REPORT ON COLLEGE CLIMATE San Juan College Farmington, NM

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REPORT ON COLLEGE CLIMATE San Juan
CollegeFarmington, NM

• National Initiative for Leadership
  Institutional Effectiveness
  
• North Carolina State University

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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

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Agenda

• Context for the report
• San Juan Colleges vision for the future
• Learning college principles
• Climate studies and leadership
• The PACE and SACE
• Your PACE results
• Using the PACE results
• Questions?

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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

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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 OBanion)

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OBanion, T. (1997). A learning college for the
21st century. Phoenix, Arizona ACE/Onyx Press.
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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

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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.
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Components of Culture

• FormalThe rigid set of rules and beliefs that
  ties the organization together.
  
• InformalCommon patterns of behavior not found in
  policies, procedures or manuals.
  
• Technical/OrganizationalTaught 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.
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Manifestations of Culture

• 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

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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
leadershipInside Americas community colleges.
Washington, DC Community College Press.
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Organizational Climate

• Individual behavior influences and is influenced
  by the organizational climate
  
• Inspiring, motivating and rewardingpositive
  climate
  
• Self serving, autocratic, or punishingnegative
  climate
  
• Prevailing campus climate reveals the leadership
  style of the organization.

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Likerts 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 4collaborationresults 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.
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Likerts Systems

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Likerts Systems

• System 1--Coersion Limited confidence and trust
  in employees top-down decisions influence
  through fear and punishment.
  
• System 2Competition 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 3Consultation Some confidence in
  employees more decisions at the lower levels
  most influence through rewards but some
  punishment.
• System 4Collaboration 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.
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Likerts Systems
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NILIEs 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.

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NILIE PACE

Climate Factors



Institutional Structure

Outcome
Driver


Supervisory Relationships
StudentSuccess
Leadership
Student Focus


Teamwork
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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
  

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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
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Climate Scores of All SJC Employees
Collaborative
Consultative
Competitive
Coercive
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Climate Scores by Functional Role
Collaborative
Consultative
Competitive
Coercive
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Supervisory Relationships by Functional Role
Collaborative
Consultative
Competitive
Coercive
Survey Question Number
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Institutional Structure by Functional Role
Collaborative
Consultative
Competitive
Coercive
Survey Question Number
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Teamwork by Functional Role
Collaborative
Consultative
Competitive
Coercive
Survey Question Number
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Student Focus by Functional Role
Collaborative
Consultative
Competitive
Coercive
Survey Question Number
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Comparing SJC with PACE National Norm Base
Collaborative
Consultative
Competitive
Coercive
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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
  

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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
  

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Top Six Priorities for Change Support Staff

• Item Mean Area of Change
• 38 2.59 The extent to which I have the
  opportunity for advancement
  
• 10 2.79 The 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 2.95 The extent to which a spirit of
  cooperation exists at this institution
  
• 32 3.07 The extent to which this institution
  is appropriately organized
  

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Top Six Priorities for Change Faculty

• Item Mean Area of Change
• 10 2.14 The 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
  

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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

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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

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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 colleges directions
  
• Lack of recognition, feeling unappreciated
• Few opportunities for advancement
• Datatel

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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.
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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 institutions
  culture, it will probably fail.
  
• Climate surveys can be very helpful for strategic
  planning and change.

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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

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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

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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 Americas 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).
• OBanion, 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.
  

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