dodson kelly symposium
TRANSCRIPT
KELLY C. LOCKHART DODSONT R E V E C C A N A Z A R E N E U N I V E R S I T Y, C O H O RT 1 1
S Y M P O SI U M M A R C H 2 6 , 2 0 1 1
Establishing Effective Communication with External
Stakeholders: The Impact of Training
Introduction
Accreditation report
Negative
news
cove
rage
Background
Research Questions
Specific Research Question
#1 = Knowledg
e
Specific Research Question
#2 = Applicatio
n
Specific Research Question
#3=
Attitude
Specific Research
Question #4 =
Role of critical
incidents
Guiding Question: What is the effect of the designed system-wide communication plan and professional development training on school administrators’ competencies and attitudes related to communicating with external stakeholders, especially the media?
School Public Relations
Review of Literature
•ISSLC, 2008
•Phi Delta Kappa/Gallup, 2009
•Bagin & Gallagher, 2001
•Coombs, 1999a, et.al
Attitude and Involvement
Review of Literature
•Greenwald &
Leavitt, 1984
•Cameron, 1993
•Slater in Dillard
& Pfau, 2002
•Zaichkowsky,
1986
Training
Review of Literature
•Calvin & Stark, 2003; Graham, 1997•Tannenbaum & Yukl, 1992; Salas & Cannon-Bowers, 2001•Tannenbaum & Yukl, 1992; Wexley & Latham, 1991; Noe, 1986•Konig & De Jong, 2004
Methodology
Nonequivalent control group design
Mixed methodology -- both quantitative and qualitative
Pretest/Treatment/Posttest/
Interviews
GeneralizabilitySelection historyPretest-treatment
interactionExperimenter effectsTreatment diffusion
Design Limitations
Methodology
Population=128 Sample=74 (57.9%)3 participating Tennessee counties without
school public relations professional
• Population = 75 administrators • Sample = 44 administrators • From 2 suburban school districts• No training
Control
• Population = 43 administrators• Sample = 30 administrators• From suburban school district with
smallest ADM• Received communication training
Experimental
Methodology
InstrumentPretest/posttest created by researcherCompilation of published communication testsPilot tested in fall 2009 with group of retired administrators
64 multiple choice questions gauged knowledge and application (Research Questions 1 and 2)
Knowledge Crombach = .851 pretest; .902 posttestApplication Crombach = .747 pretest; .894 posttest
Attitude (Research Question 3) assessed using the Personal Involvement Inventory, a published semantic differential scale with 20 items
Attitude Crombach = .944 pretest; .953 posttest
Methodology
5 participants interviewed using Critical Incident Technique (Research Question 4)
Training tool designed for use with leadersReflect on critical incidentsMay be positive or negative
Sessions digitally recorded, kept confidentialResponses categorized, enumerated to
explain quantitative results
Findings: Research Question #1 – Knowledge
• Multiple regression
• Overall model significant, p < .001 • Both individual predictors showed a significant
relationship to the dependent variableSchool System: p < .001Pre Communication Knowledge: p < .001.
• Regression coefficient = Experimental group scored 8.02 points better than the control group on the posttest while accounting for the pretest.
Findings: Research Question #2 – Application
• Multiple regression
• Overall model significant, p < .001 • Both individual predictors showed a significant
relationship to the dependent variableSchool System: p < .001Pre Communication Application: p < .001.
• Regression coefficient = Experimental group scored 4.07 points better than the control group on the posttest while accounting for the pretest.
Findings Research Question #3 – Attitude
• Multiple regression
• Overall model significant, p < .001 • Both individual predictors showed a significant
relationship to the dependent variableSchool System: p < .01Pre Personal Involvement: p < .001.
• Regression coefficient = Experimental group scored 7.106 points better than the control group on the posttest while accounting for the pretest.
Findings Research Question #4 Critical Incidents
Question #92: “Have you ever had an unpleasant incident with the media as a school administrator?”
Independent samples t testCompared attitudes toward
school public relations initiatives with question #92 responses
Result was significant, p < .05
Administrators with unpleasant incident with media scored significantly “less involved” or had a poorer attitude toward school public relations initiatives
Findings Research Question #4
Critical Incidents
5 administrators interviewed2 of 5 critical incidents =
negative 20 of 31 negative words or
phrases came from 2 critical incidents deemed negative
25 of 36 positive words or phrases came from 3 critical incidents deemed positive
Positive words included: “relationship,” “proactive,” “positive,” “trust,” and “very pleased”
Qualitative
Other Findings
Question #91 on the pretest/posttest:
“Did you receive college instruction about communicating with the media as part of your schooling for your current job title?”
30 experimental and 44 control group participants responded
71.6% of study participants had not received college instruction about communicating with the media
Other Findings
Independent samples t test
Compared responses to Question #91 and participants’ pretest scores (knowledge, application, and attitude)
Participants with college instruction = significantly more involvement or better attitudes toward school public relations initiatives on pretest
p < .05College instruction did
not significantly impact knowledge or application pretest scores
Other Findings
When examining the changes in scores, more than 80% of participants experienced gains
Conclusions
Significant posttest data supported positive impact of training materials and professional development training on knowledge, application, and attitude
Pretest attitudes toward school public relations initiatives significantly impacted by
1. Previous college-level instruction2. “Unpleasant” critical incidents with
media
Recommendations
The researcher recommends the following:
1. More communication training for administrators
2. Further utilization of Critical Incident Technique
3. Further use of the Personal Involvement Inventory
in educational settings
4. Further study of school public relations, especially
within the area of relationship building
Acknowledgements
GodCohort 11Dr. Linda Collins, Dissertation AdviserDr. Esther Swink, Dissertation ReaderDr. James Agee, Statistician
Questions?