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Running head: JUNIOR ACHIEVEMENT COMMUNICATION AUDIT

Communication Audit Junior Achievement of the Greater Tri-Cities and Walla Walla Jaren Scott February 25, 2011 Gonzaga University

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Executive Summary The purpose of this audit is to ethnographically and quantitatively examine the functions and ways in which communication efforts are executed in a local non-profit organization. The organization under review is the Junior Achievement of the Greater Tri-Cities and Walla Walla (Washington State). More so, the audit will place emphasis on external vs. internal communications and the role each play in fundraising efforts and administration of the organization. The process used in completing this audit and determining communication effectiveness includes 1.) Identification of non-profit organization and gate-keeper for access purposes, 2.) Analysis of external communication and public perception, including the examination of organizational social artifacts, 3.) Collection of quantitative data pertaining to internal communication functions and perception amongst organization members/volunteers following creation, distribution, completion and results of multiple criteria survey, and 4.) Volunteer with the organization to gain further access and insight into the inner working of organizational operations and communications strategy.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Table of Contents

Introduction to Organization .. 4 Definitions . 5 Tri-Cities ... 5 Hanford ..... 5 JA Mission . 5 Methodology . 5 External Communications ... 6 Definition ... 6 Context .. 6 Brochure ... 7 Card .. 7 Website . 7 Methods 8 Internal Communications ... 9 Scope . 9 Training .. 10 Legal Limit of Interaction . 10 Occupational Acculturation .. 10 Distribution of Resources .. 11 Methods ... 12 Interviews 12 JA Representative .. 13 Teacher 13 Strengths . 15 Weaknesses . 15 Questionnaire . 16 Implications 17 Recommendations .. 19 Appendix A . 20 JA Interview Questions . 20 Responses 21 Appendix B . 22 JA Public Perception Survey .... 22 Results . 24 Response Summary .... 25 References ... 27

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Introduction to Organization Junior Achievement is an international non-profit organization that focuses on economic education of children in hopes of achieving attainment of financial literacy prior to entering adulthood, the workforce and a global economy. More than nine million students participate in JA per annum. Locally JA operates in more than 330 classrooms in the Tri-Cities and Walla Walla region of Southeastern Washington State. Furthermore, JA strives to introduce community, business and other local leaders to the classroom in order to foster a unique professional relationship between business and education. The programs are designed specifically for each K-12 grade level and covers business/economics, financial literacy, and career development. (Note: Visit http://tri-cities.ja.org and select Local Programs in the left hand tab for an overview of each program corresponding with appropriate grade level. I chose to audit JA for many reasons, with the primary factors having to do with close

physical proximity and increased accessibility to the local operation. JA has recently begun fund raising through Hanford employees and seeking classroom volunteers as they do annually. Although I am not employed by JA, per assignment criteria, I do participate in their fundraising efforts through my company and volunteer as a JA classroom instructor. I have always been a strong proponent of the philosophy that access to information and education should be easily obtainable by all that are willing to learn. As a participant of JA in my K-12 years as a public school student, I believe the avocation of increasing financial literacy is essential to survivability in a modern and as we have unfortunately seen lately fiscally predatory economy.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Definitions The following are terms known locally including those proprietary to the organization and colloquialisms and/or the context in which they will be heavily referenced to throughout the paper. Tri-Cities Metropolitan area of southeastern state of Washington consisting of the neighboring

cities of Kennewick, Pasco and Richland. (http://en.wikipedia.org/wiki/Tri-Cities,_Washington) Hanford Former production center of weapons grade plutonium. Today, the U.S. Department of Energys largest environmental remediation/nuclear cleanup site as well as the largest local employer. (www.hanford.gov) Hanford consists of roughly 12,000 employees including local, national and international companies all overseen by the U.S. Department of Energy. JA Mission This term refers to JAs stated mission To inspire and prepare young people to succeed in a global economy (CITE www.myja.org/about/mission) Methodology The primary method of investigation utilized was the ethnographic participant approach. During the process of the audit, I actually became a part of the organization through fulfillment of the volunteer role. I was able to participate as both a fundraiser for my company, thus being a member of JAs external communication audience as well as receiving internal correspondence as part of my function as an organizational volunteer in the classroom. Interviews were

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT conducted with members of both JAs internal and external communication audiences. For the purpose of gaining quantitative insight into the organization, I also examined the role of communication in regards to attitudes and public perception of JA and its mission. This was achieved via distribution of a written survey to JA members/volunteers for internal observation and to Hanford site co-workers; of whom JAs primary external audience consists. External Communications Definition

External communication, per my definition as influenced by my organization (JA), is the management of messages that are exchanged with an audience outside of the company which consists of anyone from stockholders, shareholders, or community members to politicians and policy makers. In the Junior Achievement of the Greater Tri-Cities and Walla Walla organization, communication efforts between the non-profit entity and the company through which I am currently employed would fall under the umbrella of external communications, with my company serving as a member of the external audience. Context Every year the Hanford Site contractors and community members partner with Junior Achievement to plan a bowling event with local volunteers, fundraisers and donors as participants. Teams of five pay a $500 registration fee plus any additional pledges achieved during the fundraising drive, with all proceeds going to JA. Each and every year JA creates a theme for the bowling event and offers prizes to those that demonstrate the most effort in fundraising, costume-design and overall commitment to JAs mission. Aside from the contractors advertising the event via internal correspondence, JA also provides their own

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT literature that they distribute site-wide and even publically for those that are not Hanford employees and wish to participate. Brochure The brochure sells the event as if it were a comic-book event, which is appropriate since the theme is Heroes and Villains for this years bowling night. The literature itself does make mention of the organization and its mission, but allocates the bulk of its print-space to promote the prizes and pleasure that are to be had as part of partaking in the JA fundraising experience. This year there is more than $50,000 in prizes given out to volunteers and event participates,

which are all donated by local businesses that also support JA. With some careful unfolding, the tri-fold brochure transforms into a six-fold poster including lines where folks can sign-up to make their pledges. Card Each site employee was issued a postcard with the same Heroes and Villains header as the brochure and a small graphic of three caricatures and some bowling pins being knocked over. The card mentions the event name, date, location and contact information. The purpose of this communication effort is to merely spark curiosity and lead people to sources that host much more detailed and comprehensive information, such as a volunteer orientation or simply the foundations website. Website The most versatile and comprehensive resource hosting JA campaign information is located online at http://tri-cities.ja.org/. This page offers in depth information regarding the overall organization, the local chapter, the various programs JA offers, as well as a portal for

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT

local fundraising efforts. This portal houses fundraising resources such as an online auction zone and electronic donation/pledge pages. Navigation of the site indicates to me that the interface is more suitable for contributors, volunteers and students rather than the general public. In fact, the communication departments of the site contractors and the Department of Energys local Richland Office (DOE-RL) and Office of River Protections (DOE-ORP) usually head up the public involvement efforts when the site-wide Junior Achievement season commences. The manner in which the information is presented/published to contractors appeals to the sense of communal sentiment that has long been present on the Hanford Site. Although the nature of any non-profit organization places great emphasis on the concept of community involvement via participation and volunteerism, this specific JA campaign effort has been custom-tailored to mirror the already existing camaraderie culture that has been long present since the initial construction began on site began during the Manhattan Project. Methods Members of the local JA organization ranked the following methods of external communication in terms of audience members reached: 1. JA Organization website (www.ja.org) 2. JA of Greater Tri-Cities and Walla Walla website (http://tri-cities.ja.org) 3. General delivery e-mails to program participants, public and potential donors 4. Local radio spots advertising bowling event 5. Mailed posters/brochure/fliers/cards to local businesses 6. Community outreach events to involve public 7. Group presentations by JA representative 8. Interpersonal contact with JA members

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Internal Communications Scope My internal communication audit focuses primarily on the interaction between JA staff members and volunteers of the organization in the form of a personal narrative. For this study I undertook the role of observer in regards to examining the communication activities between staff and volunteers. Although many of the internal communication aspects overlap with those of external communications, I differentiate between these efforts based on the distinction that

internal communication is that which only occurs between staff members and JA volunteers that will be sent to the classroom. This is in contrast to the external communication campaign which is primarily focused on fundraising to support internal communication. For the sake of this study I examined the individual relations of communication participants of JA activities, as well as providing an overview of general communication traits of the internal organization. Focus was placed on JA-volunteer, teacher-volunteer and volunteerstudents relationships. Note: There is communication between JA and the teachers as well, but it is my understanding that this contact is limited to requesting/providing JA volunteers, with JA acting as the mediator in the process. However, I did ensure to inquire about the extent of the JA-teacher relationship during my interviews. There was also limited communication between my management and the teacher of the students to whom I was presenting as my company was granted permission to showcase our JA commitment as part of our external affairs/public involvement strategy.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Training

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I experienced my first observation of internal communication during volunteer training, where I was also a participant. We arrived to a conference room where we were handed a booklet giving future JA volunteers a basic overview of the organization, its mission objectives, and what is required of participants before being allowed to enter the realm of public education. We also viewed a video offering student/teacher testimonies of why the organization is important and how they affect lives of those involved in JA. The video seemed to serve as more of a promotional rather than instructional tool to get the volunteers excited about the experience in which they are soon to be involved. Legal Limit of Interaction Next we were required to demonstrate a clear understanding the legal constraints that must be adhered to while interacting with students. Aside from a professional handshake, volunteers are at no time allowed to make physical contact with students. Special instruction was given on how to react to younger students attempting to hug or demonstrate admiration for a volunteer, with a demonstration of a proper "side hug". We were also briefed on the topics that we will not be allowed to discuss in the classroom, such as sexual innuendo, politics, religion or anything else that may potentially harm the image of the organization and our (volunteers') respective companies. The information seemed very obvious, but I understand that the presentation of such guidelines were the result of intensive communication efforts with JA's legal and ethics counsels. Occupational Acculturation As many of us volunteers didn't have much teaching background, we were separated into groups and given various small activities to fulfill. We engaged in five role-playing scenarios

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT covering events that we are likely to encounter in the classroom. My group was assigned to

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discuss how we would respond to the "know-it-all" students to not distract the quieter children, dissuading them from engaging in active participation. The JA staff indicated that we would have a teacher present in the classroom at all times and if at any point we begin to feel uncomfortable with a student's behavior, we are to allow the teacher to provide the correct manner of handling the situation. It was my understanding that the teacher will merely serve as a facilitator in the event any potential transgressions occur since they are indeed professionals of education and child-adult interaction. The teacher to whom I was eventually assigned later reiterated this statement. Distribution of Resources Before the end of the orientation, we were provided our "classroom kits" and allowed time to familiarize ourselves with the instructional literature pertaining to the course modules. I pawed through my kit and ensured I had a thorough understanding of how to correctly utilize course resources and stay on schedule with my students. This activity concluded the training session and we were instructed to stay behind to pose any potential questions pertaining to our role with JA and our students. The JA staff was immediately receptive and helpful in ensuring that I was comfortable with my assignment of teaching ESL students in a low-income part of town. I also used this time to build face-to-face rapport with my JA representative since before the orientation; I had only corresponded with her via telephone and e-mail. My JA representative and I used this moment to clear up any uncertainties regarding our respective roles in the event any problems shall occur.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Methods The following methods are those in use by the organization for internal communication efforts, as indicated by JA employees/volunteers: 1. Meetings 2. General delivery and personal e-mail 3. JA websites for updates 4. Personal contact 5. Phone, including teleconference 6. Computer networks/shared drives for information transfer 7. Post mail 8. Group training and skills sessions 9. Bulletin boards/posters/fliers/cards/kits 10. Performance evaluations 11. Newsletter Interviews Extensive sit-down interviews were conducted with two members involved with the JA organization. Summaries of those interviews are displayed below. Strengths and weaknesses

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were also calculated following general semiotic examination of the language and subject matter used in regards to the organization amongst JA employees/volunteers, co-workers, and community members. Note: Formal interview questions/informal observation criteria can be found as Appendix A.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT JA Representative

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The interviewed JA representative was assigned to oversee my JA activities in regards to the volunteer experience as well as corporate fundraising efforts. The bulk majority of our contact dealt with my role as a JA volunteer with emphasis on my classroom preparation. She seemed genuinely enthusiastic about what she does for a living and exuded a positive, optimistic attitude towards education that was observably more than contagious throughout her organization. She indicated she was overwhelmed with the constant increase of community involvement and support of JA year after year. Having spent 18 years on the job, she mentioned that her favorite part of the job was witnessing former students of the program such as I succeed and return to the program in the form of a volunteer, fundraiser, sponsor, etc. In fact, most young local business owners are actually the ones who initiate contact with JA looking for ways to lend a helping hand. On the other hand, her biggest challenge is encountering former students of the program that have not succeeded in life, and she often feels as if she is somewhat personally responsible for not having done enough in keeping these kids academically engaged. However, overall she remains very optimistic towards the future of our nations youth and feels blessed to wake up every single day and deal with positive people looking to make positive change in positive ways. If there were one thing she could change about the program, she would make it much more comprehensive and incorporate elements of a mentorship in order to follow students through their academic and financial career quests. Teacher Once JA determined I was neither pimp nor paedophile, I received my classroom assignment. I arrived to McGee Elementary of Pasco, WA during prep hour to meet my JA

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classroom assistant, a third grade public school teacher. She mentioned that she still sees much promise with JA and phones the JA representative during the spring semester of every year requesting a volunteer. The JA rep then passes the teachers information on to the most appropriate volunteer, matched up by multiple-choice skills surveys used to assess and match volunteer abilities with teacher needs. Like the JA rep, the teacher became involved in education out of her sense of personal fulfillment for having given back to the community and in hopes of shaping bright minds for Americas future. However, being a public teacher who is not always seen in positive regards by the public, the also carried a bit of cynicism and helplessness towards her job. She exclaimed that she often does not receive a lot of support from administration in classroom decisions and that although her school was located in an upper-middle class residential area, most of the students were bused in from lower-income, limited-English neighborhoods due to overcrowding at other schools. She mentioned that she had become dismayed over the years at the general lack of parental participation in and promotion of the importance of education she has seen develop during her 25 year career. My JA teacher did express positive sentiment towards JA as an organization since kids, being of an impressionable nature, show demonstrable interest in developing a professional persona when introduced to a mock professional environment. Unfortunately, to which the JA rep had also alluded, she noted that general interest was most likely result of a recency effect, with interest in white-collar careers sharply staving off minus prolonged interaction with local professionals. Despite some of the setbacks experienced in our education system, the teacher does remain optimistic towards the future, having interacted with numerous young professionals with a drive to help others through organizations such as JA. If she could change any one thing

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT about JA, she would introduce a program that allows for simultaneous student-parent

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participation, since many parents of children and adults in her district are also financially, if not entirely, illiterate. Strengths The cultural sense of community is strongly shared amongst admin and various volunteers/misc. members of the organization. The JA website proudly displays the number of students reached per year, currently nearing 10 million, as well as the tally of teachers, classes and volunteers involved with JAs effort. Due to the general nature of volunteerism, people that are involved with JA want to make a difference and strongly believe their time and dedication is well worth the effort. JA works hand in hand with local business and global corporations and ensures their external communication strategies also align with and benefit those of their sponsors. Rather than exhibiting features of a strong hierarchical presence, the employees of the local JA prefer to view the organization as more of a co-op, where members bring forth their very best strengths to work towards the common good. Weaknesses Although local community members are more than willing to participate in JA fundraising efforts and volunteer opportunities, sometimes they are made too aware of JAs happenings. Numerous employees of local contractors have complained that they are being overloaded with information from management, co-workers, and donors supporting JA, as well as the organization itself. The situation has gotten to the point where even I as a volunteer/fundraiser find myself often deleting messages prior to reading due to the redundancy of information as indicated by identical subject lines in the e-mails. Fortunately phone calls or other methods of communication do not occur with such frequency.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Employees share a general sentiment of inadequate compensation and recognition for their efforts. While the Junior Achievement fundraising drive typically takes place in the early spring, many community members forget about the organization during the off months from

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donation drives. The organization more than appreciates the generous donations made by local community members, but also exhibits frustration that folks are reluctant to volunteer and donate time rather than money. When members do decide to donate precious schedule space, there are often discrepancies between the amount of attention higher and lower income public schools receive. There is often a high demand for volunteers with English as a Second Language (ESL) background, which unfortunately goes unsatisfied more often than not. Questionnaire Surveys were distributed to internal and external communication audiences consisting of seven questions each. The questions were sent electronically to 5 members each of the following audiences: 1.) JA employees, 2.) Volunteers, 3.) Teachers, 4.) Co-workers and 5.) Community members, for a total of 25 members reached. Of the 20 distributed survey links, 15 responses were received for a 75% participation rate. The accompanying instructions indicated that surveys were completely anonymous and voluntary. Due to this anonymity, the participation rates from each of the five participant groups were unable to be determined. Participants were provided a scale of 1-5 for each of the 10 survey questions and asked members to 1.) Strongly Disagree, 2.) Disagree, 3.) Neutral, 4.) Agree, and 5.) Strongly Agree. Note: Survey is included as Appendix B.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Implications I find it quite apparent that members of the Junior Achievement organization see

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themselves as something much more than just a cause. There is a definite sense of a communal culture that has cultivated from within the organization. JA understands the need to further propagate their cause of reaching traditionally out-of-pocket audiences in our local area, such as the lower socio-economic class and those with limited knowledge of the English language. However, I was a bit disappointed that our local JA had not found ways to accommodate regional demographics by providing resources to the children of a large migratory workforce, or at least offer course materials in languages other than English. Although there is a general sense of enthusiasm presented to the public by members of JA, once you begin to peel back the layers of communication, it is easy to notice the general frustration many feel towards the education system, lack of student motivation and absence of parental involvement. At times the organization feels as though administration, volunteers and donors are putting in way more effort than the children and fear that member may realize that the outcome is not necessarily worth the input. The manner in which fundraising is conducted demands a lot of employee time and may distract them from completing larger tasks. Local businesses might grow wary of sharing these resources if they feel they are not seeing any return locally, especially when bright young talented minds have to be imported from outside of the area when demand for specialized labor occurs. Despite much reluctance from middle managers and supervisors to allow their employees to dedicate considerable amounts of time to JA activities, upper management is more than on board. Many of the local businesses, corporations (such as mine), contractors and government agencies use their support of JA as part of their external affairs/community relations strategy.

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With such controversial topics surrounding the Hanford site such as distribution/mismanagement of ARRA stimulus money, stalled progress of environmental remediation, misappropriation of federal funds, fraud, massive layoffs despite billion dollar budgets and even radioactive rabbit dung, site contractors are more than willing to jump on board and support a community feel good issue to divert some of heat. Although this was not ever expressed explicitly, I think JA knows they have a safe niche here on the site for the very reason that the community is often hostile towards government and defense contractors and participation in the program generates very cost-efficient perception of communal good will. As an employee amidst the Hanford culture in a JA volunteer role, it is very fulfilling to do something that undoubtedly benefits another human being. The competition between contractors and even intra-company fundraising rivalries is fun and healthy, with all money generated going to the education of children rather than the pockets of fiscally-inept CEOs and self-aggrandizing government officials. The JA fundraising effort allows anyone to participate whether they have extra time to volunteer in the classroom or not. Since JAs campaign is organizationally-sanctioned across many local area industries, employees are quick to take a break from the stress and complacency of daily operations and partake in a productive pleasure that just so happens to benefit as an added bonus.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Recommendations Based on the mini-audit conducted, I would make the following recommendations to further extend JAs educational reach and streamline the organizations operational efficiency. Clearly define roles and leadership positions from within organization Develop strategy to ensure all local area schools have equal JA representation Encourage donors to volunteer as well as or in lieu of making monetary contributions Offer incentives to volunteers rather than just fundraising participants Examine students before and after JA course to determine effectiveness Investigate methods of promoting parental participation Focus effort on energizing local community members, not just businesses Dedicate more resources to externally communication JAs mission Incentivize local teachers to partake in the JA program Limit correspondence to prevent communication overload Be mindful that fundraising campaigns often distract from work and collaborate with local managers to designate appropriate times for fundraising activities to occur Allow for mentorship opportunities between volunteers and students after determining any legal implications of maintain professional relationship outside of classroom

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Every member of organization should have a sense of how their contributions impact the bigger picture rather than just taking a break from work

Assess effectiveness of classroom volunteers and allow former JA participants to recruit and instruct new volunteers

Offer course materials and classroom instruction in Spanish or other predominate nonEnglish local languages

- End of Report -

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Appendix A JA INTERVIEW QUESTIONS

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Instructions: Participation in this interview is completely voluntary and anonymous. Your name will neither be recorded nor associated with this research. Please answer questions completely and entirely. You may discontinue the survey at any time and are not required to answer all questions. *JA refers to the Junior Achievement Organization and its local affiliation in the TriCities/Walla Walla region, administration, employees, volunteers, participants and mission. 1. IN WHAT CAPACITY DO YOU ACT ON BEHALF OF JA? 2. WHAT IS THE YOUR GENERAL PERCEPTION OF THE PROGRAM? 3. WHAT IS YOUR GENERAL ATTITUDE TOWARD EDUCATION? 4. HOW ARE TEACHERS AND VOLUNTEERS SELECTED? 5. WHAT IS THE BEST PART OF YOUR JA ROLE? 6. WHAT IS THE WORST PART OF YOUR JA ROLE? 7. WHAT IS ONE THING YOU WOULD CHANGE ABOUT THE PROGRAM?

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Responses (shortened)

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1. Employee. Teacher. Volunteer. Co-worker. Donor. 2. Positive. Optimistic but not comprehensive. Fulfilling. Distracting. Socially responsible. 3. Necessary for survival. State of dismay. Not enough. Not enough technical/trade emphasis. Vital for middle class. 4. Paired based on teacher needs and volunteer skills. Request is placed to JA and volunteer assigned. Assigned to teacher by JA based on teacher needs and volunteer availability. Teachers are those that dont want to teach and employees that want a break from work. Unsure. 5. Dealing with positive people. Allowing students to interact with real professionals. Teaching folks that want to learn and not worrying about profit/cost-savings. DOE does not have oversight. Fundraising activities are very creative and management is supportive. 6. Tough economic times have affected donation income. Lack of volunteers to fill classroom needs. Sometimes JA activities conflict with work. Inbox cluttered with JA fundraising notices. Constant fundraising efforts sometimes distract from work. 7. Introduce prolonged interaction/mentorship. Encourage and incorporate parental participation. Allow for more classroom interaction. Do it outside of work hours. Encourage management to allow for volunteerism of employee time as well as money.

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Appendix B JA PUBLIC PERCEPTION SURVEY Instructions: Participation in this survey is completely voluntary and anonymous. Your name will neither be recorded nor associated with this research. You may discontinue the survey at any time and are not required to answer all questions. Along the scale 1-5, please select your level of agreement or non agreement with the declarations listed below. *JA refers to the Junior Achievement Organization and its local affiliation in the TriCities/Walla Walla region, administration, employees, volunteers, participants and mission. 1. JAS PRESENCE IS KNOWN IN THE REGION Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

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Additional Comments: _________________________________________________ 2. COMMUNITY SUPPORT OF JA IS A GOOD USE OF RESOURCES Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

Additional Comments: _________________________________________________ 3. JA HAS AN EFFECTIVE FUNDRAISING CAMPAIGN Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

Additional Comments: _________________________________________________

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT 4. JA HAS A POSITIVE ROLE IN THE COMMUNITY Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

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Additional Comments: _________________________________________________ 5. JA ANNOUNCEMENTS AND EVENTS ARE WELL KNOWN TO THE PUBLIC Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

Additional Comments: _________________________________________________ 6. JA RECRUITS QUALITY VOLUNTEERS Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

Additional Comments: _________________________________________________ 7. JA FULFILLS THEIR MISSION TO INSPIRE AND PREPARE YOUNG PEOPLE TO SUCCEED IN A GLOBAL ECONOMY Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

Additional Comments: _________________________________________________

* Survey results located on next page

JUNIOR ACHIEVEMENT COMMUNICATION AUDIT Public Perception Survey Results Strongly Statement Agree 1. JA'S presence is known in the region 2. Community support of JA is a good use of resources 3. JA has an effective fundraising campaign 4. JA has a positive role in the community 5. JA announcements and events are well known to the public 6. JA recruits quality volunteers 7. JA fulfills their mission "to inspire and prepare young people to succeed in a global economy" 33.3% 46.7% 53.3.0% 60.0% 33.3% 66.7% 20.0% 58.3% 53.3% 26.7% 33.3% 40.0% 20.0% 60.0% 13.3% 0.0% 20.0% 6.7% 20.0% 13.3% 20% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Agree Neutral Disagree Disagree 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Average 4.20 4.47 4.33 4.53 4.00 4.53 4.00 Strongly Rating

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Grade

84 89.4 86.6 90.6 80 90.6 80

Ratings calculated on a scale of 1-5; 1 being lowest and 5 highest Grades based on a scale of 100

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JUNIOR ACHIEVEMENT COMMUNICATION AUDIT References

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Caputo, J. S. (2004). Communications audit. (ORGL 504 Course Documents) [Electronic version]. Spokane, WA: Gonzaga University. Retrieved February 20, 2011 from Gonzaga COML Blackboard. Conrad, C. & Poole, M.S. (2005). Strategic organizational communication in a global economy. Belmont, CA: Thomson Wadsworth. Junior Achievement of the Greater Tri-Cities & Walla Walla (2011). Various articles. Retrieved February 20, 2011 from http://tri-cities.ja.org/

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