Advising Administrators' and Academic
Advisors' Perceptions of Group Dynamics in the Workplace
2003
Results
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Catherine Joseph and Heidi Carty
University of California - San Diego
BACKGROUND
Phase I of a national
web-based survey was administered in summer 2002 to NACADA advising
administrators to assess their perceptions on select measures
of group dynamics in the workplace. The survey was intended
to identify and adapt a set of best practices that may be used
to: enhance communication, staff morale, teamwork and decision-making,
diversity, leadership performance, career development and an advising
unit's vision and mission. A total of 360 NACADA administrators
responded to the survey and results were later presented at the
2002 National Conference in Utah.
In
summer 2003, a follow-up survey was replicated (Phase II) and
administered to advising colleagues who serve in non-managerial
(non-administrators) positions, to determine similarities and
differences that might exist with respect to the seven variables
measured in Phase I. A reported 652 respondents participated
in the survey via the web, and results compiled for a Poster Session
presentation at the 27 th National Conference in Dallas.
METHODOLOGY
In August of 2003, an
e-mail was sent to 5,029 NACADA members who are NOT advising administrators
inviting them to respond to the survey. The survey was available
on-line for two weeks. Overall, 652 Academic Advisors responded
to the survey resulting in a response rate of 13%. NACADA member
were not sent a follow-up reminder nor was it known how many of
the e-mail addresses were outdated or incorrect which may account
for the small response rate. Responses were tabulated by computing
simply frequency distributions using SPSS. These data were compared
to the responses of 360 Academic Advising Administrators collected
in the summer of 2002 utilizing the same survey (some of the questions
were slightly altered to address an Administrator).
HIGHLIGHTS
Demographics:
- Similar to Academic Advising Administrators
(77%), the majority of Academic Advisors are female (81%).
- Almost 90% of Academic Advising Administrators
possess an advanced degree (Master's, 61%, Doctorate, 28%) compared
to 75% of Academic Advisors (AA), (Master's, 69%, Doctorate,
6%).
- To no surprise a larger proportion
of Administrators report being between 51 and 70 years of age
(42%), compared to Academic Advisors (25%). At the same time
far more Academic Advisors (23%) report being between 22 and
30 years of age compared to AA Administrators (2%).
Communication
Patterns:
- In regard to communication patterns
in the work place, the majority of Administrators and Advisors
report being comfortable giving staff/colleagues feedback regarding
work (managerial for Administrators and advising issues for
Advisors) issues and feel well informed about job-related matters
from staff/colleagues.
- While 70% of Administrators "strongly
agree" to "agree" that they are satisfied with how information
is communicated in their work place, over one-fifth (21%) "disagree"
to "strongly disagree" that they are satisfied with communication
patterns in their work place. At the same time, less than
half (48%) of the Academic Advisors report being satisfied with
how information is currently communicated in their office; 37%
of the Academic Advisors "disagree" to "strongly disagree" that
they are satisfied with how information is currently communicated.
- Far more Administrators (95%) "strongly
agreed" to "agree" that they are well informed about job-related
issues from staff. When Academic Advisors were asked if they
were well informed about job-related matters from staff, 61%
"strongly agreed" to "agreed" and almost one-quarter (22%) "strongly
disagreed" to "disagreed".
- The majority of Administrators (65%)
"strongly agreed" to "agree" that they encourage a positive
climate for managing conflict resolution within their work place;
almost one-quarter (22%) "disagree" to "strongly disagree" that
they encourage a positive climate for managing conflict resolutions.
Similarly, when Academic Advisors were asked if their supervisor
encourages a positive climate for managing conflict resolution
in the workplace, 59% "strongly agreed" to "agreed" and almost
one-quarter (22%) "strongly disagreed" to "disagreed".
Staff
Morale:
- Far more Administrators report being
satisfied with the level of staff morale in their unit compared
to Academic Advisors. Nearly three quarters (71%) of Administrators
"strongly agree" to "agree" that they are satisfied with staff
morale in their unit compared to 45% of Academic Advisors.
Just over one-third (36%) of Academic Advisors "disagreed" to
"strongly disagreed" that they were satisfied with the level
of staff morale in their unit, nearly one fifth (17%) of the
Administrators "disagreed" to "strongly disagreed".
- Far less Academic Advisors believe
that job tasks are distributed fairly compared to the Administrators.
Just over half (52%) of the Academic Advisors believe job
tasks are distributed fairly, while almost three-quarters (73%)
of the Administrators believe job tasks are distributed fairly.
- The majority of both Administrators
and Academic Advisors believe their Supervisor provides sufficient
resources, adequate support and provides recognition for a job
well done.
Team
Work and Decision-Making:
- In regard to teamwork and decision
making behaviors, approximately 80% to 90% of Administrators
and Academic Advisors "strongly agree" to "agree" that their
unit as a whole is effective in accomplishing tasks, that staff
work together in a cooperative manner, and that it's their practice
to encourage and actively listen to one-another's input.
- When asked if it was their practice
to implement the unit's ideas when applicable, 98% of the Administrators
"strongly agreed" to "agreed" compared to 70% of the Advisors.
- Far more Administrators (92%) "strongly
agree" to "agree" that their work environment allows staff to
feel comfortable in brainstorming new and unique solutions to
job tasks compared to Academic Advisors (70%); almost one-fifth
(19%) of the Academic Advisors "disagree" to "strongly disagree"
that they feel comfortable brainstorming in their work environment.
Diversity:
- Approximately, 85% to 95% of Administrators
and Academic Advisors "strongly agree" to "agree" that their
work environment is sensitive to diversity and cultural differences
and that these differences are respected among staff. Nine
percent of the Academic Advisors "disagree" to "strongly disagree"
that cultural differences are respected in their unit compared
to less than 1% of Administrators.
- Approximately, 80% of Administrators
and Academic Advisors view diversity training as an important
component of management and supervisory responsibilities.
Leadership
and Performance Management:
- When asked if staff are acknowledged
and rewarded for finding more efficient ways of doing things,
81% of the Administrators "strongly agreed" to "agreed". When
the Academic Advisors were asked if their Administrators acknowledge
and reward staff for finding more efficient ways of doing things,
less than half (46%) "strongly agreed" to agreed".
- Far more Administrators (74%) "strongly
agree" to "agree" that their unit has clear performance standards
in place for employees compared to Academic Advisors (41%).
- Less than half of all Administrators
(37%) and Advisors (40%) "strongly agree" to "agree" that their
unit has adequate staffing to sufficiently manage their workload.
Career
Development and Training:
- In regard to career development and
training, far more Administrators (78% and 76%) "strongly agree"
to "agree" that employees are given the necessary training to
perform their jobs both effectively and efficiently compared
to Advisors (47% and 46%). Less than half of the Advisors
indicate that they are given the necessary training to perform
their jobs effectively and efficiently.
- Almost all Administrators (96%) "strongly
agree" to "agree" that their staff is encouraged to improve
skills by participating in professional development while just
under three-quarters of the Advisors (72%) indicated such agreement.
- Far more Administrators (70%) indicated
(strongly agreed to agreed) that their unit has received training
on how to advise special populations compared to Advisors (37%).
Just over one-third of the Advisors indicated that their unit
had received training for advising special populations.
Vision
and Mission:
- While the majority of both Administrators
and Advisors report that the role and mission of their unit
are consistently made clear, that their staff or unit is committed
to the unit's goals and mission, that their unit is effective
in accomplishing goals and that staff are able to adapt quickly
to job-related changes, far more Administrators tended to agree
compared to the Advisors.
- One of the most stated reasons for
not achieving the unit's mission was a lack of resources.
BEST
PRACTICES
Improving Administrator/Advisor
Communication in the Workplace
Improve
Staff Morale in the Workplace
Promote
Teamwork and Enhance Decision-Making in the Workplace
Best
Practices to Promote Diversity in the Workplace
Optimal
Leadership Performance in the Workplace
Create
Career & Professional Development Opportunities for Advisors
BARRIERS
Barriers
that impede advising mission and goals in the workplace