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REPORT ON COLLEGE CLIMATE San Juan College Farmington, NM

REPORT ON COLLEGE CLIMATE San Juan College Farmington, NM. National Initiative for Leadership & Institutional Effectiveness North Carolina State University. Facilitator. Leila Gonz ález Sullivan, Ed. D. W. Dallas Herring Professor of Community College Education Executive Director, NILIE

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REPORT ON COLLEGE CLIMATE San Juan College Farmington, NM

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  1. REPORT ON COLLEGE CLIMATESan Juan CollegeFarmington, NM National Initiative for Leadership & Institutional Effectiveness North Carolina State University

  2. Facilitator Leila González Sullivan, Ed. D. W. Dallas Herring Professor of Community College Education Executive Director, NILIE Report prepared by Lori Haight, NILIE Director of Research and Deborah Engle, NILIE Researcher

  3. Agenda • Context for the report • San Juan College’s vision for the future • Learning college principles • Climate studies and leadership • The PACE and SACE • Your PACE results • Using the PACE results • Questions? 3

  4. San Juan College Vision: San Juan College will be a model of the learning college of the future by promoting student-centered learning, using appropriate technology, employing systems thinking, implementing collaborative approaches and utilizing data-driven decision making. Values: • Educational access and student success • Information and market realities • Partnerships • People

  5. The Learning College The learning college creates an educational enterprise that helps students make passionate connections to learning, an enterprise whose accomplishments will be worth great celebration in the institution and throughout society. (Paraphrasing Terry O’Banion) 5 O’Banion, T. (1997). A learning college for the 21st century. Phoenix, Arizona: ACE/Onyx Press.

  6. The Learning College The intention to be a learning college is supported by: • Mission, vision, values statements • Organizational structures • Organizational processes • Resource allocation • Personnel commitment, reflected in actions and attitudes • Rewards and recognition 6

  7. Organizational Culture • Long-standing organizations usually have a strong culture. • Culture – the behaviors and collective beliefs of a particular group. • There is a direct relationship between leadership and college culture. Baker, G.A. (1998). Managing change: A model for community college leaders. Washington D.C: Community College Press. 7

  8. Components of Culture • Formal—The rigid set of rules and beliefs that ties the organization together. • Informal—Common patterns of behavior not found in policies, procedures or manuals. • Technical/Organizational—Taught and explained rationally. Structured and logical, easiest to change. Martin, J. (1995). The great transition: Using the seven disciplines of enterprise engineering to align people, technology and strategy. American Management Association (AMACOM). New York. 8

  9. Focus on student success Communication patterns Mutual respect and trust Ethics and fairness in all interactions Inclusive decision-making Clarity of roles Organizational structures Shared values, vision Cultural pluralism Growth opportunities Risk-taking and tolerance of mistakes Manifestations of Culture 9

  10. Organizational Climate • A measurable subset of organizational culture. • The prevailing conditions that affect employee satisfaction (morale and feelings) and productivity (task completion and goal attainment). • Exists at particular moment in time. Baker, G. A. & Associates (1992). Cultural leadership:Inside America’s community colleges. Washington, DC: Community College Press. 10

  11. Organizational Climate • Individual behavior influences and is influenced by the organizational climate: • Inspiring, motivating and rewarding—positive climate • Self serving, autocratic, or punishing—negative climate • Prevailing campus climate reveals the leadership style of the organization. 11

  12. Likert’s Leadership Systems • His theory applies well to community colleges • Describes climate and responses to leadership style • Articulates ways leadership effectiveness and organizational climate could be improved • System 4—collaboration—results in greater productivity, job satisfaction, communication and better organizational climate overall Likert, R. (1967). The human organization: Its management and value. New York: McGraw-Hill. 12

  13. Likert’s Systems • System 1--Coersion: Limited confidence and trust in employees; top-down decisions; influence through fear and punishment. • System 2—Competition: Limited confidence and trust in employees; decisions involve middle levels but power retained at top; some influence through rewards, but most through fear and punishment. • System 3—Consultation: Some confidence in employees; more decisions at the lower levels; most influence through rewards but some punishment. • System 4—Collaboration: High confidence in employees; decision-making widely dispersed and well integrated across levels; employees primarily influenced through participation, recognition and rewards. Adapted from Likert, R. (1967). The human organization: Its management and value. New York: McGraw-Hill.

  14. 4 COLLABORATIVE CONSULTATIVE 3 COMPETITIVE 2 COERCIVE 1 Likert’s Systems 15

  15. NILIE’s Climate Instruments • The Personal Assessment of the College Environment (PACE) • 46-item instrument • Employees evaluate four elements of the college climate. • The Student Assessment of the College Environment (SACE) • 58-item instrument • Students evaluate five organizational aspects of the college environment. 16

  16. NILIE PACE Climate Factors Institutional Structure Outcome Driver Supervisory Relationships StudentSuccess Leadership Student Focus Teamwork 17

  17. San Juan Community College • Data from the PACE Report include: • Quantitative comparisons among subgroups • Quantitative comparisons to NILIE norm base • Qualitative comments used to support and deepen quantitative findings 18

  18. Responses by Functional Role Support Staff 63 responses (27%) Professional Staff 102 responses (44%) Faculty 66 responses (29%) Total number of employees: 458 Surveys returned: 231 19

  19. Climate Scores of All SJC Employees Collaborative Consultative Competitive Coercive 20

  20. Climate Scores by Functional Role Collaborative Consultative Competitive Coercive 21

  21. Supervisory Relationships by Functional Role Collaborative Consultative Competitive Coercive Survey Question Number 22

  22. Institutional Structure by Functional Role Collaborative Consultative Competitive Coercive Survey Question Number 23

  23. Teamwork by Functional Role Collaborative Consultative Competitive Coercive Survey Question Number 24

  24. Student Focus by Functional Role Collaborative Consultative Competitive Coercive Survey Question Number 25

  25. Comparing SJC with PACE National Norm Base Collaborative Consultative Competitive Coercive 26

  26. Top Six Areas of Excellence: Overall Item Mean Area of Excellence #8 4.06 The extent to which I feel my job is relevant to this institution's mission #31 4.04 The extent to which students receive an excellent education at this institution #35 4.04 The extent to which this institution prepares students for a career #42 4.00 The extent to which students are satisfied with their educational experience at this institution #17 3.98 The extent to which faculty meet the needs of the students #18 3.96 The extent to which student ethnic and cultural diversity are important at this institution 27

  27. Top Six Priorities for Change: Overall Item Mean Area of Change #10 2.47 The extent to which information is shared within this institution #4 2.53 The extent to which decisions are made at the appropriate level at this institution #16 2.65 The extent to which open and ethical communication is practiced at this institution #15 2.67 The extent to which I am able to appropriately influence the direction of this institution   #38 2.78 The extent to which I have the opportunity for advancement #32 2.79 The extent to which this institution is appropriately organized 28

  28. Top Six Priorities for Change: Support Staff Item Mean Area of Change #38 2.59The extent to which I have the opportunity for advancement #10 2.79The extent to which information is shared within this institution #16 2.87 The extent to which open and ethical communication is practiced #15 2.89 The extent to which I am able to appropriately influence the direction of this institution #25 2.95The extent to which a spirit of cooperation exists at this institution #32 3.07 The extent to which this institution is appropriately organized 29

  29. Top Six Priorities for Change: Faculty Item Mean Area of Change #10 2.14The extent to which information is shared within this institution #4 2.20 The extent to which decisions are made at the appropriate level #15 2.45 The extent to which I am able to appropriately influence the direction of this institution #16 2.49 The extent to which open and ethical communication is practiced #25 2.52 The extent to which a spirit of cooperation exists at this institution #11 2.53 The extent to which institutional teams use problem-solving techniques 30

  30. Top Six Priorities for Change: Professional Staff Item Mean Area of Change #10 2.55 The extent to which information is shared within this institution #16 2.75 The extent to which open and ethical communication is practiced #4 2.79 The extent to which decisions are made at the appropriate level #15 2.91 The extent to which I am able to appropriately influence the direction of this institution #11 2.98 The extent to which this institution has been successful in positively motivating my performance #32 2.98 The extent to which this institution is appropriately organized 31

  31. Most Favorable Comments • Excellent learning environment, student-centered • Dedicated faculty, caring staff, fine colleagues, good supervisors • Creativity, innovation encouraged, professional development available, technology • Quality standards met (AQIP) • Beautiful campus • Responsive to community, local industry

  32. Least Favorable Comments • Lack of communication up, down, sideways • Exclusion from decisions affecting own work • “Disconnect” between top administration and rest of college • Decisions apparently not data-driven • Lack of structures to express ideas, debate and have input in college’s directions • Lack of recognition, feeling unappreciated • Few opportunities for advancement • Datatel

  33. Leaders Shape Culture • Ethical decisions grounded in shared values • Consistency and fairness in actions • Rewards, recognition for activities that support mission, vision, values • Lead by example • Innovation encouraged, mistakes tolerated • Periodic campus climate surveys Vaughan, G. B. (1992). Dilemmas of leadership: Decision making and ethics in the community college. San Francisco: Jossey-Bass. 34

  34. Leaders, Culture & Change • Leaders must understand college values and culture in order to introduce change. • Leaders can help college culture evolve. • If desired change conflicts with institution’s culture, it will probably fail. • Climate surveys can be very helpful for strategic planning and change. 35

  35. Using Your PACE Results • As individual members of this learning college, consider what the results mean for you personally and where change is needed. • As a community, use appreciative inquiry: “Whatever you want more of… already exists in the organization.” • For systems/processes you want to change, seek models, use objective standards to judge these, fit them to SJC culture 36

  36. San Juan College Vision: San Juan College will be a model of the learning college of the future by promoting student-centered learning, using appropriate technology, employing systems thinking, implementing collaborative approaches and utilizing data-driven decision making. Values: • Educational access and student success • Information and market realities • Partnerships • People

  37. References Alfred, R. & Carter, P. (2000). Contradictory colleges: Thriving in an era of continuous change. New Expeditions, Issues Paper No. 6. Washington , DC: American Association of Community Colleges. Baker, G.A. (1998). Managing change: A model for community college leaders. Washington D.C: Community College Press. Baker, George A. & Associates (1992). Cultural leadership: Inside America’s community colleges. Washington, DC: Community College Press. Chapter 2 for internal scan of attitudes. Collins, J. (2000). Built to Flip. Fast Company. March, 90-104. Likert, R. (1967).The human organization: Its management and value.New York: McGraw-Hill. Martin, J. (1995). The great transition: Using the seven disciplines of enterprise engineering to align people, technology and strategy. New York: American Management Association (AMACOM). O’Banion, T. (1997). A learning college for the 21st century. Phoenix, Arizona: ACE/Onyx Press. Senge, P., Kleiner, A, Roberts, C, Ross, R, Roth, G., & Smith, B. (1999). The dance of change: The challenges to sustaining momentum in learning organizations. New York: Doubleday. Vaughan, G. B. (1992). Dilemmas of leadership: Decision making and ethics in the community college. San Francisco: Jossey-Bass. 38

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