Communication service-learning work themes.

Abstract

This study examines the words students used to describe their affective experiences in an organizational communication course service-learning project as they link to work-related themes. The study found that students were able to connect the course concepts, theories and the world of work.

Introduction

In an effort to improve the connection between course material and "real world" experience, the prospect of instituting team-based service-learning projects in an organizational communication course was compelling. Current research and reports from the business world regarding students' lack of preparedness in the workplace led the researcher to seek more opportunities for workplace preparation. In undertaking this particular assessment project, the researcher wanted to know how service-learning team-based projects would be described in terms of work and work-experience themes, especially those related to the Business-Higher Education Forum (1999) recommendations for improving the skills of the entering workplace.

Service-learning

Educational aspects of service have been traced to the 1900's with Dewey's concepts regarding involved learning. This pedagogy has never been easy to define but Jane Kendall offered the following definition:

   Service-learning is a form of experiential education in which
   students engage in activities that address human and community
   needs together with structured opportunities intentionally
   designed to promote student learning and development.
   (Jacoby, cited in 1996p.5).

According to researchers, service-learning can meet many of the needs of young people including the development of a sense of competency and discovering new skills; discovering a place for themselves in the world; knowing a variety of adults from different backgrounds--including role models; having freedom to take part in the work of adults; speaking, being heard and knowing they can make a difference; achieving recognition for their accomplishments and having opportunities to make real decisions within appropriate limits (Stanton, Giles & Cruz, 1999). However, most assessment in service-learning has focused on personal outcomes and little on the effect it has on course specific concepts including work-related experiences and how that might relate to future career performance.

To better understand service-learning, the following research relates to this project. Ideally, participation in the service-learning partnership affects development in areas such as intellect, ethics, cross-cultural understanding, empathy, leadership and communication (Eyler & Giles, 1999). Most of the body of research in service-learning has dealt with civic mindedness, moral development and learning outcomes. In a study conducted by Sax and Astin (1997), student outcomes from service-learning included a sense of civic responsibility, academic development, increased interaction with faculty and increases in life skills. The growth in life skills included increases in social self-confidence, increase in leadership ability, knowledge of diversity, and awareness of community problems. Findings of Batchelder and Root (1994) indicated that college students who participated in service-learning projects could more easily take action in a situation of uncertainty and were better able to understand the multiple dimensions of dealing with social problems. In addition, autonomy was the strongest predictor of pro-social reasoning that related to moral development. Increased reflection related to the experience leads to more self-knowledge and understanding.

Affective outcomes from out of class experiences have found to improve maturation, and to increase a student's self-worth, confidence, self-directedness, altruism and reflection (Kuh, 1994). In addition, Deh (1991) found that students involved in service-learning had better acceptance of different races and cultures than their nonservice-learning cohorts. Eyler and Giles (1999) found that participating in service-learning had a positive effect on personal development, social responsibility, interpersonal skills, tolerance and other personal outcomes. Another part of that study concluded that the differences were made by participation in service-learning that focused on the students' ability to make a difference, their improved perception of their own social problems and social justice and better alignment with their community's related values. Based on the research results of Osborne and Hammerich, (1998), service-learning students became better able to work with diverse others, experienced an increase in perceived social competence and became better able to describe themselves with regards to their sensitivity, diversity and complexity. Cohen & Kinsey (1994) found 50% of the students interviewed who had participated in service-learning courses reported that, compared to other courses, their community service project was more useful than any other kind of assignment and that they could more easily place the learning into context. Higher course grades, greater level of satisfaction with the course, instructor and grading system was reported in a study done in 1998 by Berson and Younkin. The findings also revealed that faculty reported more stimulating class discussion and they found the course to be more academically challenging. Finally, students engaged in service-learning reported stronger faculty relationships than those not involved (Eyler & Giles, 1999).

In the learning sciences, Steinke and Buresh's (2002) study found that self-report measures were best at identifying positive outcomes of student knowledge and complexity of thinking when involved in service-learning. Clarke's (2000) study of how service-learning projects impacted the community found that the community partners thought the projects worked well with the community needs, the community was well served and the community and university bond was strengthened. In addition, the agencies reported gained access to new resources and felt a sense of control over the community.

In course specific research, (Stevens, 2001) a cross-cultural student experience in an organizational communication course found students highly rated how the course related to practical situations; how it helped them master the subject material and the class overall. In a study of 127 business students' presentation skills, increases in self-efficacy of those participating in a service-learning project increased when presenting to children at a local school, to their peers and when presenting to adults. In the area of team-based learning, Gueldenzoph & May (2002) provided a checklist for effective peer evaluation in team-based business communication classes. Gerald Levin, CEO of Time Warner provided an argument that social and community values be built into the workplace (Hoyt & Thalmann, 2001). The authors concluded that service-learning should be included in the workplace as a method to connect community and to apply skills while continuing the learning process. The ideas of improving workplace skills and community involvement also correlate with the Spanning the Chasm (1999) publication created from The Business-Higher Education Forum in an effort to better prepare students entering the workforce. Conclusions from this work product include improving flexible skills and attributes such as: leadership, teamwork, problem solving, time management, adaptability, analytical thinking, global consciousness and basic communication skills. It is these specific skills that are used as identifiers in the students' qualitative comments.

Metaphor/Theme Analysis

Metaphor analysis is considered an excellent method of capturing the descriptive comments participants may express regarding lived experiences. The newness, or relevance of novel phenomena that students experience in service-learning provide an ideal lens through which to examine these experiences (Goetz & Le Compte, 1981). Overall comments regarding service-learning experiences were thought to provide insight into the ineffectiveness, effectiveness and overall description of the experiences.

In the 1987 article by Smith and Eisenberg, the authors stated "a primary goal of interpretive research on organizations is to articulate the taken-for-granted rules, assumptions, values and beliefs that constitute organizational members' world views." (p367). Utilizing the Business-Higher Education Forum document, Spanning the Chams: A Blueprint for Action (1999) and the consequent work of those contributing organizations focused on ensuring that new employees entering the workforce are prepared to meet the challenge of the modern workplace and a global society by improving the before mentioned work-related skills and attributes in their higher education experiences.

Method

The course for this study consisted of 16 weeks of organizational communication theory for junior/senior level students enrolled in a state institution. The total number of students in both sections of the course totaled 49. Participants consisted of 9 males and 40 females--all traditional ages that ranged from 19-21. In the first 2 weeks of the semester, teams of 5 were randomly selected and were then asked to rank the described community projects from 1 to 5. This process allowed all students to receive one of their top 3 choices for projects. Students were assigned to the groups for the entire semester. Community projects focused on semester-long event planning for local nonprofit organizations.

Five times during the term, students received a Call for Entries via e-mail, and were given seven days to electronically respond. E-mail entries were treated as formal, written assignments, requiring reflection about a specific organizational communication theory or concept, and application of that theory or concept to their work with their service-learning community partner. In addition, students were asked affective questions regarding their own personal feelings and experiences as well as the interactions with their teammates and their community partners.

A content analysis and theme analysis of the language used in the e-journals and interviews (n=49) was conducted in order to identify descriptive comments regarding the service-learning experience. Descriptors were used as units of analysis in four steps:

1. to examine the artifact for its dimensions and contexts;

2. to isolate the descriptors from the artifacts;

3. to sort the themes into groups related to the journal guidelines; and

4. to analyze the descriptors for patterns of arising themes.

Examination of the artifact was essential to gather clues in the setting and occasion (Foss, 1996). Isolation of the descriptor's theme or vehicle was used to provide a method of extracting the important and relevant descriptors from the unimportant. Data were analyzed through the system of identifying those descriptors used by the students. Each journal was read once to identify overall content and to identify positive and negative comments by coding with a positive (+) or negative (-) sign. A second reading of each submission was used to locate and write out phrases that summed up the experience, using the key words that were identified in the first reading. The comments were written on index cards and sorted according to the journal guideline areas provided to the students. After sorting questions by these numbered categories, the comments were written out by category and then examined for rising themes that related to both affective and cognitive learning of the business/work-related themes related to the previously described skills.

E-mail assignment number one asked, "Reflect on your own personal values and how they relate to the concepts of service-learning. What specific values are called on for service? How do any of these relate to Communication?" Overall, all responses fell into the three categories of helping, working with others and personal achievement. From these questions, words that were used to describe their personal values related to helping included: contributing, and the golden role. Words/phrases that described the value of working with others included: work cooperatively, respect for each person and the community, honesty, loyalty to the team, being flexible and commitment to the project. Finally, students identified words that related to personal achievement such as satisfaction, benefits of hard work, and achievement.

A series of 8 questions were asked in the final e-mail entry. For the sake of brevity of this paper, I selected the themes used to describe the answer to the question of "Have you learned anything important about your work-related self while doing this assignment (e.g., your best working environment, what motivates you to work, etc.)? If so, what words describe the outcomes of this experience?" Overall, students identified that what they learned fell into categories of interdependence, assertiveness, motivation, and attitudes about work.

Under "interdependence" students wrote "I can rely on others;" "I realized that I had to give up control;" and "Although I am very shy, I realized I had other people depending on me and my input." "I tend to be overbearing and I realized that I could not do everything on my own;" "I don't have to control every situation and I can learn a lot by listening to what other people have to say;" "I have had a lack of faith in my group members in other classes that resulted in me doing all of the work. In this group I was pleasantly surprised and this taught me to lead by example without doing everything myself;" "I didn't use to enjoy group work."

Motivation themes ranged from "I work better in a laid back environment;" "I need praise to work best"; to "I work better with lots of communication;" and "I am motivated when I know the people I am working for care and are just as motivated;" "My motivation has appeared to be based primarily on how successful both the process and the outcome are;" "Salary is not as important as I once thought it would be--I am seriously considering working for a nonprofit organization after graduation;" "I am motivated by causes I believe in;" and "I thrive in a group of extroverted, opinionated people!"

The theme of attitudes about work was exhibited in various ways: "I learned to speak up and offer ideas;" "I am very passive about taking charge and doing things and this backfired and I realized I had to help everyone else;" "I tend to do the jobs that people do not necessarily want to do. I enjoy secondary input;" I learned how important time management is;" "I have to have my full attention on a project to work well;" "I had to talk with the agency partners and do it well;" and "You can have fun while doing work."

Conclusions

The purpose of this study was to examine the descriptive affective and cognitive outcomes of students' experiences in a team-based service-learning project as they related to work-related themes. The results ranged from ideals of what motivates them to work as well as how their personal values align with service-learning experiences. In addition, the skills listed in the Business-Higher Education Forum were identified throughout the course of the project and via the e-mail journaling. Although students focused on fairly pragmatic issues, much can be learned from their themes. The general comments on motivation are in line with general knowledge of Generation X and Y future workers but attention should be paid to the importance of enjoying work for this particular cohort of students.

Themes that related to debunking the myths and horrors of group work were positive outcomes for this researcher. My work with internship coordinators and future employers of students has supported that almost all employment for these future workers will be in the shape of team-based work. Preparing them for these experiences and having them draw positive conclusions about the experience can contribute better future preparation for the workplace team atmosphere. Servicelearning, like all experiential practices, is a "messy" undertaking. Not all experiences will be positive but reflection about those experiences is important to the learning process. Students need to know that failures and obstacles are a normal part of the work experience and in this case these students noted any obstacles that they occurred as "lessons learned."

Finally, the importance of helping others and giving back to the community was evident in student responses. Although civic engagement is not a focus of this study, it is important to note that these feeling are a part of the rhythm of intended outcomes in all service-learning projects. Clearly, the outcomes involved in any service-learning experience are many and profound. Much more work in assessing these experiences is needed to continue to provide support for a worthy pedagogy.

References

Batchelder, T. & Root, S. (1994). Effects of an undergraduate program to integrate academic learning and service: cognitive, prosocial cognitive, and identity outcomes. Journal of Adolescence, 17, 341-355.

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Toni S. Whitfield, James Madison University

Toni S. Whitfield, Ed.D., an assistant professor of Communication Studies at James Madison University has extensive experience as both a director and as national liaison for service-learning. She uses service-learning in all of the courses she teaches and has published several service-learning articles.