Bridging the Communication Gap: Evaluating Fidelity of Implementation and Organizational Communication

• In Event: Scaling and Sustaining Equitable Community Schools: Lessons From Kentucky

Abstract

Objective: This study evaluates the fidelity of technical assistance (TA) implementation within the Kentucky Community Schools Initiative (KCSI), focusing on adherence to project design, timeline, and evidence-based practices. It aims to assess the impact of TA on stakeholders' knowledge and capacity to implement key program components, emphasizing the role of communication practices and utilizing heat maps for visualization.

Perspective or Theoretical Framework: The study employs several communication theories to frame the analysis. Media Richness Theory (Daft & Lengel, 1986), which examines how the richness of communication channels affects the clarity and effectiveness of TA dissemination; Social Exchange Theory (Blau, 1964), focusing on how perceived benefits from TA influence stakeholder engagement and implementation; and Communication Accommodation Theory (Giles, 1973), which investigates how adjustments in communication strategies impact the reception and utility of TA in diverse contexts.

Data Sources: Data were collected through surveys distributed to three stakeholder groups: State Coaches, District Directors, and Family Resource Youth Service Center (FRYSC) Coordinators. The surveys assessed the provision and reception of TA based on best practices outlined in the Community Schools Playbook (Partnership for the Future of Learning, 2018). Additionally, qualitative feedback was gathered and heat maps were used to visualize communication flow and the clarity of TA objectives.

Methods: Surveys were designed to evaluate the provision and reception of TA, with participants rating its utility on a 4-point scale (very useful to not at all useful). Heat maps were employed to visually represent patterns in the dissemination and reception of TA, highlighting discrepancies and bottlenecks. This approach provided a comprehensive view of how TA was delivered and perceived across different stakeholder groups.

Results: Heat maps revealed discrepancies between the State Coaches’ reports of TA provision versus the experiences of District Directors and FRYSC Coordinators. This misalignment suggests issues with the effectiveness of communication channels, as predicted by Media Richness Theory. Utility ratings also varied, with District Directors finding certain TA highly beneficial, while FRYSC Coordinators rated it as only slightly or moderately useful. Heat maps clarified these variations and highlighted specific areas where TA was perceived as valuable or lacking. Qualitative feedback and heat maps identified communication barriers and areas where TA objectives were unclear. These findings underscore the need for better alignment with stakeholder needs and improved communication strategies, in line with Communication Accommodation Theory.

Significance: This study highlights the crucial role of integrating communication theories and advanced visualization tools in the deployment of technical assistance within educational initiatives. By using heat maps to visualize communication flow and identify gaps, the research provides actionable insights for enhancing communication practices and optimizing TA effectiveness. The findings offer valuable recommendations for improving stakeholder engagement and achieving better educational outcomes, contributing to the sustainability and success of KCSI and similar programs.

Authors

• Carolyn A. Oldham, University of Kentucky

• Anastacia E. Cole, University of Kentucky

• Kristin Anne Finley, University of Kentucky