninsula College recognized the need to address some

particular communication needs and was therefore supportive of a communication audit.

Through survey questionnaires, interviews with management and ethnographic observations, the

researcher found the division to be adequately healthy and employees to be generally satisfied.

The concerns that emerged from the audit could be easily improved upon for a division that has

shown to be satisfied with their work and in communication with their direct reports. Change

will only come about through acknowledgement of areas of improvement, planning and

implementation. Ultimately, as Downs and Adrian (2004) note, “the client will always be the

one who defines what is useful” (p.245).

On a relative scale when compared to other community colleges in Washington State,

Peninsula College’s Student Services Division is relatively small. How does one implement

change within a small division where there are a relatively small number of stakeholders?


https://www.surveymonkey.com/MySurvey_ResponsesDetail.aspx?sm=oi5S1dckGCaMTU1HmsQM6vTtiKpxKL_2BWlKqql60Sg7lPTu16BQiPPCZFHW/yKIurRcA7esTPPHor_0A6qaFj/1mUQ_3D_3D_0A


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“Provided that stakeholders care about the change and are required to implement it, engaging and

involving them is most likely to lead to success” (Conrad and Poole, 2012, p. 367).

As mentioned previously in the study, one of the Peninsula College’s great strengths lies

in employee respect and adherence towards the Guiding Principles, therefore, it would make

sense to build on this area where there reportedly appears to be some concern in order to improve

the division and align with the principles of the college.

Strengths of the organization based on findings of the communication audit:

1.) High levels of satisfaction were reported amongst respondents regarding direct

communication with supervisors.

2.) Respondents indicated they were satisfied with their jobs, working at Peninsula College

and the overall nature of their work.

3.) High levels of satisfaction were evident in understanding the mission, vision, Guiding

Principles of the college.

Areas of improvement based on findings and recommendations:

1.) Half of the respondents from the Student Services Division expressed concern over the

design, length and purpose of division meetings and training.

Recommendations:

Determine clear goals for meetings and if they are necessary – could an email

suffice in place of certain meetings.

Limit meetings to a maximum of an hour to respect busy schedules.


Offer to allow other staff or managers to set agenda and lead meetings then follow

up with notes to be sent out to division.

Consider training for those who lead meetings to ensure meetings are effective.

2.) Some managers expressed concern that decisions take too long to come to fruition due to

advocacy concerns at the cabinet level; upward, downward and horizontal

communication are ambiguous. Concerns were expressed that those who are ‘in the

trenches’ are not heard.

Recommendations:

Build on reported supervisor/subordinate communication strengths and consider

discussing and delivering key issues jointly at key/critical meetings.

3.) Data from the audit indicated notable dissatisfaction with regard to ‘open and honest’

communication.

Recommendations:

Consider further research as to why this important aspect of the Guiding

Principles is under question and address causes.

Management continue to demonstrate importance of upholding and following the

Guiding Principles and encourage staff to come to them to share concerns.


References

American Psychological Association. Publication manual of the American psychological

association. 6th edition Washington D.C.: American Psychological Association.

Conrad, C. & Poole, M. (2012). Strategic organizational communication. (7th ed.) West Sussex:

Wiley-Blackwell.

Downs, C. & Adrian, A. (2004). Assessing organizational communication: Strategic

communication audits (The Guilford communication series). New York:

Guilford Press.

Eisenberg, E.M. and Goodall, H.L. Jr. (2004). A field guide to studying

organizational communication. Appendix in Organizational

communication: Balancing, creativity and constraint (4th Ed.) (pp. 365- 374).

Boston: Bedford/St. Martin’s. Geertz, C. and Pacanowsky, M. (1994). Cultural approach to organizations,

Chapter 19 in, Griffin, E. (2009) Communication: A first look at communication

theory (7th Ed.) (pp. 250-260). New York: McGraw-Hill.

Goldhaber, G.M. (1990). Implementing organizational communication diagnosis:

The Communication audit. Chapter 10 in Organizational communication (5th

Ed.) (pp. 344-385). Dubuque, IA.: William C. Brown.

Peninsula College Facts and Figures. Retrieved from www.pencol.edu.

Peninsula College Guiding Principles. Retrieved from www.pencol.edu.

Peninsula College Student Services AUP. Retrieved from www.pencol.edu.

http://www.pencol.edu/




APPENDIX A; Peninsula College Guiding Principles (retrieved from Peninsula College website)

Mission, Vision and Guiding Principles

Mission

Peninsula College provides educational opportunities in the areas of academic transfer, professional and

technical, basic skills, and continuing education. The College also contributes to the cultural and economic

enrichment of Clallam and Jefferson Counties.

Core Themes:

EDUCATION - OPPORTUNITY - ENRICHMENT

Vision: Provide excellent instruction and services in support of its mission;

Embrace a set of shared principles;

Practice shared governance;

Pursue a "planful" approach to decision making; and

Support the professional development of faculty and staff.

Guiding Principles

The college community is guided by the following principles:

The teaching/learning process is at the center of the mission of Peninsula College.

Members of the campus community will treat each other with mutual respect and dignity.

Members of the campus community will be open and honest in their communications.

Members of the campus community shall promote a positive work environment and avoid adversarial relationships.

Each member of the campus community shall act ethically and with integrity.

The campus will engage in collaborative decision-making processes.


APPENDIX B – Peninsula College Facts and Figures (retrieved from PC Website)

Facts & FiguresPeninsula College is a public, comprehensive community college. It was founded in 1961 and is one of 34

community and technical colleges in the state of Washington. The College service district encompasses

Clallam and Jefferson Counties—an area of over 3,600 miles of land—and extends from the Pacific Ocean at

Neah Bay to Brinnon on the Hood Canal, a distance of about 140 miles.

The area’s topography is notable for its forests, mountains, rivers, lakes, and numerous watersheds, which have

been central to its history and culture. The region is home to six Native American tribal reservations, which are

dispersed across the North Olympic Peninsula.

The main campus is located in Port Angeles and occupies 75 acres in the foothills of the Olympic Mountains.

Extension sites are located in Forks, 57 miles west of Port Angeles, and in Port Townsend, 46 miles to the east.

Peninsula College is the only resident institution of higher education on the North Olympic Peninsula.

STUDENT EXPERIENCE - 2012-13* State supported FTE 1,840Total enrolled students (Headcount) 5,656Inmate Students 825Enrolled students (excluding inmate students) 4,831Full-time 40.0%Part-time 60.0%Female 58.5%Male 41.5%Median age*** 30.3Students of color*** 17.4%Students with disabilities 5.6%Students who work while attending classes*** 29.3%Students with children*** 30.6%

International Students 143CLASSROOM EXPERIENCE - 2012-13 Student/faculty ratio (State support)### 18.28Full-time teaching faculty** 48%


Full-time faculty with a master's degree** 46%Full-time Faculty with a doctoral degree** 35%STUDENT OUTCOMES - 2012-13§ Total number of degrees and certificates* 1,986Bachelor's of Applied Science* 22Associate of Arts/Associate of Science degrees* 263Associate of Applied Science degrees* 122Vocational certificates* 1,484GED/HS Diploma* 95

Employed within 9-months of completing a job-preparatory program + 74%

STUDENT OPINION - 2012-13 Courses at Peninsula are challenging, stimulating and worthwhile. 74%Respondents who rated their overall impression of the quality of education at Peninsula College as "good" or "excellent." # 79%

Respondents who stated that if they could start college over, they would still choose Peninsula College. # 75%

Source: IR/various Prepared: Nov 2013

* Peninsula College Data Warehouse

** PMIS database

*** of those responding

# 2012 ACT Student Opinion Survey

## 2013 Peninsula College Student Experiences Questionnaire

### SBCTC

+ Data Linking for Outcomes Assessment - 2009/10 graduates

§ includes inmate student awards

Please visit Campus Security for a Summary of Campus Crime Statistics

APPENDIX C – Student Services Communication Survey


Actual survey uploaded onto Survey Monkey and sent to respondents over email.

INTRODUCTION: Many of us assume our productivity and job satisfaction relates to the effectiveness of communication in the workplace. Through this study, we hope to learn how effective and satisfactory our communication practices are within the Student Services Division and how we may continue to develop them with your input.

We know your time is valuable, particularly at the end of the school year, so this survey should take no longer than 10 – 15 minutes to complete. Your answers are anonymous, so please do not include your name or position. A final compilation of data will be gathered and presented to management and shared with you all. Thank you for taking the time to complete this survey. The results are important to understand our communication effectiveness and how we can continue to improve.

A. Please indicate how frequently you use the following methods of college-based communication for work purposes:

Email Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Face-to-Face Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Rumors/Gossip Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Intercampus mail Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Meetings Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

PC Website Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Phone Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Sharepoint Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Skype Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Social Media (FB, etc) Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Written note/posts Daily ___ Weekly ___ Monthly ___ Infrequently ___Never ___

Other (please explain) -_______________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


B. Below are 15 subject areas associated to communication as it relates to a person’s job within Student Services and the broader campus community. Please indicate the response that best describes your feelings about the subject addressed. Please remember, your answers will remain anonymous.

Subject Area Very Dissatisfied

Dissatisfied Somewhat dissatisfied

Indifferent Somewhat satisfied

Satisfied Very satisfied

Feedback on job progressCommunication about personnel newsRecognition for personal effortsCommunication about institutional achievements and failuresInformation about government policies affecting Student ServicesClear/concise written directives from supervisorsCommunication about campus-wide goals and policiesInformation about requirements of my jobInformation about mission/vision of the collegeTimeliness in receiving information needed to do my jobSupervisor’s understanding of problems


facing staffEffectiveness of communication within Student Services Handling of conflicts through proper channelsFree-flow of communication with my colleagues College-based communication validates my work

C. Below are ten statements about communication and supervision within Student Services. Please indicate your level of agreement with each of these statements. Please remember, your answers will remain anonymous.

1.) Communication at the college is open and honest.Strongly Agree ___ Somewhat Agree ___ Agree ___Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

2.) Communication at the college is respectful.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___Disagree ___ Strongly Disagree ___

3.) Communication within Student Services is open and honest.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

4.) Communication within Student Services is respectful.Strongly Agree ___ Somewhat Agree ___ Agree ___


Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

5.) Informal communication within Student Services (email, social media, texting, F2F) is active and effective.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

6.) Formal communication within Student Services (website, sharepoint, meetings, flyers) is active and effective.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

7.) I am adequately supervised.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

8.) My supervisor is open to my ideas.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

9.) My supervisor offers me guidance in problem-solving.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___ Disagree ___ Strongly Disagree ___

10.) I am satisfied with my level of communication with my supervisor.Strongly Agree ___ Somewhat Agree ___ Agree ___ Somewhat Disagree ___ Disagree ___ Strongly Disagree ___


D. How would you describe your level of productivity in the past 6 months?___ Stayed the same___ Higher productivity ___ Lower productivity

E. Please indicate the response that most closely describes you’re feeling about the question posed. Your answers will remain anonymous.

How satisfied are you with your work environment?Very Dissatisfied __ Dissatisfied __ Somewhat dissatisfied __ Indifferent __ Somewhat satisfied __ Satisfied __ Very Satsified __

How satisfied are you with your perceived workload?Very Dissatisfied __ Dissatisfied __ Somewhat dissatisfied __ Indifferent __ Somewhat satisfied __ Satisfied __ Very Satsified __

How satisfied are you with the nature of your assigned work?Very Dissatisfied __ Dissatisfied __ Somewhat dissatisfied __ Indifferent __ Somewhat satisfied __ Satisfied __ Very Satsified __

How satisfied are you with your level of personal communication with your supervisor?Very Dissatisfied __ Dissatisfied __ Somewhat dissatisfied __ Indifferent __ Somewhat satisfied __ Satisfied __ Very Satsified __

How satisfied are you with your compensation?Very Dissatisfied __ Dissatisfied __ Somewhat dissatisfied __ Indifferent __ Somewhat satisfied __ Satisfied __ Very Satsified __

F. If communication could be changed in any way to increase your satisfaction at work within the Student Services Division or on campus, what change/s would you suggest? __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Thank you for taking the time to complete this survey. Your input is highly valuable and very much appreciated!

APPENDIX D – Student Services Communication Survey and Findings

APPENDIX D

Student Services Communication Survey (page 2)


Page 1 was an Introduction page.

1. Please indicate how frequently you use the following methods of college-based communication for work purposes:

answered question

40

skipped question

0

Daily Weekly Monthly Infrequently Never Rating

Average

Rating

Count

Email 100.0% (39) 0.0% (0) 0.0% (0) 0.0% (0) 0.0% (0) 1.00 39

Face-to-Face 92.3% (36) 7.7% (3) 0.0% (0) 0.0% (0) 0.0% (0) 1.08 39

Rumors/Gossip 5.3% (2) 15.8% (6) 5.3% (2) 39.5% (15) 34.2%

(13) 3.82 38

Inter-campus mail 17.9% (7) 30.8% (12)

23.1% (9) 20.5% (8) 7.7% (3) 2.69 39

Meetings 23.7% (9) 47.4% (18)

21.1% (8) 7.9% (3) 0.0% (0) 2.13 38

PC Website 73.7% (28)

21.1% (8) 2.6% (1) 2.6% (1) 0.0% (0) 1.34 38

Phone 87.2% (34) 7.7% (3) 2.6% (1) 2.6% (1) 0.0% (0) 1.21 39


1. Please indicate how frequently you use the following methods of college-based communication for work purposes:

SharePoint 32.4% (12)

48.6% (18) 8.1% (3) 8.1% (3) 2.7% (1) 2.00 37

Skype 2.6% (1) 7.9% (3) 0.0% (0) 47.4% (18) 42.1% (16) 4.18 38

Social Media (FB, ect.) 13.5% (5) 18.9% (7) 5.4% (2) 37.8% (14) 24.3%

(9) 3.41 37

Written notes/posts 44.7% (17)

28.9% (11) 5.3% (2) 18.4% (7) 2.6% (1) 2.05 38

Other (please explain)Show Responses 5

40 respondents surveyed

Other please explain:

1.Personal texts. 2. All of these answers are based on the days I am in the office (2-3 days a week). 3. Student Management System Financial Aid Management System Degree Audit Notes are tracked in all of the above to help communicate with students and with other staff. 4. Texting – weekly. 5. Text messages – monthly.

Findings:

Daily: 100% utilize email followed by 92.3% Face-to-Face, 87.2% phone, 73.7% website and 44.7% written notes.

Weekly: 48.6% reported utilizing college intranet (Sharepoint) followed by 47% meetings.

Monthly: Respondents reported very low frequency usage of college-based communication.

Infrequently: Skype, rumors and social media were utilized most heavily at this frequency level.

Never: Skype and rumors were indicated as least frequently utilized.

Daily usage of college –based communication is very high, particularly in instant communication areas (email, phone, F2F) indicating Student Services is a high-paced division. This fact was is consistent with findings during interviews and researcher ethnographic observations.

Student Services Communication Survey (page 3; see APPENDIX D.2)

https://www.surveymonkey.com/MySurvey_Responses.aspx?sm=oi5S1dckGCaMTU1HmsQM6oQsiy3hmMO88aKL65vKM1_2fNnvRBfZAb_2f0itEcEtDeqo



Comment: See complete responses to this question on APPENDIX D.2.

Findings:

This section of the survey focuses on the eight areas of Communication Satisfaction and Job Satisfaction Correlations; Personal Feedback, Communication Climate, Supervisor Communication, Organizational Integration, Media Quality, Corporate Perspective, Horizontal Communication, Subordinate Communication.

Findings pointed to adequate satisfaction consistently in the areas of Somewhat Satisfied-Satisfied-Very Satisfied range. The highest percentage (60%) was identified in the college mission and vision, an area Peninsula College regards highly. Consideration should be given to 60% being perhaps somewhat lower than might be expected considering the focus given to the College Guiding Principles. Likewise noteworthy is the gradual slide towards dissatisfaction of clear and concise written directives. Overall, the responses lean towards a positive focus in the area of job satisfaction.

Student Services Communication Survey (Question 1, page 4)



Findings:


Agree: 40% / 14 respondents




Strongly Disagree: 0.0% / 0 respondents

Open and honest communication is one of the key Guiding Principles at Peninsula College. The gradual decline from Agree to Disagree would require further research beyond the scope of this study. These statistics validate some concerns shared during the Interview portion of this audit with management.




Findings:


Agree: 48.6 / 17 respondents





Respect is also one of the key elements of Peninsula College’s Guiding Principles. Respondents indicated support of that principle.




Findings:






Strongly Disagree: 0.0% / 0 respondent

Responses to this question indicate the same concern stated by some managers in the question earlier. Further research would be necessary to determine why ‘open and honest communication’ is not as strong as the College’s Guiding Principles would suggest.




Findings:







The Guiding Principle of ‘respect’ is adhered to in the Student Services Division. This is a fact that the researcher’s ethnographic observations confirm.




Findings:







Nearly 60% of respondents agree informal communication within the Student Services Division is active and effective. Some revelations through the survey and interview shed light on possible reasons why this number might not be as high as it could be; time constraints with respect to workload was identified during interviews with management as well as physical space, which was also observed by the researcher.




Findings:


Agree: 48.6 / 17 respondents





Whilst the college website and intranet service (Sharepoint) were identified as valuable and utilized quite heavily, nearly half of respondents and middle managers expressed concern with regard to meeting efficiency and value. There is room for improvements in this area.




Findings:


Agree: 50% / 17 respondents





Respondents and management seemed satisfied with the level of supervision they received.




Findings:







A high proportion of respondents and managers seemed quite satisfied with the level of openness with which they felt they could express their ideas to their supervisors. With a key feature of the Guiding Principles being ‘open and honest communication’, it might be advantageous to engage in further research to understand why some respondents felt otherwise and if this is reflective in the larger campus community.




Findings:







Respondents indicated favorable towards this question. This fact was also clearly revealed through observation by the researcher and during interviews with management. Supervisors are consistently helpful towards those they manage and reportedly considerate in offering guidance.




Findings:







A very high level of satisfaction is identified through the survey and in interviews with management regarding communication with supervisors.




Findings:

Stayed the same: 32.4% / 11 respondents

Higher productivity: 64.7% / 22 respondents

Lower productivity: 2.9% / 1 respondents

Considering the Student Services Division has gone through a transition in college leadership, and is currently undergoing both managerial and technological transitions, this reportedly high level of productivity is a credit to the institution. It speaks volumes of constituent loyalty to both students and the institution. This level of optimistic dedication was witnessed during observation and was evident during interviews.




Findings:

Very Dissatisfied: 0.0% / 0 respondents

Dissatisfied: 2.9% / 1 respondent

Somewhat Dissatisfied: 5.9% / 2 respondents

Indifferent: 2.9% / 1 respondent

Somewhat Satisfied: 20.6% / 7 respondents

Satisfied: 50.0% / 17 respondents

Very Satisfied: 17.6% / 6 respondents

Peninsula College is in a beautiful location in Washington State. The surroundings are tranquil and inspiring. Whilst the Student Services Division has some physical space challenges which are soon to be resolved, responses to this question did not come as a surprise.




Findings:








Respondents and managers identified concerns regarding workloads and time constraints. While job satisfaction is a focus of this audit, consideration will be given to understand why over 30% of employees in the Student Services express dissatisfaction with their perceived workload.




Findings:








Whilst nearly 85% of staff seem content with the nature of their assigned work in the Student Services Division, the remaining 15% indicate dissatisfaction. As with responses to the previous question, further consideration will be taken to understand why staff responded negatively.




Findings:



Somewhat Dissatisfied: 2.9% / 1 respondent





Staff seem adequately satisfied with the level of communication they have with their supervisors. Being a smaller campus in the state plays a beneficial role in organizational communication and intimacy on campus.




Findings:


Dissatisfied: 5.9% / 2respondent






Peninsula College makes an effort to keep their salaries competitive within the state. A campus-wide effort was made last year to increase salaries of employees how took on additional duties during the budget cuts. The College continues to work towards offering competitive salaries.





answered question

16

skipped question

24

Clearer direction or identification from upper management regarding strategic goals/priorities for PC.6/20/2014 12:25 AMView Responses Categorize As

More interdepartmental cooperation and understanding would help.6/19/2014 8:49 AMView Responses Categorize As

Follow the college Guiding Principles.6/18/2014 3:29 PMView Responses Categorize As

An annual calendar with meeting dates, deadlines for assignments, etc.6/18/2014 1:18 PMView Responses Categorize As

I think the divisions in student services (enrollment versus advising versus financial aid) makes it difficult sometimes. We're all here for the same purpose although we have different specialties.6/18/2014 9:16 AMView Responses Categorize As

- Increased/improved communication between Student Services and Instruction on a regular basis on the VP, Dean, and manager levels.6/18/2014 9:15 AMView Responses Categorize As

Due to the workload I am given, either more pay to compensate for that workload or certain projects need to be removed and/or I need assistance with.6/17/2014 3:13 PMView Responses Categorize As

Since I often can't attend the President's Monthly Meeting, it would be nice to have notes posted where they could be read.6/13/2014 10:15 AMView Responses Categorize As


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Information needs to get down to those of us in "the trenches" - meetings at the upper levels does not mean that meetings are happening at lower levels!6/13/2014 9:01 AMView Responses Categorize As

Increased access to VP of Instruction and President to advocate on critical issues that are out of my supervisor's hands, rather than relying on a messenger.6/12/2014 4:53 PMView Responses Categorize As

More visibility of VPs and what they are working on. Better communication and more acceptance from faculty on what we need from them.6/12/2014 4:37 PMView Responses Categorize As

More timely communication of changes and how they impact my work.6/12/2014 4:23 PMView Responses Categorize As

Clear communication from high level administrators down to faculty/staff.6/12/2014 4:09 PMView Responses Categorize As

I feel many staff don't have time to read important emails sent to them and therefore we have errors occur. I feel the VP does not always seek input from the front line staff.6/12/2014 3:44 PMView Responses Categorize As

Maybe a scheduled time to weekly meet with my supervisor would be a good idea.6/12/2014 3:27 PMView Responses Categorize As


Findings:

Respondents identified a number of areas where improvements could make a difference in productivity and employee satisfaction. Upward, downward and horizontal communication were all identified in the respondent comments. Workload was also identified along with a request for meeting notes to be published for all to see. The Guiding Principles were also mentioned. These comments are consistent with findings identified above in the survey as well as through interviews and observations by the researcher.


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APPENDIX D.a - Student Services Communication Survey Page 3

1. Below are 15 subject areas associated to communication as it relates to a person’s job within Student Services and the broader campus community. Please indicate the response that best describes your feelings about the subject addressed. Please remember, your answers will remain anonymous.

answered question



Very

Dissatisfied

Dissatisfied Somewhat

dissatisfied

Indifferent Somewhat

satisfied

Satisfied Very

satisfied

Feedback on my job progress 0.0% (0) 2.8% (1) 8.3% (3) 5.6% (2) 27.8%

(10)36.1%

(13)19.4%

Communication about personnel news

0.0% (0) 2.9% (1) 5.7% (2) 8.6% (3) 22.9% (8) 51.4% (18)

Recognition for personal efforts 0.0% (0) 0.0% (0) 8.8% (3) 2.9% (1) 32.4%

(11)38.2%

(13)17.6%

Communication about institutional achievements and failures

0.0% (0) 0.0% (0) 0.0% (0) 8.3% (3) 41.7% (15)

41.7% (15)

Information about government policies affecting Student Services

0.0% (0) 0.0% (0) 8.6% (3) 8.6% (3) 31.4% (11)

42.9% (15)

Clear/concise written directives from supervisors

0.0% (0) 0.0% (0) 11.1% (4) 16.7% (6) 22.2% (8) 38.9% (14)

11.1%



Communication about campus-wide goals and policies

0.0% (0) 0.0% (0) 5.7% (2) 0.0% (0) 34.3% (12)

48.6% (17)

11.4%

Information about requirements of my job

0.0% (0) 0.0% (0) 5.7% (2) 5.7% (2) 22.9% (8) 51.4% (18)

14.3%

Information about mission/vision of the college

0.0% (0) 0.0% (0) 5.7% (2) 0.0% (0) 5.7% (2) 60.0% (21)

28.6%

Timeliness in receiving information needed to do my job

0.0% (0) 2.9% (1) 5.7% (2) 2.9% (1) 31.4% (11)

42.9% (15)

14.3%

Supervisor’s understanding of problems facing staff

0.0% (0) 5.7% (2) 5.7% (2) 5.7% (2) 22.9% (8) 40.0% (14)

20.0%

Effectiveness of communication within Student Services

0.0% (0) 5.7% (2) 2.9% (1) 2.9% (1) 37.1% (13)

48.6% (17)

Handling of conflicts through proper channels

0.0% (0) 2.9% (1) 5.7% (2) 0.0% (0) 28.6% (10)

54.3% (19)

Free-flow of communication with my

0.0% (0) 2.8% (1) 2.8% (1) 5.6% (2) 27.8% (10)

47.2% (17)

13.9%



colleagues

Extent to which college-based communication validates my work

0.0% (0) 2.8% (1) 8.3% (3) 13.9% (5) 27.8% (10)

38.9% (14)

Select a page to view below or view all paSee Comments for this area in APPENDIX D.

APPENDIX E – Communication Survey Emails

Confidential Survey Pilot Email sent 06.11.2014:Hello ladies!

I’ve sent the message below to Student Services. I have drafted a survey to email out to the division and revised it as per my professor’s suggestions. He suggested I ‘pilot’ it before finally emailing it out to everyone. Would you mind (if you have the time during this busy week or if you just would like to relax


your brain a bit) giving it the once over or perhaps filling it out and scanning it or dropping it back to me? I’d appreciate your feedback Please don’t share it with anyone in Student Services.

Thank you, ladies - Sophia

Introductory Email sent 06.11.2014:Hello Student Services Colleagues! As many of you know, I am enrolled in a graduate program at Gonzaga University (Master’s in Communication and Leadership). One of my assignments is to complete a communication audit of an organization. Being that we are an ever-changing, dynamic institution, I asked Jack if I could complete the audit for our Division (Student Services). This audit will measure communication effectiveness and how it impacts job satisfaction. The benefit of such an audit should bring to light the strengths and weaknesses of our Division with regard to communication, and offer data to support suggestions for any changes or improvements we see may be necessary. The audit will involve three methods of analysis;

• Survey to be uploaded into Survey Monkey and sent to all members (FT and PT) of the Division.

• Personal interviews with Student Service Leadership• Ethnographic observation, which basically means I observe

different areas/aspects of the Division to understand how we practice communication.

Your participation in the survey is of paramount importance in gaining the data needed to assess communication effectiveness. Therefore, I ‘humbly’ ask you to volunteer 10-15 minutes of your time next week to complete the survey which will have less than 30 questions in various formats. Your answers will be completely confidential. The overall results of the survey will be incorporated into the final study and shared with yourselves and management. I hope to have the survey uploaded by Friday and sent out. Please fill it out and submit by next Thursday, June 19th. Please feel free to email me with any questions you may have or ring me at ext 7989. I’m happy to answer any questions you may


have about the communication audit. I’ll also pop around the D-bldg next week should there be any questions. “Thank You” in advance, for your willingness to participate!

VP Support Email sent 06.12.2014:

Hi All, Tomorrow you will be receiving a communications survey from Sophia as part of her graduate work at Gonzaga. Please take the time to complete the survey (10-15 minutes). Not only will this help Sophia in satisfying a course requirement, I believe it will help us in shedding light on how we are doing communication-wise throughout our division. Thanks in advance for taking the time to participate, -Jack Jack HulsVice President for Student ServicesPeninsula College360-417-6225

Official Survey Email sent 06.12.2014:

EMAIL sent to Student Services Divsion (approximately 40 people; includes four Directors and a VP and copied to the college President) - see FINAL SURVEY ATTACHED BELOW (word doc) - emailed out in Survey Monkey format:Dear Colleagues, Thank you (in advance) for taking 10-15 minutes to fill out this questionnaire. Your answers will remain anonymous to encourage the best possible participation and outcomes. The results will be shared with all of you and leadership after the report in compiled and my communication audit is complete in a couple of weeks. Leadership is also asked to participate in the survey. I will also be interviewing leadership next week and coming around to observe how communication transpires in Student Services. The deadline to complete the survey is next Thursday, June 19th. https://www.surveymonkey.com/s/FSHMZ3C Thank you again for your participation!


Second/Follow-up Survey Email sent 06.19.2014:

Dear Student Services Staff,

I hope you’re enjoying a relatively quiet week. If you’ve not already completed the Student Services Communication Survey below, please take a few moments break from what you’re doing to fill it out. I think you’ll find it interesting and thought-provoking. The results will be very helpful for my research and will be shared with you all in a couple of weeks’ time.

https://www.surveymonkey.com/s/FSHMZ3C

Thank you to those who have already completed the survey!

Enjoy the sun Sophia

Final Survey Reminder Email sent 06.23.2014:

Good Morning, Colleagues!

This is a gentle reminder that today is the final day to complete the Student Services Communication Survey. If you've already completed it, 'Thank You' - it's much appreciated. If not, we appreciate your taking the 5-10 mins to complete this short survey that will help us understand more about communication within our division and how to continue to improve it.

Thank you again for your time. Results will be shared with you in a couple of weeks.

PS: Tomorrow and Monday, don't be surprised to see me meandering around the C Building as I undergo my ethnographic observational portion of the audit. Please don't do anything differently then normal. My job is simply to observe 'how communication happens in real time'. I'll smile and wave!

Thank you for allowing me to play the role of 'the fly on the wall'.

Thank You Email sent 06.23.2014:

Dear Student Services Colleagues,

I want to take this opportunity to say ‘thank you’ very much for your participation in our recent Student Services Communication Survey. The response rate was ‘very high’! Out of roughly 43 individuals employed in the division, 39 responses were received! That’s very impressive considering a ‘good’ result is generally viewed as 25%; we’re well over that! This fact alone speaks ‘volumes’. I look forward to sharing the results with you in a couple of weeks’ time once my Communication Audit for the division is complete. I have no doubt the information provided by this study will prove useful.

~ Sophia

https://pamail2.pencol.edu/owa/redir.aspx?C=hW_A_8WsDECdfR74Z22jyFfXWW8QZtEI8UZuA8EF39CoP6VgtpB1v4TjxzjH0RkXdTTfAkVeaHk.&URL=https%3A%2F%2Fwww.surveymonkey.com%2Fs%2FFSHMZ3C


APPENDIX F – Student Services Communication Survey Supplement and Findings

Five supplemenal survey questions regarding meetings were uploaded on Survey Monkey and sent out over email.

1. How effective would you rate meetings with your co-workers (one-on-one, task-oriented, team, etc)?




Ineffective 0% 0Other (Please Specify): 0


Findings Comment: This question rendered the second highest effective response. Respondents indicated finding value in working one-on-one and in teams.

2. How effective would you rate regular/formal meetings with your direct supervisor?




Ineffective 0% 0Other (Please Specify): 0Findings Comment: This question rendered a positive overall response to meetings with direct supervisors. Consideration should be given to the quarter of respondents who find those meetings ‘Somewhat Effective’.


3. How effective would you rate regular/formal meetings within your division (Student Services Quarterly Meetings, training sessions, etc)?




Ineffective 8.3% 2Other (Please Specify): 0Findings Comment: The results to this particular follow-up question regarding meetings was unique to the other four three questions and ending open-ended question. Results indicated literally 50% of respondents find current divisional quarterly meetings less then effective; the lowest rates in this supplemental survey. This fact serves as the basis for recommendation to review quarterly divisional meeting design and execution. This was a common concern cited during interviews with most of management.


4. How effective would you rate regular/formal campus meetings (Monthly Meeting with the President, etc)?




Ineffective 4.3% 1Other (Please Specify): 1“I usually don't get to attend. I wish they posted minutes from the meetings.”Findings Comment: Monthly meetings with the President received the overall highest rating for effectiveness. The fact that nearly 35% of respondents find this meeting ‘Somewhat Effective to Ineffective’ are noted.


5. Do you have any information you would like to add with regard to meetings within the Student Services Division or on campus?

answered question

4

skipped question

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While Student Services meetings are very valuable, especially for keeping abreast of and assimilating critical advising information, 1-hour meetings are not practical for those who have a 2-2.5 hour round-trip commute. I would appreciate longer meetings less frequently.7/2/2014 12:09 AMView Responses Categorize As

I am not one for useless meetings, but meetings with a strong purpose and agenda are invaluable. It is also one of the only times we have to collaborate and synergize as a group.7/1/2014 8:41 AMView Responses Categorize As

SD quarterly meetings or annual retreats don't seem to have clear goals. The content doesn't add to my professional development, and takes time away from my workload. I would prefer to get some relevant training or work on a project with co-workers. An example would be learning more specifics about CTCLink in a team setting. Relationship building is important, but in my opinion is more effective with a real team task rather than an artificial exercise.

https://www.surveymonkey.com/MySurvey_Responses.aspx?sm=13Z1TtZp8M0Qku5g5U7oUGueTuGBtsecdjSXFZ5P9SA_3D





5. Do you have any information you would like to add with regard to meetings within the Student Services Division or on campus?

7/1/2014 8:26 AMView Responses Categorize As

Important to recognize and respect staff time. Meetings, training needs to be valuable and well-planned.6/30/2014 5:02 PMView Responses Categorize As

Findings Comment: Responses provided by staff to this request for further information clearly indicate a need for increased attention and focus in meeting purpose, design and length. Whilst respondents seem adequately satisfied with meeting individually with each other and with their supervisors, they show dissatisfaction with larger divisional and campus meetings.

The comments provided here by respondents are consistent with comments shared by a majority of management during interviews with the researcher. Clarity of purpose, goals and value of staff time require consideration and revision of meeting/retreat agendas in the Student Services Division.

Mention of an organized comprehensive campus calendar of dates and deadlines to be distributed to all on campus was mentioned. Whilst there is progress on this aspect currently, a request was made by management to have a similar calendar specifically for Student Services to be shared internally. A need for improved communication and outcomes with Campus Facilities was also mentioned.




APPENDIX G – Ethnographic Observations

Ethnographic observations by the researcher took place in the Student Services Building

(Building D) on Peninsula College’s main campus in Port Angeles, Washington on two separate

observations; the first visit was for one hour duration and the second for a half hour. Permission

to sit and observe traffic and communication activity in the main ‘One-Stop Counter’ was

requested and granted by the Director of Financial Aid and Enrollment Services who manages

that particular area and by the Interim Dean of Student Success who also has staff that engage

with students and other colleagues in that particular area.

Building D, commonly referred to at Peninsula College as ‘the clocktower building’ is

located at the center of campus (see Figure 2 below). Whilst the areas indicated underneath the

map are housed within that building, two of the four departments within the division of Student

Services are housed in the J-Building commonly referred to as the PUB (Pirate Union Building).

These two departments are Student Athletics and Student Life and International Student and

Faculty Services. Due to the limitation of time, these two areas were not observed for traffic and

communication activity, but were visited by the researcher. Observations mainly remained

within Building D focused on activity at the One-Stop Counter.

The researcher immediately recognized how the physical spacing of offices (upstairs and

downstairs, across the building from each other) impacted work flow. Students were walked

from one area to another, staff were coming from offices to meet students at the one-stop and the

Vice President had to come from upstairs to meet with one of his managers. It is easy to deduce

how this physical impediment can obstruct productivity and validate management and staff

concerns of communication bottle-necks or ineffectiveness with regard to flow.


A consistent observation that struck the researcher was the high level of personal service

to students at the counter and ease of communication with one another. Despite the awkwardness

of the physical space, staff seemed content and relaxed. This is likely due to the fact that the

college is operating on a summer schedule with fewer students are on campus. Still, the counter

seemed busy with a steady flow of students.

Also immediately apparent was the strategically placed TV monitor which ran messages

for students to view as they waited in line and four computers available for students to utilize as

they waiting their turn. There was no pressure or stress observed. The friendly staff politely

referred students to the computer kiosks to research information they may need when they came

to the counter and staff were available to assist, if they needed assistance.

Another observation that was apparent to the researcher was the high level of attention

given to students. At any given time at least two staff, and at times three staff were assisting

students. Eye contact was very high, warm smiles, and friendly salutations added to the ‘warm

welcome’ students received. Despite students in line, the staff seemed adept at remaining polite,

patient, and attentive, whilst keeping their mini-advising activity efficient to get through the line.

One of the staff offered the following, “There’s a lot of communication that goes on behind the

scenes; over email and phone that you don’t see.” This was apparent to the researcher as the staff

never seemed at a loss of things to do. They were on monitors and phone when not with students.

In summary, the activity observed during the ethnographic observation method of

research for this communication audit in the Student Services Building D were overall positive.

Despite the obvious limitations and impediments presented by the physical nature of the

building, staff, students and managers all seemed content and carried business on calmly and

smoothly. There didn’t appear to be any apparent misgivings save the awkwardness of the


building. Employees seemed to routinely continue on with ‘business as usual’ without any

apparent dissatisfaction.

Building D. Student Services Center: Figure 2: Peninsula College Campus Map Advising

Admissions

Financial Aid

Multicultural Services

Registration Services

Office of VP for Student Services

Running Start

Services for Students with Disabilities


Veterans’ Services

Workfirst


APPENDIX H – Student Services Leadership Interview Questionnaire and Findings

STUDENT SERVICES LEADERSHIP INTERVIEW: Name of Interviewee: __________________________________________Position: ____________________________________________________Interviewer: _________________________________________________Date: _______________________________________________________

1.) Please describe your leadership role at the College and your coverage area. What are your main responsibilities?

2.) To whom do you answer and with whom do you consistently communicate?

3.) What inhibits or aids your effectiveness in your position?

4.) What areas of Student Services are impacted by your decisions?

5.) What policies inform your decisions?

6.) How is the College community impacted by your sub-division’s successes or failures?

7.) What is the goal/mission of your sub-division and how does your personal

philosophy play into that goal/mission?

8.) How does communication influence success in your sub-division?

9.) What methods of formal communication; i.e., website, internal database, portals, bulletins, departmental meetings, and informal communication; i.e., chat/social media, email, text, skype, F2F communication are utilized in your sub-division?

10.) What are the strengths and weakness of communication in your sub-division?

11.) How are conflicts resolved?


12.) Regarding communication in Student Services, what do you

believe is the largest obstacle or problem?

13.) What would you like to see change or be implemented?

14.) Please describe your communication relationships with your supervisor, colleagues/co-workers and subordinates.

15.) How would you evaluate communication from top management?

16.) How often do you feel you receive more information than is useful or not enough?

17.) How do you feel your physical location affects communication and do you believe that communication plays a role in your productivity?

18.) How do you perceive the overall feel of communication at the college?

19.) Do you believe the way people feel/talk about communication on campus is compatible with the communication methods utilized?

20.) Do you have anything you would like to add that you feel is important for my research regarding communication within the Student Services Division?


Summary and Findings:

Figure 1: Organizational Chart of Student Services Division

Five interviews were conducted for the purpose of this assessment. The Organization Chart copied below identified communication chain and areas of responsibility.

1.) Vice President for Student Services

Vice President

Enrollment Services & Financial Aid

Enrollment Services

Financial Aid

One-Stop Counter

Veterans Services

International Student &Faculty Services

Int'l Student Mentors

Domestic Recruitment

International Student &

Faculty Services

Athletics & Student Programs

Student Government

Student Activities

Athletics:Basketball (M &

W)Soccer (M & W)

Student Development, Counseling & Student

Support Programs

Counseling

Long House

Opportunity Grant

Running Start

Upward Bound

Disabled Students Services

Testing

Orientation

Educational Planning

Multi-cultural Services

Administrative Assistant


This leadership role oversees all functions of the entire Student Services Division which impacts student academic outcomes and student life. The Vice President assumes the greatest level of responsibility for the division well-being, budget and student outcomes with regard to student satisfaction and needs outside of direct academics. The position directly supervises the Dean and three Directors and answer directly answers to the President.

2.) Interim Associate Dean for Student Success (formerly Dean of Student Development)

This leadership role is currently in transition. It previously oversaw ten areas within the division and respective managers and sub-managers totaling 16 staff of direct and indirect reports. The nature of this position will change somewhat and the organizational chart will reflect those changes. This is the largest management area within Student Services covering Counseling, Disabled Student Services, Long House (Native American), Opportunity Grant, High School Programs (Running Start, Upward Bound), Orientation, Testing, Multicultural Services and Educational Planning.

3.) Director of Athletics and Student Programs

This position oversees all areas of management for athletics and student life on campus. The manager supervises 18 staff of direct and indirect reports comprised of coaches, bus drivers and 40-50 student employees (mainly student government). The position serves as the life-blood for student satisfaction outside of academics and involves comprehensive upward, downward and horizontal communication to successfully implement events on campus, meet faculty/coach requirements of faculty contracts and incorporates responsibilities to communicate with statewide athletic associations on predominantly athletic policies.

4.) Director of Financial Aid and Enrollment Services

The nature of this position seems to be in constant change. With a heavy level of responsibility, this position oversees all areas of financing and enrollment that affect student outcomes. It covers the areas of financial aid, student enrollment, veteran’s services and the one-stop counter which services all students. This manager supervises 16 staff of direct and indirect reports who work in a highly active, sometimes stressful atmosphere where details are of the utmost importance and immediacy of communication can make a difference in a student’s funding or graduation date. Not unlike the other areas, there is an element of direct academic


influence outside of teaching that requires accurate and timely horizontal communication within the division and the greater campus departments.

5.) Director of International Student and Faculty Services The nature of this position has also changed this past year. This position previously oversaw domestic recruitment in addition to international recruitment. Domestic recruitment responsibilities have now moved under the Director of Financial Aid and Enrollment Services to enable this position to focus on the multi-faceted nature and demands of international education development on campus and with overseas partners. The position is responsible for management and development of all international initiatives on campus, which requires upward, downward and horizontal communication. The Director directly and indirectly supervises 9 staff and students encompassing international academic and immigration advising, study abroad, admissions, housing, recruitment (contracted oversees), activities, Intensive English and Student Mentors. This position is required to travel approximately 2-3 months per year for work purposes. The position answers to the VP for Student Services.

Summary and ConclusionsEach manager in the division answers to the Vice President. Weekly one-on-one

meetings are held directly with the VP to offer updates and feedback. Bi-weekly team meetings are held and led by the VP to tackle any issues within the division and inform and discuss campus updates. Quarterly divisional meetings are led by the Vice President to encourage inclusion and share information on a divisional level. Each department holds weekly meetings with their immediate constituents to address daily work and all directors and some staff are required to attend the monthly meetings with the President as well as attend/participate in various retreats and training sessions throughout the year.

Communication within the division is multi-faceted in that it involves upward, downward and horizontal pathways; all necessary for successful work outcomes and worker satisfaction. Due to the comprehensive nature of these communication channels, bottle-necks have reportedly occurred and untimely information dissemination has caused issues for staff and management. Furthermore, clarity coming from uppermost management has reportedly been cause for uncertainty by way of goals and college direction. This may be a result of transition in leadership at the presidential level and difference in leadership style. Transitions within the division as a whole has also been constant which also gives rise to uncertainty and some confusion of purpose.

Formal and informal communication methods have been reported as helpful to meet the needs of students and staff. Whilst email, phone and face-to-face communication methods were most heavily utilized in daily and weekly work, meetings are consistently viewed as helpful on


the subgroup level. However, the satisfaction with quarterly division meetings and some smaller unit meetings rose as concerns with regard to time, usefulness, and organization. For an incredibly busy, high service-oriented division, time and utility are of the essence.

Physical location of the various subgroups within the division also rose as cause for some communication bottlenecks. Interviewees felt, as was confirmed through researcher observation that Building D, which house Student Services, is stratified to the point where those who need to be in communication with each other on a regular basis are required to physically travel from one side of the building to the other or up and down stairs to meet with colleagues, subordinates, constituents. In addition, observations show that students were walked from one area to another as the physical location is not mapped out for efficiency due to the confines of the building structure and limitations. During peak service times, the observer witnessed how physical lay-out interrupted work progress and efficiency. This is a point also brought up during interviews.

Some managers felt impeded by what appeared to them to be slow progress in upward communication. Frustration was shared by some manager who felt their needs were not adequately met or advocated at the highest decision-making level. In addition, there were concerns by some managers and staff who felt those who are ‘in the trenches’ were not being heard or represented adequately. These sentiments were expressed during interviews and in comments from Student Services Communication Survey.

Finally, some managers disclosed a concern that the highly regarded Guiding Principles were not being followed with regard to ‘open and honest communication’ and ‘respect’. These findings are supported through results of Student Services Communication Survey. From interviews, the researcher was able to share some insight in this area. The greatest concern is perceived to come from lack of understanding of what is being represented from upper management; both amongst themselves and what is communicated downwardly. 360-degree feedback (or multi-source feedback) was mentioned and questioned by a manager as to how it may be perceived at the mid-management level. Mangers expressed transparency could be improved.

Overall, the division receives high marks at the sub-group and departmental level with regard to job satisfaction and productivity. Staff overall are happy to be working at Peninsula College and adequately satisfied with their jobs and nature of their work. However, student satisfaction ratings from Peninsula College website show a decline in percentage rates from 2008-9 to 2012-13 from high 90’s to mid to low 70’s (See Appendix L). The researcher found concerns reported by managers and from the survey results perceived to be coming from the upper management level with regard to downward communication, clear goals, concerns for upward communication, focus on ‘open and honest communication’ and ‘respect’ regarding the Guiding Principles, as well as need for clear pathways at the horizontal level.


APPENDIX I – Student Leadership Interview Email communications

SS Leadership Interview Email sent 06.13.2014:

Hello SS Leaders (that doesn't sound very good....)...Student Services Leaders!!


Thank you for responding to my interview requests and my request to gain an idea of how many staff you’re directly and indirectly supervise. I'm still trying to get hold of an official org chart of the division, but until then, could I ask you one further detail regarding your areas of supervision?Could you please detail out the titles of the areas you supervise? My example would be as follows:

International Student and Faculty Services (3 FT, 4 PT, 3-4 Hrly)

Director (FT) - answers to VP for Student Services Int'l Student Adivsor (FT) - answers to Director Int'l Student Admissions Specialist (FT) - answers to Director Recruitment Manager (PT) - answers to Director Homestay Coordinator (PT) - answers to Director IESL Coordinator (PT) - answers to VP for Instruction (w/oversight by Director) Activities Coordinator (PT) - answers to Dir of Student Life / Director of ISFS

(w/oversight by Int'l Student Advisor) Student Mentors (Hourly) - answer to Director (w/oversight by Int'l Student

Admissions SpecialistThis will be very helpful for the interview and for my final communication audit report. If you have an org chart, please feel free to send that - no need to recreate a wheel or take extra time :-)Thank you for your assistance with this project. I anticipate a very thorough audit which will be shared with all of you :-)Happy Friday!

Sophia Iliakis Doherty

Sample interview consent email : Thank you for agreeing to my interview, Rick. I've put us down for an hour to allow time for the interview, although it should take less. I don't want you to feel rushed.For efficiency and to prevent distraction, I would like to record our interview. Do I have your permission to record? As I mentioned before, our interview details will be strictly confidential. Only the overall results of all interviews and surveys will be incorporated into the final report/audit. Please remember to complete the short survey - more responses render more accurate data. SS Leadership Interview Email sent 06.19.2014:

Hello Student Service Leaders, In preparation for our interviews (and to follow up with Rick as I just interviewed him), I’m attaching the interview questions with this mail for you to consider. Feel free to email me any last thoughts after our interview. Thank you again for your participation. I believe the information received from this audit will be very informative and helpful.

peninsula college student services audit report€¦ · web viewgonzaga university. july. 7,...

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