The following is the final recommendation report for the USU RCDE Writing Centers.
We studied the organization in March 2016 to determine how communication
transpires between management and tutors. We have had several weeks to analyze
the data we collected.
We chose the RCDE Writing Centers because of the growing pains the organization has
experienced since becoming a statewide program. Prior to the Summer 2015 semester,
each regional campus had their own writing center, and each center was responsible
for their own students. The writing tutor answered to the Writing Center Director at
their respective site and there was little to no communication between campuses. It
wasnt until the Summer 2015 semester that RCDE tutoring services were combined
under one umbrella and a new management system was created. A single writing tutor
liaison was introduced to train tutors, the directors of student services at each site
collaborated to create schedules, and two managers were put in place at the Logan
campus.
With this information, we set out to find the answers to two research questions:
1. How is information distributed through the hierarchy in the organization?
2. How, and to what extent, does management collaborate with tutors?
Methodology
We conducted interviews with three members of management and two tutors. Each
interview lasted roughly 20 minutes. We then collected email communication from two
members of management and three tutors, as well as information on the software and
tools used and the EOY tutoring report for 2015.
Handoff Chains
We used information collected from the interviews and artifacts to create detailed
handoff chains. The aim was to find how information was passed between parties in
common situations. Please see Appendix I for handoff chains.
Data Codes
We used data codes to categorize the interviews and find where and when
communication happened, how collaboration took place, and where breakdowns
occured. Please see Appendix II for interview questions and Appendix III for data codes.
Resource Maps
We used information from interviews and feedback from our SME to determine how
resources such as Adobe Connect and Appointment Manager are used in the RCDE
Writing Centers. Please see Appendix IV for a detailed resource map.
Breakdown Tables
We used information collected from the interviews to create a breakdown table
that described when communication or habit broke down. Please see Appendix V
for breakdown tables.
Findings
Overall, we have found that the system in place is working. Tutors know who to contact
to modify their schedules, and the writing centers studied (Salt Lake, Kaysville, and
Brigham City) are working effectively with students. The mission of the RCDE Writing
Centers, to reach all USU students regardless of campus location, seems well on its way
to being accomplished. However, we have identified areas where breakdowns and
frustrations occur.
Recommendations
Based on our findings, we have only a few recommendations for the RCDE Writing
Centers to create a collaborative environment, reduce anxiety with software, and
increase communication.
Conclusion
Although a clear hierarchy governs the distribution of information, the failure to
collaborate sufficiently on various levels creates confusion and stress for the tutors.
Implementing our recommendations will alleviate this confusion, create a stronger
sense of solidarity amongst the writing centers, and increase the departments
effectiveness.