ERIC EJ1131851: Emergence of Organizational Change and Organizational Learning through Development of a Communications Plan

2016·0.13 MB·English

by  ERIC

RESEARCH PAPERS
EMERGENCE OF ORGANIZATIONAL CHANGE AND
ORGANIZATIONAL LEARNING THROUGH DEVELOPMENT OF A
COMMUNICATIONS PLAN
By
BEVERLY D. HILL * ALICE T. LEDFORD **
* Instructional Systems Specialist, Department of Defense Service Component Organization, Minneapolis, Minnesota, USA.
** Adjunct Professor, School of Education, Capella University, Minneapolis, Minnesota, USA.
ABSTRACT
The purpose of this action research study was to create an organizational communications plan to enhance a
Department of Defense (DOD) adult education institution's capability to communicate with its course writers and others
internal and external to the organization. It sought to answer the question: how will an organizational communications
plan be developed to convey course development duties, responsibilities, and submission requirements clearly to its
course authors? The rationale for the study was the institution perpetually missing course activation dates. Qualitative
data were collected, using Argyris and Schön's (1996) double-loop learning concept in addition to Eoyang's (2007)
transforming feedback loop, inclusive of an organizational communications data collection tool, archival
organizational information, a seven member focus group, as well as meeting minutes and a researcher journal. The
findings concluded that by using action science, theory and practice can be successfully merged as in the
development of a comprehensive organizational communications plan.
Keywords: DOD, SWOT, Organizational Learning.
INTRODUCTION 1. Theoretical Significance of this Study
Communication is commonly described as a channel that Typically, there are descriptively synonymous meanings of
requires a sender, receiver, and message; however, communication. Spaho (2013) stated that,
organizational communication has seemingly been the “communication is transfer of information from sender to
most prevailing challenge organizations currently face. receiver, implying that the receiver understands the
Since communication is essential at all levels of civilian and message” (p. 104). Moreover, Nordin (2013) indicated that,
military hierarchies, an organizational communications leaders should adjust their communication techniques
plan was developed at a Department Of Defense (DOD) when customers or employees are remote, as with the DOD
adult education institution by applying the concept of adult education institution studied. Additionally, Kolcum,
double-loop learning, as ascribed by Argyris and Schön Teodorescu, and Gifu (2014) noted that, communication is
(1996). Further, Argyris (1994) posited that, an organization an interrelated system consisting of a source or producer,
would not succeed in the 21st century unless containing a message, including the consumer or for
communication was enhanced; hence, when single-loop whomever the communication is intended. Conversely,
learning emerged into double-loop learning. communication has varied meanings, particularly as
The purpose of this study was to create an organizational organizational and strategic communication are
communications plan in an effort to enhance the DOD compared and contrasted.
adult education institution's ability to communicate with 1.1 Organizational/Strategic Communication
course writers specifically, and others internal and external
Organizational and strategic communication are typically
to the organization generally. Approximately 110 course
viewed differently depending upon the type of
writers met the sample population criteria.
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organization. According to Christensen (2014), that, organizational communication can also link formal
organizational communication pertains to the attitudes, and informal information as well as vertical and horizontal
feelings, relationships, and skills of people. Indicative of relationships (Bakar & Mustaffa, 2013). Preferably, resulting
organizational communication is the application of in Eoyang's (2007) transforming feedback loop with its
double-loop learning, as noted by Argyris and Schön emphasis on lasting changes resulting from open and
(1996), by the data collection tool used in this study, which honest dialogue; subsequently, have an enduring impact
sought to understand some of the same attributes on all participants. Bakar and Mustaffa (2013) also noted
conveyed from course writers. The authors emphasize how Malaysians preferred group work to individual work.
double-loop learning as modifying an organization's norms Although the sample was 24 individuals, the authors
and policies. The DOD's view of organizational ascertained that culture seemed more prevalent;
communication is known as strategic communication; therefore, group bond and mutual respect were preferred
however, The White House (2009) study elucidated the over communication. This attribute seemed to surface in
necessity of having a clear meaning of strategic the focus group bond that appeared during this study in
communication as well as the need for methods to guide addition to renewed respect gained and enhanced
and coordinate communication efforts. The White House perspectives of others and their roles; accordingly,
(2009) described strategic communication as Eoyang's (2007) transforming feedback loop. Yet,
synchronized speech and actions to deliberately organizations' level and methods of communication is
communicate with, and engage specific audiences, seemingly industry dependent.
which included a determination of how the audience's While corporate and military organizations may view
perception of the words, actions, activities, and programs communication from differing perspectives, there seemed
were viewed. Further, organizations beyond those who to also be differences in how communication is measured.
manage communications add worth and influence to
Perhaps if available organizational members are used to
communication (The White House, 2009), as with this DOD
measure corporate communication, missions may be
adult education institution. Yet, Nordin (2013) contrasted
performed more effectively, especially if an organization's
corporate and organizational communications and noted
leadership considered and addressed employee
how organizational communication can be unclear and
feedback, utilizing double-loop learning - a particularly
often not articulated. In addition, Norman, Avolio, and
important consideration when undergoing change (Argyris,
Luthans (2010) stated organizational communication
1995).
involves strategies that are planned and developed to
1.2 Organizational/Leader Communication and Change
achieve specific results or goals. Organizational and
The effects of communication and organizational change
strategic communication not withstanding, others have
have been measured. Tang and Gao (2012) studied the
surmised the consequential effects.
effect of employees' emotional intelligence, described as
Bakar and Mustaffa (2013) observed that, how organizational
having social skills and abilities that related to interpersonal
communication affected other organizational outcomes,
relationships, and its relation to intra-departmental
such as being committed and having job satisfaction, as
communication as well as employees' reaction to
reported in the Malaysian organization studied. The authors
organizational change. The authors observed how
measured 13 communication variables that included
employees exhibited more commitment to organizational
dimensions such as the characteristics of messages, flow of
change with effective communication; this reduced the
information, and the climate for communications. Likewise,
stress and uncertainty typically induced by change when
the 12-question organizational communications data
communication with supervisors and peers in the same
collection tool in the current study used similar components
departments existed during the change process.
to aid in assessing organizational communication.
Subsequently, organizational learning is likely beginning to
Researchers of organizational communication suggested
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prevail. In addition, when communication and other organizational learning, the organizational communications
organizational changes occurred, one way to cement plan may not have been unequivocally accepted.
those changes was to use influencers. 1.3 Organizational Learning
Grenny, Maxfield, and Shimberg (2008) discovered that,
The concept of organizational learning is also viewed from
executives who effectively influenced change, on issues
varied perspectives; but the practical view (Argyris, 1995)
such as a lack of collaboration and the adherence to
took seemed most appropriate, especially from the
quality standards, used multiple change strategies at any
standpoint of addressing issues germane to organizations.
one time. Yet, according to Grenny, et al. (2008), less than
Specifically related to action science, Argyris (1995) noted
five percent used four or more influence strategies at a
that, organizational learning occurred when mistakes were
time, while the difference made in combining strategies
discovered and corrected, or when an intent and action
proved most effective. Various executives' actions were
initially acquiesced. Action science has as its tenets
also measured during their study, which found that some
cyclical implementation, observation, and Model II
executives attempted to link behaviors to mission and
behavior to change the underlying program.
values by transforming attitudes toward mission
Organizational learning can also be examined from Argyris
attainment. Similarly, the DOD adult institution's
and Schön's (1996) viewpoint, as they distinguished it by
organizational communications plan has enhanced
acquired information, perhaps via practices, knowledge,
mission accomplishment as one of its goals. Closely
or even techniques. As the authors described,
related to communication, organizational learning is a
organizational learning can be either internal or external to
determination of the methods leaders use to make
the organization, as well as be derived from the information
effective changes.
itself.
An organization's readiness for lasting change seems
Correspondingly, archival information from previous
dependent on the manner in which a leader
institutional initiatives was imperative and greatly informed
communicates. For example, when Argyris (1994)
this study as well as other germane features. Furthermore,
described leaders who looked for answers to long-standing
Nordin (2013) indicated the creation of frequent employee
problems without the benefit of having employees reflect
communication networks to promote collaboration and
on how or why they, nor leaders, may have contributed to
shared knowledge as one way to urge organizational
the issues; the result was less desirable single-loop learning.
learning. Using a focus group with this adult education
Conversely, double-loop learning would have likely
institution study furthered this viewpoint. Additionally, Chen,
prevailed if questions were asked about objective facts in
Hung, and Tseng (2010) conducted a study of 202
addition to reasons and motives behind those facts that
manufacturing companies in Taiwan that were geared
may have contributed to long-standing problems. Similar
toward learning within organizations, specifically inter-
studies were also conducted in the DOD adult education
organizational learning. Inter-organizational learning is the
institution to help ascertain the source of activation/
transfer of knowledge from one organization to another, or
production problems; however, solutions were
the creation of new knowledge resulting from interactions
recommended without input from some external and
with other organizations (Chen, Hung, and Tseng, 2010).
internal stakeholders, which tend to stifle organizational
Chen, et al.'s (2010) study concluded that, the quality of
learning. None the less, for this study, the organization's
relationships was crucial to the transference of either
leadership was responsible for approving the
already known or new knowledge. Likewise, intra-
communications plan, not determining its contents; this
departmental communication, its relation to emotional
role alone differed and required changing the direction of
intelligence, and organizational change seemed
how decisions were made. Had organizational archives not
interrelated, as were investigated by Tang and Gao, (2012)
been referenced to aid organizational change and
and Chen, et al., (2010). So, how does organizational
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change and organizational learning relate to a that involves all those who have a stake in the issue
communications plan? engaging in systematic inquiry into the issue to be
2. Study Background investigated” (p. 6). The focus group and study participants
who met the organizational communications data
A DOD service component adult education institution,
collection tool criteria were not only indicative of action
located in the United States, is responsible for developing
research, but presented an opportunity to apply Eoyang's
over 220 courses for members assigned worldwide. It
(2007) transforming feedback loop. Each participant
appeared the DOD adult education institution did not
group primarily consisted of members affected by the
communicate course development requirements to its
DOD adult education institution's less than ideal
stakeholders well; primarily to the course writers who are
communication and methods thereof. The data collection
responsible for providing the distance learning course
tool was used to aid the DOD adult education institution in
manuscripts to the institution for development and
understanding the course writers' experiences and
subsequent activations. This was seemingly and partly
viewpoints while the archival data considerably aided in
attributed to single-loop learning. Nevertheless, courses
the communications plan development.
were perpetually activated late; thereby, adversely
affecting job training. This dilemma seemed to exacerbate According to Hilal and Alibri (2013), qualitative data is
over the years, despite multiple unsuccessful improvement widely accepted in the educational arena, largely due to
initiatives; therefore, new measurement tools were participants' experience that also allows problems to be
implemented to better assess overall communication addressed more completely since multiple themes
needs. typically emerge. Relatedly, a review of the organization's
archives proved invaluable to retaining changes that
It was essential for the institution to receive more adequate
worked well and eliminating less successful efforts. Further,
course content produced by course writers, because it
Golafshani (2003) described the qualitative data method
resulted in curriculum specialists devoting an inordinate
as a means to help understand an occurrence in a natural
amount of time for revisions; subsequently, causing late
environment. As studied here, the remote course writers
course activations. The intent of a comprehensive
completed the organizational communications data
communications plan appeared vital. As well, it seemed
collection tool via an online survey program while the
apparent the DOD adult education institution thought the
communications plan focus group met at their work site.
course writers received adequate information to aid
However, research methods seemingly vary, with broad
course development efforts since the writers' personal
latitude in industries' acceptability, and seemed to differ on
opinions and perspectives were not sought beyond the
the basis of topics studied.
training they received from the institution.
Similarly, Jensen (2003) reported that, varied research
3. Method
methods were acceptable in the organizational
There were two qualitative evaluative tools and two
communication realm, including the use of study
participant groups used in this action research study: an
participants to measure attitudes regarding
organizational communications data collection tool
communication and events therein, such as with the
sought feedback from course writers, and a focus group
administration of the communications data collection tool
was assembled and the organizational communications
to course writers, which invariably addressed training
plan was developed, which included expert reviews for
methods and effectiveness. As the author also related, the
feasibility. To guide the work of action research, Coghlan
systematic nature of ascertaining reliable data on
and Branick's (2010) cycles of inquiry proved useful, which
communication, such as coding and categorizing
include diagnosing the problem, planning the action,
responses, not only assist in ascertaining accurate
taking action, and evaluating the action. According to
conclusions, but in the development of an appropriate
Stringer (2007), “action research is a participatory process
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communications plan, as performed in this study. collocated with their training detachment elements at
Argyris (1994) indicated that, leaders have utilized a military installations and were either between the ages of
number of communication data gathering tools to obtain 30 and 45 years old or younger/older, as long as they were
assigned as course writers. Polkinghorne (2005) stated that,
information required to implement organizational change,
“individuals who can provide relevant descriptions of an
including focus groups and organizational surveys.
experience are primarily those who have had or are having
Regarding the use of qualitative data, Gall M.D, Gall J.P,
the experience” (p. 140). Nevertheless, the organizational
and Borg (2007) asserted that, “…researchers….are usually
communications plan focus group participants were
interested in the average response of the total group rather
internal and external to the organization whose duties
than the response of a single individual” (p. 229). Course
required daily interaction with course writers and who had
writers were asked to provide input into processes and
previous experiences with viewing issues from myriad
procedures that have a considerable impact on how
perspectives. These were valuable attributes to the
information is conveyed, and ultimately on their
performance. In addition, course writers' input exemplified development of a communications plan with focus group
what Argyris and Schön (1996) referred to as Model II members who were between 30 and 58 years old.
behavior, which has a reliance on quality data that include However, accurately determining eligible course writers to
the views and experiences of others. The authors also complete the data collection tool proved most
shared how Model II behavior is exhibited when leaders challenging.
routinely seek and employ appropriate feedback, which 5. Recruitment
the DOD adult education institution leadership sought via There were differing recruitment methods for each
previous improvement initiatives albeit with limited success. participant group: a database and spreadsheet were
The foregoing assertions organically led to organizational used in determining assigned course writers and subjective
communication being assessed through the use of a criteria were noted for focus group members.
communications data collection tool as one method of
Subsequently, all suitable military course writers were invited
advancing organizational learning.
to participate in completing the voluntary, anonymous
Collaboration and information formed the basis for the data collection tool via an email. There was a disclaimer on
organizational communications plan development. the first line of text to disregard the request if they were not
Feedback was garnered on the contents of the assigned as course writers on May 26, 2015. The email also
communications plan from internal and external detailed the topic of the study, its purpose, and the
colleagues due to the importance of ensuring varied intended outcome and included an excel spreadsheet
viewpoints were considered and reflected to help ensure containing their names and assigned participant numbers.
the communications plan's comprehensiveness. Concurrently, the local focus group was assembled by
Collaborating in this manner seemed a true application asking specific individuals, in person, to participate on the
and essence of double-loop learning (Argyris & Schön, basis of their observed readiness to move the organization
1996). In addition, the communications plan focus group forward, initiatives previously led, sound judgment,
was made up of employees who were also affected by, innovativeness, and experiences. Each focus group
and must adhere to the plan's compulsory language, member was then sent an email containing a copy of the
which furthered a tenet of double-loop learning as posited informed consent letter with detailed information including
by Argyris (1994). In an attempt to rectify the oversight of regarding the study, the length of their participation and
excluding course writers' feedback, the organizational rationale for selection. Finally, those who agreed to
communications data collection tool was developed. participate were asked to sign and return a
4. Study Participants communications plan informed consent letter.
All data collection tool participants were course writers
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6. Setting person focus group gathered via regularly scheduled
The data collection tool was contained within the DOD meetings to aid in the development of a comprehensive
component campus database and the course writers communications plan, which Herr and Anderson (2005)
referred to as “insider in collaboration with
accessed the link electronically from their disparate
insiders”…“insider(s) in collaboration with outsider(s)” (p. 31).
locations. Focus group members met at the local work site.
These information sources led to fairly comprehensive
7. Data Collection and Analysis
datasets.
The organizational communications data collection tool
Data were obtained in myriad ways. Information
and focus group seemed most practical for this qualitative
discovered in the organization's archives was summarized
action research study of developing a communications
in a table and presented to the focus group for
plan that addressed the issue of enhancing
background and to inform them of the need for the study.
communication with the course writers. As Polkinghorne
Further, it was emphasized to the focus group that they
(2005) related, a qualitative research study is data resulting
were obligated to not deviate from the specified research
from the lived experiences of individuals and requires an
plan data collection procedures unless permitted by the
extensive exploration of participants. Further, the author
institutional review board. As well, the data collection tool
indicated that, data gathering is needed as an evidence
responses were recorded in a Microsoft Excel Spreadsheet
for the experience that is being investigated and any
where each of the 12 questions were placed in individual
claims should be made on the basis of a population
columns with exact responses copied from each
studied; hence, organizational learning intended via the
respondents' comments, then the responses were saved in
data collection tool. In an effort to gather a depth of
a Microsoft word file downloaded from the campus-wide
experiences, feedback from course writers also reflected
survey program. Course writers' feedback from the
homogeneous participants.
organizational communications data collection tool
Additionally, several studies with similar participants and
questions (Appendix A) was also presented to the focus
goals not only informed this study, but also related closely.
group as guidance in the organizational communications
Namely, Bjørnstad's (2011) questionnaire was completed
plan development. Data gathered in this manner also
by military personnel whose duties and responsibilities
aided in ensuring the information was conveyed clearly.
changed, including technological advances, as with this
7.2 Data Analysis
DOD adult education institution. Furthermore, Harp's (2011)
Thematic analysis was used as a method to analyze the
study assessed how managers communicated during
results and derive findings. A constant comparative
change, while Aaberg and Thompson (2012) used focus
method was employed to develop themes that resulted
groups to aid in conducting accurate program
from the communications data collection tool. Bogden
assessments. Each study served to coalesce and aid in
and Biklen (2007) indicated that, analyzing data requires a
answering the question posed in this study.
system of codes used to organize, manage, and
7.1 Data Collection
synthesize information. However, as listed in Phillips and
Qualitative data collected during the study included an
Lumpur (2002), analytic codes, as opposed to descriptive,
examination of the DOD adult education institution's
were applied to the researcher's journal, emails, and
archived documents inclusive of previous process
meeting minutes to document the focus group details.
improvement efforts and meetings. Especially noted in the
As Phillips and Lumpur (2002) indicated, thematic coding is
artifacts were recommendations that aided in the
a method of examining phrases, words, or sentences from
development of the organizational communications plan.
raw qualitative data and ascribing codes or labels. The
As Kelly and West (2011) highlighted, survey design is
journal, emails, and meeting minutes were examined to
extremely important, especially tying the questions to the
ascertain what Phillips and Lumpur (2002) listed as including
overall purpose. Further, the selectively chosen seven-
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activities and participation, which connoted the inclusion 7.3.1 Organizational Data
of others over a period of time in a specific setting and the Developing the organizational communications plan
adaptation to a new setting, respectively, as in the required a focused approach, which included the
communications plan focus group composition.
incorporation of appropriate feedback from former and
Subsequently, the journal, emails, and meeting minutes current organizational leaders and members. Further, the
were reviewed in an effort to observe focus group team communications plan focus group analyzed the adult
members' feedback and participation; whereas, emails education institution's SWOT (Strengths, Weaknesses,
and meeting minutes documented the focus group Opportunities, and Threats) analysis, process improvement
decisions and initiatives used in the organizational implementation plans, and the course writers' three major
communications plan development. Thus, organizational themed responses from the data collection tool; hence,
learning and Eoyang's (2007) transforming feedback loop enhanced organizational learning. Specifically, the SWOT
succeeded. Consequently, the writers' themed responses analysis was used to answer these questions:
were also included in the plan. Resultantly, everyone
(1) where are we;
responded to requests to review data and meeting
(2) what do we have to work with;
minutes, as well as provided input to the communications
(3) where do we want to be; and
plan expeditiously and with seemingly sound judgement,
(4) how do we get there?
whether in person or via email. Furthermore, each focus
group member participated equally, resulting in a truly The before mentioned research and analysis aligned with
collaborative communications plan. However, some of Kodlick's (2010) communication planning
thematically coding the data collection tool was entirely elements, which included the plan's intent and specifically
different. stated “decide in advance what effect or end state it wants
to achieve. A statement of intent can capture the desired-
7.3 Data Collection Tool
level outcome of the communication effort or the desired
Course writers' responses were openly and axially coded
end state” (p. 20). The author also noted how researching a
(Phillips & Lumpur, 2002). Open coding occurred by
topic deepened understanding. Because it was
highlighting words and phrases from the course writers'
imperative to determine stakeholders' knowledge and
responses to each question. Axial coding, which is sorting
level of awareness, varied documents at the DOD adult
data into groups, consisted of additional hierarchical
education institution were researched, developed, and
divisions and subsequently grouped by types, such as
maintained in an effort to ensure the communications plan
training. The focus group agreed to incorporate the course
was appropriate and comprehensive. Additionally, several
writers' seemingly most salient feedback into the
other record keeping measures were used to document
communications plan. To augment open and axial
the communications' plan formulation as aforementioned.
coding, Nvivo (version 10) was used as an electronic
7.3.2 Journal, Emails, and Meeting Minutes
means assist in identifying any codes that may have been
overlooked. Namely, a journal, emails, and meeting minutes proved
resourceful. A researcher journal was used to document
Resultant themes emerged from each of the 26 course
the actual development of the plan, to record the
writers' data collection tool responses. Then, the
systematic nature of the planning, and as evidence a
respondents' feedback was reviewed and coded with
focus group participated in developing the
three emergent themes: training communication,
communications plan. Emails and meeting minutes
administrative communication, and communication
served the twofold purpose of documenting the
media. As a result, components of the communication
proceedings and as additional evidence of team
plan organically surfaced.
involvement in developing the communications plan.
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Moreover, a DOD service component regulation's thoroughly analyzed the relationship of the communication
template was used, which guided the development of all plan components to the course writers' feedback on the
communications plan components. Beyond those data collection tool to ensure inclusiveness.
measures, the organizational communication data Successively, the DOD adult education institution's
collection tool and organizational communications plan communications plan was approved and will be
underwent a level of rigor before being presented to the institutionalized to aid the manner in which organizational
organization's leadership. members communicate with customers. Ultimately,
7.3.3 Field Test everyone should perform the course production mission
Golafshani (2003) indicated that, the goals of a pilot test considerably better. The communications plan will
were to guard against bias and to ensure the questions and hopefully have an enduring impact, regardless of
procedures produced valid findings. As a result, the 12- leadership.
question organizational communications data collection 9. Implications for Future Research
tool was field-tested by three content experts: a program Additional research on developing industry-specific
evaluation and assessment chief; a nurse practitioner who communications plans accessible over the worldwide web
served as a principal investigator for a health study; and an could be very beneficial for organizations seeking to
education and training course director/strategic planner. A develop stakeholder-and organization-centered
personalized field test template was sent to each of the communications plan, particularly during organizational
experts via email and contained background on the change. Further, standard industry communication
rationale for the study, its participants, and a copy of the channels, networks, and resources could result. In addition,
original organizational communications data collection it could aid DOD organizations in preparing and publishing
tool. They provided fairly extensive feedback, resulting in communications plans at unit levels to enhance mission
the data collection tool being extensively revised, which success and to gain insights on effectively
produced very relevant results. communicating. However, if good message themes and
8. Findings engagement strategies are crucial to success, the nexus of
In this study, the course development communication any communications plan must include public affairs or
process with stakeholders, especially course writers, organizations' internal communication agencies, whether
required enhancement so the overall mission of producing in the DOD or civilian sector. Finally, the research should
timely and accurate courses could be realized. The measure a communication plan's effectiveness by
conceptual view was primarily based upon Argyris and comparing organizational communication before and
Schön's (1996) double-loop learning concept as well as the after its implementation, which could be particularly helpful
authors' view of organizational learning that could be also in measuring mission effectiveness.
examined from the perspective of acquired information Conclusion
attained via practices, knowledge, or techniques. To answer the research question on how to develop an
Moreover, the authors described the learning as either organizational communications plan to convey course
internal or external to the organization; consequently, an development duties, responsibilities, and submission
organizational communications data collection tool and requirements clearly to course writers is to use an
communications plan focus group were employed, which appropriate, comprehensive communications plan
reflected internal and external viewpoints. Furthermore, template. In addition, by developing and administering a
organizational learning also transpired by reviewing past data collection tool, reviewing applicable archival data,
process improvement efforts through the DOD adult instituting/leading a focus group, and other administrative
education institution's archival data, which noticeably data, organizational learning should be maximized by
reflected only internal views. Additionally, the focus group instituting Argyris and Schön's (1996) double-loop learning
8 i-manager’s Journal on School Educational Technology, Vol. 12 l No. 2 l September - November 2016
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concept. This study addressed ineffective organizational Research in your own Organization, 3rd edition. Thousand
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[12]. Gall, M. D., Gall, J. P., and Borg, W. R. (2007).
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Educational Research: An Introduction. Boston, MA: Allyn &
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Bacon.
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[8]. Chen, T-Y, Hung, K-P, and Tseng, C-M. (2010). The
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“Elements of Organizational Communication”.
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i-manager’s Journal on School Educational Technology, Vol. 12 l No. 2 l September - November 2016 9
RESEARCH PAPERS
[22]. Norman, S.M., Avolio, B.J., and Luthans, F. (2010). “The which method listed above would you prefer? Please
Impact of Positivity and Transparency on Trust in Leaders explain why.
and their Perceived Effectiveness”. The Leadership 4. If you received training, how do you feel the training, from
Quarterly, pp. 350-364.
any of the above sources, could have been better
[23]. Phillips, J.A. and Lumpur, K. (2002). Qualitative communicated to aid you in understanding your duties?
Research Methods in Education. Retrieved from http://www.
5. If you have received training, rate your level of
learningdomain.com/PhD/Qualitative INTROD.html
agreement with each statement using the scale below:4 –
[24]. Polkinghorne, D.E. (2005). “Language and Meaning: Strongly Agree 3 - Agree 2 – Disagree 1 – Strongly Disagree
Data Collection in Qualitative Research”. Journal of 0– Neither Agree nor Disagree Answer Group 1
Counseling Psychology, Vol. 52, No. 2, pp. 137-145. doi:10.
6. What communications method(s) do you prefer the DOD
1037/0022-0167.52.2.137
adult education institution use to provide information
[25]. Spaho, K. (2013). “Organizational Communication relating to your duties and any other procedural
and Conflict Management”. Management, Vol. 18, No. 1, updates/changes? Please rank order, from 1 to 4, with 1
pp. 103-118. being your top preference.
[26]. Stringer, E.T. (2007). Action Research, 3rd edition. Los 7. What can the DOD adult education institution do in terms
Angeles, CA: Sage. of communications to help with course writer duties?
[27]. Tang, C., and Gao, Y. (2012). “Intra-department 8. What constraints do you have that the DOD adult
Communication and Employees' Reaction to education institution should consider that might prohibit
Organizational Change: The Moderating Effect of you from receiving information or responding to requests as
Emotional Intelligence”. Journal of Chinese Human we communicate with you? Select all that apply.
Resource Management, Vol. 3, No. 2, pp. 100-117.
9. What internal or external agencies, offices, or individuals
[28]. The White House. (2009). National Framework for should the DOD adult education institution communicate,
Strategic Communication. Report No. 000990. Washington, or coordinate, with to assist you in performing your duties?
DC. Please justify your response.
Appendix A 10. The DOD adult education institution's main communications
Organizational Communications Data Collection Tool objectives are to convey timely and relevant information.
Responses Are additional objectives needed? If so, what?
1. Have you received training on your course writer duties? 11. What recommendations, if any, do you have for the
DOD adult education institution to enhance its communications
2. Of the training you received, which method(s) were
organization-wide?
used?
12. Please provide any other comments, issues, or concerns
3. On the basis of its effectiveness as a communication
you have that might enhance communications between
method, which type of training method listed above do
the DOD adult education institution and you that were not
you think should be mandatory to help you understand
addressed.
your course writer duties? If you did not receive training,
ABOUT THE AUTHORS
Dr. Beverly D. Hill is an Instructional Systems Specialist at the Department of Defense Service Component Organization, where she prepares
distance learning course materials, examinations, and perform course statistical analysis. Dr. Hill received a Doctor of Education degree in
Educational Leadership and Management at Capella University. She is a 25 year retired military member who served in varied administrative,
instructional, and leadership and management positions. Dr. Beverly Hill was recently recognized by Worldwide Branding for Excellence in
Education.
Dr. Alice T. Ledford is an Adjunct Professor in the School of Education at Capella University, Minneapolis, Minnesota, USA.
10 i-manager’s Journal on School Educational Technology, Vol. 12 l No. 2 l September - November 2016