1. REPORT ON COLLEGE CLIMATE San Juan College Farmington, NM National Initiative for Leadership & Institutional Effectiveness North Carolina State University

2. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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) O’Banion, T. (1997). A learning college for the 21 st century. Phoenix, Arizona: ACE/Onyx Press. 5

6. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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 9

10. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Likert’s Systems COLLABORATIVE CONSULTATIVE COMPETITIVE COERCIVE 1 2 3 4 13

14. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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. Likert’s Systems

15. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Likert’s Systems COLLABORATIVE CONSULTATIVE COMPETITIVE COERCIVE 1 2 3 4 15

16. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

17. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s NILIE PACE Leadership Driver Student Success Outcome Institutional Structure Supervisory Relationships Climate Factors Student Focus Teamwork 17

18. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

19. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Responses by Functional Role Support Staff 63 responses (27%) Faculty 66 responses (29%) Professional Staff 102 responses (44%) Total number of employees: 458 Surveys returned: 231 19

20. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Climate Scores of All SJC Employees Collaborative Consultative Competitive Coercive 20

21. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Climate Scores by Functional Role Collaborative Consultative Competitive Coercive 21

22. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Supervisory Relationships by Functional Role Collaborative Consultative Competitive Coercive Survey Question Number 22

23. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Institutional Structure by Functional Role Collaborative Consultative Competitive Coercive Survey Question Number 23

24. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Teamwork by Functional Role Collaborative Consultative Competitive Coercive Survey Question Number 24

25. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Collaborative Consultative Competitive Coercive Student Focus by Functional Role Survey Question Number 25

26. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Collaborative Consultative Competitive Coercive Comparing SJC with PACE National Norm Base 26

27. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Top Six Areas of Excellence: Overall ItemMeanArea of Excellence #84.06The extent to which I feel my job is relevant to this institution's mission #314.04The extent to which students receive an excellent education at this institution #354.04The extent to which this institution prepares students for a career #424.00The extent to which students are satisfied with their educational experience at this institution #173.98The extent to which faculty meet the needs of the students #183.96The extent to which student ethnic and cultural diversity are important at this institution 27

28. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Top Six Priorities for Change: Overall Item MeanArea of Change #102.47The extent to which information is shared within this institution #42.53The extent to which decisions are made at the appropriate level at this institution #162.65The extent to which open and ethical communication is practiced at this institution #152.67The extent to which I am able to appropriately influence the direction of this institution #382.78The extent to which I have the opportunity for advancement #322.79The extent to which this institution is appropriately organized 28

29. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Top Six Priorities for Change: Support Staff ItemMeanArea of Change #382.59 The extent to which I have the opportunity for advancement #102.79 The extent to which information is shared within this institution #162.87 The extent to which open and ethical communication is practiced #152.89The extent to which I am able to appropriately influence the direction of this institution #252.95The extent to which a spirit of cooperation exists at this institution #323.07The extent to which this institution is appropriately organized 29

30. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Top Six Priorities for Change: Faculty ItemMeanArea of Change #102.14The extent to which information is shared within this institution #42.20The extent to which decisions are made at the appropriate level #152.45 The extent to which I am able to appropriately influence the direction of this institution #162.49The extent to which open and ethical communication is practiced #252.52The extent to which a spirit of cooperation exists at this institution #112.53 The extent to which institutional teams use problem-solving techniques 30

31. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s Top Six Priorities for Change: Professional Staff ItemMeanArea of Change #102.55The extent to which information is shared within this institution #162.75The extent to which open and ethical communication is practiced #42.79The extent to which decisions are made at the appropriate level #152.91The extent to which I am able to appropriately influence the direction of this institution #112.98The extent to which this institution has been successful in positively motivating my performance #322.98The extent to which this institution is appropriately organized 31

32. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

33. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

34. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

35. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

36. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

37. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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

38. N a t i o n a l I n i t i a t i v e f o r L e a d e r s h i p & I n s t i t u t i o n a l E f f e c t i v e n e s s 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 21 st 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