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Staff Development and Organization Development: An Analysis of Their Interaction in a Community-College Setting and Resulting Changes

Robert P. Means

Phyllis B. Weichenthal

This article examines the dynamics of a project to increase professional- development opportunities for part-time faculty members in three Il linois community colleges. The project involved efforts by a land-grant institution to encourage a unique and interactive approach to staff and organization development in community colleges. Strategies used by a project team from the land-grant institution were based on a low-key consultative technique designed to build community-college ownership of the program. The project staff linked the resources of the three colleges, collected information, and suggested approaches to professional devel opment for part-time faculty members that could be implemented by their own staffs. The approach led not only to staff development, but to organizational change within three institutions without the threat that often accompanies such action. Strategies involved senior administrative support and teams of interested faculty members, administrators, and opinion leaders. The project resulted in staff-development activities at each college, including resource handbooks for part-time faculty, meet ings with full-time personnel, and greater access to existing services. The institutions were more positive toward professional development for part-time faculty as a result of the project, and the project team learned a great deal about a low-key approach to consultation with two-year in stitutions to promote staff and organizational change.

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