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Author: Thao, Mai Title: Implementation of a Needs Assessment for a Student Organization The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial

completion of the requirements for the

Graduate Degree/ Major: MS Training and Human Resource Development

Research Advisor: David A. Johnson, Ph. D.

Submission Term/Year: Spring 2015

Number of Pages: 73

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STUDENT: Mai Thao

NAME: DATE:

ADVISOR: Dr. David A Johnson

NAME: DATE:

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Thao, Mai. Implementation of a Needs Assessment for a Student Organization

Abstract

The purpose of this study was to develop and conduct a needs assessment for the UW-Stout

student chapter of the Society for Human Resource Management (SHRM) executive board

members to help with the organization’s recruitment and retention concerns. The needs

assessment survey was used as a tool to collect data from the executive board and organization

members to understand the overall members’ expectation from the organization. This study

would also provide information to the executive board on its’ members involvement,

engagement, retention, and recruitment. Additionally, the study compared, contrasted, and

analyzed the overall results of the executive board and organization members to provide

information that would be beneficial to create a leadership-training guide. To achieve this goal,

the researcher reviewed the previous research relating to leadership, factors affecting student’s

involvement and structure of the organization, along with feedback from the organization

member’s survey. This study analyzed the interests and expectation of the organization members

within the SHRM organization. By understanding their interests and expectations, the executive

board members would then be able to set a clear goal and objective for themselves and the

organization.

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Acknowledgments

First of all, I would like to thank my family and friends for all their support and

encouragement. Without them, I would not be where I am today. I appreciate having

them as a resource and someone I can lean on.

I would also like to thank my professor, Dr. David A. Johnson for supporting and

guiding me throughout this research paper. Without him, I would not be able to

accomplish this research paper.

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Table of Contents

Abstract ............................................................................................................................................2

List of Tables ...................................................................................................................................6

Chapter I: Introduction .....................................................................................................................9

Statement of the Problem ...................................................................................................10

Purpose of the Study ..........................................................................................................10

Assumptions of the Study ..................................................................................................11

Definition of Terms............................................................................................................11

Limitations of the Study.....................................................................................................12

Methodology ......................................................................................................................12

Chapter II: Literature Review ........................................................................................................13

Factors That Affect Students Involvement ........................................................................14

Student Organization Development ...................................................................................16

Leadership ..........................................................................................................................17

Leadership Style.................................................................................................................19

Leadership Skills and Qualities of Effective Leadership ...................................................20

Leadership Attributes .........................................................................................................22

Chapter III: Methodology ..............................................................................................................25

Subject Selection and Description .....................................................................................26

Instrumentation ..................................................................................................................27

Data Collection Procedures ................................................................................................27

Data Analysis .....................................................................................................................28

Limitations .........................................................................................................................29

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Summary ............................................................................................................................29

Chapter IV: Results ........................................................................................................................31

Data Collection Procedure .................................................................................................31

Data Collection ..................................................................................................................32

Data Analysis .....................................................................................................................32

Training Guide ...................................................................................................................44

Limitations .........................................................................................................................45

Summary ............................................................................................................................46

Chapter V: Discussion, Conclusion and Recommendation ...........................................................47

Limitations .........................................................................................................................47

Conclusions ........................................................................................................................48

Recommendations ..............................................................................................................49

References ......................................................................................................................................50

Appendix: Society for Human Resource Management Survey-Executive Board Members .........52

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List of Tables

Table 1: Studies of Leadership Traits and Characteristics .............................................................56

Table 2: Question 1: What is Your Gender?..................................................................................57

Table 3: Question 2: Please Select the One that Applies to You………………………………..57

Table 4: Question 3: How Often Do You Communicate with Members of the Organization?.....58

Table 5: Question 4: How Many Club Events are Usually Planned Per Month for Members?....58

Table 6: Question 5: How Often Do the Other Executive Board Members and You Come

Together to Discuss or Plan Club Meeting Every Month?................................................59

Table 7: Question 6: General Meeting and Events Within the Organization are Well Organized

and Executed?....................................................................................................................59

Table 8: Question 7: I Have Taken Some Form of Training in Order to Better Prepare Myself for

My Current Position……………………………………………………………………..60

Table 9: Question 8: Members Have the Opportunity to Take a Bigger Role Within the

Organization.......................................................................................................................60

Table 10: Question 9: The Organization Goals are Well Thought Out and Defined…….....…...61

Table 11: Question 10: Activities Have Been Held to Recruit New Members into the

Organization Within the Last 6 Months?...........................................................................61

Table 12: Question 11: Members Feel a Sense of Belonging Within the Organization…………62

Table 13: Question 12: Members Have the Opportunity to Share Their Ideas or Thoughts During

Meeting……………………………………...…………………………………………...62

Table 14: Question 13: Events Have Been Provided to Engage the Current Members…………63

Table 15: Question 14: I Have the Ability to Socialize With Members of the Organization..….63

Table 16: Question 15: The Overall Structure of the Organization is Well Organized……...…..64

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Table 17: Question 16: My Overall Performance for the Organization is

Outstanding…………........................................................................................................64

Table 18: Question 17: Sending Updates About Club Meeting and Events to all Members of the

Organization is Important………………...……………………………………………...65

Table 19: Question 18: I Have Attended all General Meetings Within the Last 3 Months..…….65

Table 20: Question 19: In the Following Months, I Plan to Attend at Least One Meeting Per

Month…………………………………………………………………………………….66

Table 21: Question 20: I Would Like to See Additional Activities Occur Within the

Organization………………………………………….…………………………………..66

Table 22: Question 21: General Meetings and Events Within SHRM are Well Organized and

Executed………………………………………………………………………………….67

Table 23: Question 22: I Am More Willing to Participate Within an Organization if the Meetings

are Better Organized…………………..…………………………………………………67

Table 24: Question 23: I Would Be More Active if I was Updated on all Events I was Unable to

Attend……………………………...……………………………………………………..68

Table 25: Question 24: The Organization Provides Events that are Interesting to Me….………68

Table 26: Question 25: I Believe a Leader is Someone Who Communicates with its Followers on

a Weekly Basis………………………………………………………………………...…69

Table 27: Question 26: A Leader Should Have the Ability to Socialize with its Members...…...69

Table 28: Question 27: I Would Like to Show Active Participation in the Organization…...…..70

Table 29: Question 28: I Feel a Sense of Belonging by Being a Member of SHRM…………....70

Table 30: Question 29: I Would Like to See More Guest Speakers Present About a Human

Resource Topic During the General Meetings…………………….……………………..71

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Table 31: Question 30: There are Opportunities for Me to Share My Ideas With the

Organization…………………...…………………………………………………………71

Table 32: Question 31: I Would Like to Have a Bigger Role in the Organization……………....72

Table 33: Question 32: Factors Such as Employment, Course Work, Relationships, and Other

Extra-Curricular Activities Limit the Amount of Time I Can Commit to SHRM….........72

Table 34: Question 33: Please Provide Additional Questions, Comments and/or Concern you

May Have to Help Improve the Retention and Recruitment of the SHRM

Organization……………………………………………………………………………...73

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Chapter I: Introduction

A student chapter of the Society for Human Resource Management (SHRM) was

chartered at the University of Wisconsin-Stout (UW-Stout). The purpose of the student chapter

of SHRM is to help students gain real-world knowledge about the Human Resource Management

field. The student chapter of SHRM provides hands-on opportunities and networking with the

professional chapter, the Chippewa Valley Human Resource Management (CVSHRM) and the

National SHRM organization. The student organization helps students expand their professional

network by providing them with opportunities to connect and share with their peers within the

human resource field. This connection extends to workshops and conferences in different cities

and states networking students together to gain knowledge from other organizations. SHRM also

provides resources for students to effectively search for jobs and prepare for interviews through a

mock interview program. Additionally, student members have the opportunity to attend

University of Wisconsin-Stout Career Services resume and cover letter workshops to develop

their resumes and cover letters. The SHRM student organization also continuously seeks

professionals in the field to present to students. Through these interactions, student members are

able to gain insights on how to further enhance their success with obtaining employment.

The student chapter of SHRM at the University of Wisconsin Stout currently has two

executive board members that are elected to manage the overall structure of the organization.

Executive board members are selected by the organization members based on what each

individual brings to the organization, as well as the ability to ensure the success of the goals set

forth by the organization. The executive board members are responsible for setting up events,

conferences and activities for the members to participate. The 2014 to 2015 student organization

has 38 members who are presently attending the University of Wisconsin-Stout. There are only

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three requirements to become a UW-Stout SHRM student member: paying a one-time fee,

maintaining a 2.0 grade point average and being enrolled at the University of Wisconsin, Stout.

Presently, the student SHRM executive board members are having difficulty with

recruiting and retaining active members. This has resulted in a decrease in member involvement

and participation in events, meetings, and conferences. The executive board members wanted to

better understand the needs of their members and develop effective leadership skills to engage

them in order to get members to be actively involved in the organization. By gaining more

insight into its member’s needs, the executive board members will then be able to strengthen the

organization by increasing retention and recruitment of members.

Statement of the Problem

The UW-Stout student chapter of the SHRM organization has not been able to maintain

enough active members to successfully sustain its organizational activities. The executive board

members are having difficulty leading, recruiting, and retaining organizational members.

Purpose of the Study

The focus of this study was to develop and conduct a needs assessment (Appendix A) for

the executive staff of the UW-Stout chapter of the SHRM organization to help address their

recruitment and retention concerns. This study will provide information to assist the SHRM

executive board members in increasing member involvement, engagement, retention, and

recruitment. Two primary objectives were developed for this study:

Develop and conduct a needs assessment of the current student SHRM organizational

members and executive board members.

Provide information to the student SHRM executive board members to help address

their recruitment and retention concerns.

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Assumptions of the Study

The UW-Stout student chapter of the Society for Human Resource Management was

having difficulty recruiting and retaining members. It was assumed that after developing and

conducting a needs assessment, the executive board members would have a better understanding

of their organization and be more able to manage their organization. It was further assumed that

current members would also have the opportunity to actively participate in the organization.

Definition of Terms

Autocratic. “A leader who tends to centralize authority and centralize authority and

derive power from position, control of rewards, and coercion” (Daft, 2011, p. 44).

Conflict. “Antagonistic interaction in which one party attempts to thwart the intentions

or goals of another” (Daft, 2011, p. 315).

Democratic. “A leader who delegates authority to others, encourages participation,

relies on subordinates’’ knowledge for completion of task, and depends on subordinate respect

for influence” (Daft, 2011, p. 44).

Leadership. “The influencing process of leaders and followers to achieve organizational

objectives through change” (Lussier & Achua, 2010, p. 489).

Mission. “The organization’s core broad purpose and reason for existence” (Daft, 2011,

p. 405).

Motivation. “The process that determines the reinforcement value of an outcome”

(Kalat, 2013, p. 351).

Strategic leadership. “A person’s ability to anticipate, envision, maintain flexibility,

think strategically, and work with others to initiate changes that will create a viable future for the

organization” (Lussier & Achua, 2010, p. 491).

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Traits. “The distinguishing personal characteristics of a leader, such as intelligence,

honesty, self-confidence, and appearance” (Daft, 2011, p. 38).

Vision. “A picture of an ambitious, desirable future for the organization or team” (Daft,

2011, p. 15).

Limitations of the Study

The two limitations of this study are as followed:

1. The study only applied to the members and executive board members of the Society

for Human Resource Management student chapter at the University of Wisconsin

Stout.

2. The study involved the executive board members and the organizational members

from September 2014 to May 2015.

Methodology

The student chapter of the Society for Human Resource Management (SHRM) executive

board members are experiencing difficulty retaining and recruiting organization members.

Without understanding the needs, interests, and expectation of the organization members, the

executive board members currently are unable to manage the organization. The following

chapter includes the literature review. The literature review included previous research on

student organization development and structure, student involvement, and student leadership.

Chapter II provides information that will help the Student SHRM executive board members to

develop their leadership skills, as well as reasons why students are not participating in student

organization.

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Chapter II: Literature Review

The importance of leadership skills within any organization is critical. In order to be

successful in leading an organization, the UW-Stout student chapter of the Society for Human

Resource Management (SHRM) executive board members wanted to get their 38 members

actively involved. The SHRM student executive board members had difficulty engaging their

membership, which led to a decrease in recruitment and retention. SHRM student members

lacked the motivation to actively engage and participate in SHRM student meetings, activities,

and conferences. The executive board members were unable to effectively operate the

organization, as demonstrated by dwindling membership. This often occurs because members of

student organizations are challenged with the difficulty of time management as a college student

because of as school responsibilities and jobs (Kulm, 2006). College students have to set

priorities on coursework, extra curricular activities, and relationships among other daily activities

which can affect the amount of time that can be dedicated to an organization like SHRM.

This chapter focuses on a literature review of developing a student organization and its

structure, student involvement and student leadership. The literature review discusses the

importance of student organizations, student involvement and engagement within those

organizations, as well as each of the leadership styles necessary for effective organizational

operation. Furthermore, various skills needed for an effective leader, benefits of the skills, and

leadership attributes are analyzed. This chapter focuses on the trait approach, an assessment that

effective leaders use to evaluate their own traits and characteristics to identify areas in need of

improvement. This review was used to develop the needs assessment to help the executive board

members recognize concerns within their organization, as well as those changes that were

necessary to work with the organizational members.

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Factors That Affect Students Involvement

Student involvement in student organizations can be influenced by many factors.

According to Kelly, Lavergne, Boone, & Boone (2012), the majority of students are not involved

due to school related responsibilities, lack of time management skills and the inability to handle

stress. School related responsibilities, such as course assigned studies and projects could take

most of the students’ time away from participating in any student organization. Full-time

students are faced with more school related responsibilities than part-time students. Students

who lack time management skills will not be able to handle multiple tasks at once and usually

are not organized. They tend to spend more time on one task and are prone to forgetting others,

thus having less time to be involved in student organizations. Students lacking proper time

management skills are unable to use their time efficiently and/or correctly. Another challenge

that college students experience is dealing with stress. Stress can cause a number of problems,

impacting their studies and time management skills.

Employment during college can greatly impact the amount of time a student has available

outside of class to participate in student organizations. Kulm & Cramer (2006) indicated that

students who work 30 hours or more each week are likely to experience a negative impact on

extra-curricular activities and school performances. Those students are less likely to participate

in student activities and are at a higher risk of their GPA dropping. According to Kulm &

Cramer (2006), if students spend more time working, they will have less time committed to

studying and completing schoolwork. Students who tend to focus more on employment than

school responsibilities are at a greater risk of dropping out of college.

There are many factors that can influence students to be more active in student

organizations. Kelly, et al., (2012) indicated that family encouragement, positive relationships

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with professors, and positive course experiences are factors that encourage students to be more

involved in their community and surroundings. Family support motivates students to have the

confidence to perform better in school. Furthermore, family financial support reduces the

financial burden that many students face such as tuition and living expenses. Students who had

positive relationships with their professors were more likely to ask for help and have the

confidence to perform better on their schoolwork and exams. Students with positive course

experiences are more likely to have good attendance and confidence in the course subject leading

to likely participation in class discussions. These factors cause students to be more active in

extra-curricular activities and to be more committed in student organizations. This results in

students having more time to be involved.

Some researchers described the benefits of students who participated in student

organizations. Holzweiss, Rahn, & Wickline (2007) indicated that students who were involved

in their college community tended to gain the benefits of learning certain skill sets, acquiring

knowledge, completing their degrees, and finding an easier path towards landing a job in the end.

Holzweiss, et al., (2007) further notes that students who were part of student organizations had

access to peers who could provide companionship and improved networking skills. According to

the study, students gained the benefits of hands-on learning experiences and managing multiple

assignments once they became members of a student organization (Holzweiss, et al., 2007).

Students are more likely to be involved if the organization meets personal goals. Furthermore,

qualities that students often seek in student organizations are the type of advantages it can offer

to influence the students’ personal satisfaction and personal development.

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Student Organization Development

The main purpose of student organizations is to provide an experience relating to college

life that the classroom cannot offer (Coleman, Curley, & Wilkerson, 2009). Student

organizations can enrich the college experience by bringing students with similar interests

together. Coleman, et al., (2009) indicated that students who were part of a student organization

in college were more rounded individuals when entering the work force. Coleman, et al., (2009)

further stated that students should participate in different types of student organizations to gain

the experience of college life. This helped students build and gain a better understanding of their

networking and communication skills.

According to Coleman, et al., (2009), a student organization must have a purpose,

mission statement, core activities, vision, and strategies in order to operate. Coleman, et al.,

(2009) also notes that an organization should have a strategic plan to define short-term and long-

term goals. These goals must be realistic and have a clear focus (Coleman, el al., 2009).

Coleman, el al., (2009) stated that the strategic plan must guide the members of an organization

to achieve their desired goals. This would ensure the organization’s goals and organization

member’s needs are met.

Additionally, Coleman, el al., (2009) indicated the student organization should define the

leadership structure of the organization. The student organization must have a clear definition of

every individual’s role and duties within the organization (Coleman, el al., 2009). Each member

needs to know his or her responsibility in an organization. The leader is the individual at the top

of the ladder. The president will be setting the overall vision and mission of the organization.

The vice president is responsible for making sure the goals established by the organization are

met (Coleman, el al., 2009). The vice president does not have to answer to any decisions except

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for those made by the president of the organization. The treasurer is the third individual elected

into position. The treasurer handles all the financial aspect of the organization and ensures the

organization reaches its financial goals (Coleman, el al., 2009). Lastly, the secretary is the

person who is responsible for communicating with all members of the organization. The

secretary ensures that every member in the organization is informed of all decisions and

activities (Coleman, el al., 2009).

Leadership

Effective leadership provides members with opportunities to assess their own abilities

and challenges and to improve upon their leadership skills. Daft (2011) indicated that leadership

is essential for student organizations to gain improvement and development. It also allows them

to establish a clear vision for the organization to pursue. Successful leaders are able to have a

positive influence on others to achieve a common goal (Lussier & Achua, 2014). Additionally,

effective leaders are capable of developing clear objectives that can impact the performances of

their members (Lussier & Achua, 2014). Great leadership skills can boost self-confidence and

aid in gaining respect from the members of the organization. Efficient leaders understand that all

members of an organization are vital to the success of the organization reaching its goals.

Members of an organization need to cooperate and work toward the same desired future and

purpose that they want (Lussier & Achua, 2014).

Leaders have the ability to influence and empower members to achieve the goals of the

organization. Leadership includes motivating and empowering others within the organization to

become a leader of his or her own obligation (Gini & Green, 2013). Gini & Green (2013) further

stated, “leadership, of every kind and at every level, is about offering others an action guide, a

plan, a challenge, a goal, a purpose that they are willing to embrace and carrying on” (p. 5). Gini

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& Green (2013) determined that different forms of leadership are all about action-based and

action-driven. Leadership provides the opportunity for members to understand and gain

knowledge of the needs and interests within themselves. Additionally, leadership helps guide

members to reach the vision and goal of the organization.

Are leaders born or made? There is no definitive answer to this question. According to

Lussier & Achua (2014), successful leaders are neither born nor made. Lussier & Achua (2014)

further state that leaders are born with several attributes, but leadership skills are developed

along the way. Researchers found 30 percent of leadership skills are inherited and the

remaining 70 percent are developed overtime (Lussier & Achua, 2014). Anand, Brodbeck, &

Manktelow (2005) discovered successful athletes need both inherent talent and hard training.

Similarly, Bhugra, et al., (2012) found leadership skills within an individual involved a

combination of inherent skills and schooling. The literature suggested that leadership skills can

be inherited, but can also be learned through participation and proper training. There are many

leadership skills an individual can attain, but he or she may not be aware of them, as these

leadership skills are gained through observation of others or education from school.

There’s also a question regarding whether or not leadership can be taught and skills

developed (Lussier & Achua, 2014). According to researchers, leadership is learnable and an

individual is capable of developing his or her leadership skills, including knowledge and

abilities (Lussier & Achua, 2014). Individuals gained more knowledge about leadership skills

by participating in team-based activities. Wary (2013) indicated that leadership skills could be

learned through observing others and then practicing the skills retained. Furthermore,

leadership skills can be gained through education and training workshops.

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Leadership Style

Hansen & Zenobia (2011) indicated leadership styles are processes that help guide

members to develop plans and inspire them to achieve the organization's goals. For example,

when followers or members do not understand how to complete a task, leaders will suggest ideas

that will help them to accomplish the assignment. According to Daft (2011), there are two

leadership styles that affect the behaviors of leaders: autocratic leadership and democratic

leadership. These two leadership styles can be found in different leaders. Hansen & Zenobia,

(2011) also agreed these two leadership styles were implemented with different people in various

situations. For instance, when it comes to quick decision-making in any situation, autocratic

leaders will make the decision right away relating to how the situation can be handled without

asking followers or members for any suggestion. On the other hand, democratic leaders always

encourage followers or members to give their own opinions or ideas on how to handle the

problem (Daft, 2011).

“Autocratic leadership style is where the leader tells the team members or followers what

to do, how to do it, and when to do it, without any input from their followers” (Hansen &

Zenobia, 2011, p. 267). This kind of leadership style is best fitted when there is an emergency

situation where there is a need for instant process because the leader will be required to take

action and provide only instructions for the members to follow (Hansen & Zenobia, 2011). They

tend to make their own decision, as well as telling others what to do and what not to do. This

style of leadership will work best for the new or unskilled followers because they are unsure of

how to perform their duties. However, if this method is used on experienced and skilled

followers, they will take that as offensive and will not like to be told how to do their job (Hansen

& Zenobia, 2011).

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Daft (2011) defined democratic leaders as, “leaders who delegate authority to others,

encourage participation, rely on subordinates’ knowledge for completion of tasks, and depend on

subordinates’ respect for influence” (p.44). This leadership style is used when the followers or

members have more knowledge about the process and the leader knows or has other information.

This type of leader is not expected to understand everything and must depend on the member's

knowledge (Hansen & Zenobia, 2011). A democratic leader usually has authority to make the

final decision, and leaves room for the members to participate in and suggest their input. A

democratic leadership style shows strength within a leader and the followers or members

generally appreciate the leader. This style is best used when the leader is considering the

follower's inputs to accomplish the process (Hansen & Zenobia, 2011).

Autocratic and Democratic leadership styles have their own advantages and

disadvantages depending on the situation that the leaders are in. An autocratic leadership style

is useful when there is a situation that needs to be handled immediately. On the other hand,

individuals who consider team member’s suggestions and ideas to complete the process

typically use a democratic leadership style. According to Daft (2011), depending on the

situations of the organization, effective leaders would estimate the degree to which each style

would work best and then adjust to the circumstances to complete the process. A study by the

University of Iowa (cited in Daft 2011), stated that autocratic and democratic leadership styles

have an impact on the result of the follower's performance and satisfaction.

Leadership Skills and Qualities of Effective Leadership

There are many leadership skills and qualities that help leaders become successful and

influence team members to overcome obstacles. These skills and qualities of leadership will

assist leaders to lead team members, as well as setting a goal to accomplish during the process of

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a project. There are many benefits for having various leadership skills. For example, individuals

with leadership qualities are more likely to lead the team members to a successful outcome.

These leadership skills will also allow the leader to develop strategies to help solve any

problems that occur during the process of completing a project within the organization. Leaders

will be able to make appropriate decisions, as well as assist team members to suggest input in the

project. Leaders have the ability to plan ahead and organize everything, allowing team members

the opportunity to accomplish the project without any issues occurring during the process. The

following list includes the leadership attributes needed for a leader to become successful (De

Bono, Heijden, Jones, & Remme, 2008).

Clever (intelligent)

Conceptually skilled

Creative

Diplomatic and tactful

Fluent in speaking

Knowledgeable about group task

Organized (administrative ability)

Persuasive

Socially skilled (p. 22)

Leaders can be successful by adopting the above qualities. These leadership qualities

help leaders to effectively and efficiently handle their responsibilities within the organization.

Leaders with effective communication skills are able to better communicate their message to

team members to recognize the responsibilities of the organization (Bhugra, et al., 2013).

Conflicts often occur within a team and an effective leader needs to be able to manage conflicts.

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Leaders also need to have knowledge of various conflict resolution strategies to solve these

conflicts (Bhugra, et al., 2013). For example, leaders can develop “a friendly atmosphere;

helping everyone to feel valued and part of the team; supporting and looking after colleagues;

showing public acknowledgement and appreciation; and demonstrating respect and consideration

toward others” (Bhugra, et al., 2013, p. 9).

In any situation, problems often arise and leaders are required to have the knowledge to

solve the issue. The first step that a leader need, is to recognize the initial issue of the problem

and find the source of the problem. Then, the leader needs to figure out a solution to the problem

and resolve the situation (Bhugra, et al., 2013). Leaders also need the ability to manage

everything and assign responsibilities to each team member. Assigning responsibilities to team

members is an important part of the procedure that will help team members to develop and gain

additional skills to perform their duties effectively. The role of a leader is to understand the

qualities of leadership and use those qualities to lead the team members (Bhugra, et al., 2013).

The following is a list of four key qualities of successful leaders (Bhugra, et al., 2013):

Communication

Managing conflict

Solving problems as leader

Delegation of responsibilities (p. 8)

Leadership Attributes

Each leader has different leadership attributes such as intelligence, self-confidence,

responsibility, etc. These attributes describe a successful leader and how that particular leader

can lead an organization. Leaders need to understand and have knowledge of their leadership

attributes. Leaders are selected, recruited, and promoted to a leadership position based on their

23

leadership attributes (De Bono, et al., 2008). By developing and adapting to their leadership

attributes, a leader can better influence team members to work together to accomplish the vision.

Table 1 shows the list of leadership traits and characteristics from various authors and years.

Even though each author was from a different year, they agreed that leaders should have these

leadership traits and characteristics within themselves, which included self-confidence,

responsibility, dominance, intelligence, motivation, and sociability.

Although there are many different types of leadership characteristics and traits,

Northouse (2013) indicated that there are five major characteristics and traits which an individual

needs to possess to be a successful leader. The five major characteristics and traits are

intelligence, self-confidence, determination, integrity, and sociability (Northouse, 2013, p. 23).

By understanding these five major characteristics and traits, leaders will be able to perform and

influence the overall structure of the organization better.

Certainly, intelligence or intellectual skills are associated with leadership. Northouse

(2013) indicated that when comparing leaders to non-leaders on intelligence, leaders are more

likely to have higher intelligence than non-leaders. Leaders who have strong verbal ability,

perceptual ability, and analysis tend to be effective (Northouse, 2013). Even though having

acumen is good, some research revealed that leaders and subordinates intelligence should not be

varied from each other. Often leaders with high intelligence tend to have a hard time

communicating their message to followers because their concepts are too advanced for them to

comprehend (Northouse, 2013). Leaders need to understand and learn to adjust to the follower's

intellectual level, which will allow them to effectively communicate their ideas.

Self-confidence is a trait that helps leaders maintain and develop better leadership skills.

According to Daft (2011), self-confidence was defined as “assurance in one’s own judgments,

24

decision making, ideas, and capabilities” (p. 41). Self-confidence is not defined as being bossy

and autocratic, but instead believing and having insight of oneself. Leaders can develop their

self-confidence if they understand and learn about themselves (Daft, 2011). Leaders with self-

confidence tend to have the belief that he or she can make a difference, either with or without the

followers or organization (Northouse, 2013). Self-confident leaders make sure that his or her

efforts to impact an individual are applicable and correct.

The majority of leaders have the characteristic of determination. Northouse (2013)

stated, “Determination is the desire to get the job done and includes characteristics such as

initiative, persistence, dominance, and drive” (p. 25). Leaders who have determination are

active, believe in their decisions, and have the ability to face and overcome problems. The

characteristic of determination is mostly seen in leaders when they are helping followers solve

problems and directing them how to complete their tasks. Most of the time, leaders who are

determined will show control or power over their followers (Northouse, 2013).

Integrity is an important element of leadership characteristic. According to Daft (2011),

integrity is “the quality of being whole, integrated, and acting in accordance with solid moral

principles” (p.42). Individual leaders have developed their own integrity and how they influence

others to believe in those moral principles. Integrity involves honesty and trustworthiness.

Leaders who have a strong belief in principles and always take responsibility for their actions are

examples of integrity (Northouse, 2013). Followers tend to believe and trust leaders with

integrity because followers believe that those leaders are devoted, reliable, and not misleading.

Overall, integrity produces leaders who are reasonable and trustworthy (Northouse, 2013).

In order for leaders to lead the followers of an organization, leaders need to be sociable.

The elements of the sociability trait are understanding, communication, and conflict management

25

(Northouse, 2013). Furthermore, leaders who develop their sociability trait tend to influence

followers with their decisions, as well as appreciate followers’ advice to accomplish the

objective of the organization. Leaders with sociability characteristics are able to communicate

their ideas or messages to followers. Sociable leaders are able to set a clear vision and create an

environment or culture for their followers.

The majority of leaders used an approach that helped them develop and understand their

personal traits. This is called the trait approach. The difficulty of the trait approach is that it

only focuses on leaders rather than followers or the situation. The trait approach concentrates on

the traits that leaders display and identifies those individuals who possess these traits. The trait

approach does not determine what kind of leader is required or desirable to solve a certain

problem (Northouse, 2013). Leaders used the trait approach to recognize their personal

awareness and growth within the organization. Leaders who understand their own traits will be

able to gain the knowledge of their strengths and weaknesses to help them to either improve

themselves or influence their followers (Nothouse, 2013).

Furthermore, by completing a traits assessment, leaders can recognize their qualities,

which can help them decide whether they have the qualities to be effective in different leadership

positions within the organization. Leaders who conduct a traits assessment will have the

knowledge of how their leadership skills will help them fit into the organization. Traits

assessments allow leaders to make changes to the areas that they believe need to be improved, by

changing how they work with others, or by the way they do things (Northouse, 2013).

Chapter III: Methodology

The executive board members of the Student Society for Human Resource Management

(SHRM) were having difficulty recruiting and retaining active members. This led to decreased

26

membership involvement and participation within the events, meetings, and conferences. This

chapter discusses information related to the subject selection and description, instrumentation,

data collection procedures, data analysis, and limitations.

The purpose of this study was to develop and conduct a needs assessment for the UW-

Stout student chapter of the SHRM organization to address its recruitment and retention

concerns. The study assessed the organization and the executive board members' leadership

needs. Further, this study recommended developing a leadership-training guide for the executive

board members to use as a tool to improve their recruitment and retention efforts of organization

members

Subject Selection and Description

Participants of the study included the executive board and organization members of

SHRM student organization at UW-Stout. The participants included males and females with age

ranging from 18 to 25, majoring in Business who also have an interest or minor in Human

Resource Management. The sample size was 40 participants; two of which are executive board

members and 38 current (2014-2015) SHRM members. Initially, this study was designed for the

two executive board members and 38 organization members in the fall of 2014. However, the

student SHRM organization did not convene during spring, 2015. There are currently six new

executive board members who revived the organization on April 1, 2015. These six new

executive board members also participated in the survey. The executive board members of the

SHRM organization are student leaders that organize and operate the organization. The

organization members are participants who do not take on a leadership role, but participate in

organizational activities.

27

Instrumentation

The survey instrument tool was used to gather the needs assessment data. The survey

questions were created to obtain qualitative information about the organization's structure, goals,

and objectives, as well as, the responsibilities of the members and executive board members.

This survey consisted of 32 Likert scale questions and one open ended question (Appendix A).

Skip logic was designed into the survey, where the executive board and SHRM members

answered questions that only applied to them. Each member answered a total of 18 questions.

The survey was designed specifically to protect confidentiality, while completing the survey.

The survey took approximately 15 minutes to complete. The questions from the survey were

derived from the literature review regarding student organizational structure and leadership.

These questions were developed to collect the necessary information from the organization

members and executive board to determine SHRM's needs. The questions will provide

information necessary to develop a leadership-training guide to help the executive board and

organization members to develop and effectively mange the Student SHRM organization.

Data Collection Procedures

This study contained a survey data collection procedure. Before data were collected, the

researcher contacted the president of the student organization to explain the study. The

participants were aware of the survey’s purpose. An informed consent form was provided to the

participants who showed interest of the study. The executive board members and organization

members were notified that the survey questions would take approximately 15 minutes to

complete.

The survey involved two Student SHRM executive board members from the fall of 2014,

as well as the six new executive board members in April 2015. Some organization members also

28

participated in the survey, but only answered questions that applied to them. The survey was

determined to be the best method to gather information from the Student SHRM executive board

and organization members. The survey allowed the executive board and organization members

to provide detailed information about the organization's structure, roles of organization members,

and activities that occurred within the organization.

The researcher emailed the survey questions to all SHRM executive board and

organization members via Qualtrics. The survey questions were developed, using information

from the literature review, as a needs assessment instrument. The survey asked the organization

and executive board members about their involvement, engagement, and activities within the

SHRM organization. The survey allowed the organization members to share their feedback

about the organization. This permitted the researcher to compare and contrast the reported data to

provide the necessary information to develop a leadership-training guide for the executive board

to effectively work with the organization members.

Data Analysis

Data were collected from the survey taken by the executive board and organization

members of the SHRM organization. The survey was used as a needs assessment instrument to

gather the organization and executive board members feedback on their involvement and

engagement within the SHRM organization. The survey consisted of skip logic that allowed the

executive board and organization members to answer the questions that only applied to them.

The data collected were analyzed, compared, and contrasted to determine the needs and

expectations of the executive board and organization members. The data were analyzed to

determine the organization's structure and current activities. Based on the findings of the

29

organization members' needs, it was recommended that a leadership training guide be developed

to help the executive board to effectively engage and involve the SHRM members.

Limitations

The limitations of this study were as follow:

1. Each organizational member of the SHRM organization was asked to participate in

the survey, but participation was voluntary.

2. The study was limited only to the student Society for Human Resource Management

(SHRM) members at University of Wisconsin Stout.

3. The recommended training guide would only apply to the student Society for Human

Resource Management at University of Wisconsin Stout.

4. SHRM did not convene during Spring Semester of 2015 and reopened on April 1,

2015.

Summary

The focus of this chapter included the organizational structure, membership

responsibilities, organizational goals, objectives and membership needs of the Society for

Human Resource Management organization. The executive board and organization members

were asked to participate in a survey. By understanding the needs of the organization members,

the executive board members will be able to understand why the members were disengaged from

the SHRM organization. As organization members were given the opportunity to share their

concerns relating to retention and engagement with SHRM, the executive board members were

able to develop changes to effectively operate the organization. Chapter IV presents the results

of the study, which includes the organization members' needs to be actively involved and

engaged in the SHRM organization. Chapter IV also includes the results of the executive board

30

member's response to SHRM's organizational structure, membership responsibilities, goals, and

objectives.

31

Chapter IV: Results

The executive board members of the student Chapter of the Society for Human Resource

Management (SHRM), University of Wisconsin Stout are currently having difficulty with

recruiting and retaining active members. This has resulted in a decrease of member involvement

and participation in events, meetings and conferences within the organization.

The purpose of this study was to conduct a needs assessment and provide information

that can be used to develop an effective leadership-training guide for the University of Wisconsin

Stout chapter of the SHRM organization to address its recruitment and retention concerns. This

study provided information that can help the SHRM executive board members improve their

leadership skills to increase member involvement, engagement, retention, and recruitment within

the organization. The needs assessment was based on appraising the current concerns of the

organizational members and executive board members involving the overall organizational

structure, goals, and objectives. The information obtained from the needs assessment can be

used to develop a leadership-training guide for the executive board members relating to how to

operate the organization, as well as to recruit and retain organizational members.

Data Collection Procedure

A survey instrument (Appendix A) was used to collected data from the executive board

members and organization members. The survey was considered to be the best method to collect

information from the executive board members and organization members on the needs, changes,

recruitment, and retention concerns that exist within the Student SHRM organization. The

survey was emailed by the researcher to all of the Student SHRM executive board members and

organization members via Qualtrics. The survey asked the organizational members and

executive board members questions relating to their involvement, engagement, and activities

32

within the organization. This survey allowed the organizational members to share feedback

about the Student SHRM organization, which allowed the researcher to compare and contrasts

the overall collected data.

Data Collection

Participants of the study included the board members and organizational members of the

Society for Human Resource Management (SHRM) student organization at the University of

Wisconsin Stout (UW-Stout) in Spring 2015. The board members of the SHRM organization are

student leaders that lead and operate the organization. The organizational members are

participants who did not take on a leadership role in the organization, but exist to keep the

organization active. The participants were undergraduate students in the Business major who

also had an interest or minor in Human Resource Management.

During the Spring Semester of 2015, the student SHRM organization was no longer

active due to the lack of member involvement and participation in events, meetings, and

conferences. The two student executive board members were no longer part of SHRM

organization and the organization members were not participating. Due to this circumstance,

there were few members who participated in the survey. SHRM was reactivated for members in

April 1, 2015 with six new executive board members. .

Data Analysis

The data collected from the organization members and executive board members were

based on a needs assessment survey. A needs assessment was the survey instrument used to

collect feedback from the organization members and executive board members. The

organization members and executive board member’s feedback was based on their involvement

and engagement within the organization. The Qualtrics survey consisted of skip logic that

33

allowed the executive board members and organization members to answer questions that only

applied to their status within the organization. The data collected were analyzed, compared, and

contrasted to identify the needs and expectations of the overall members and executive board

members of the organization. Furthermore, the data were also analyzed to determine the

organization’s structure and existing activities. There were a total of 13 participants who started

completing the survey and a total of 10 participants who actually completed the survey.

Following are collected data information relating to questions in the survey that were analyzed

by the researcher.

The first question in the survey asked participants to identify their gender with the

choices of male, female, and transgender/ non-binary or prefer not to respond. The total

responses were 13. The participants included 4 males (31%), 9 females (69%), 0 transgender/

non-binary (0%), and 0 prefer not to respond (0%). (See table 2 for more information relating to

question 1.)

Question 2 asked participants to identify their status within the organization with the

choices of either executive board members or organization members. There were a total of 13

responses to the survey. The participants included 4 executive board members (31%) and 9

organization members (69%). (See table 3 for more information relating to question two.)

Question 3 and question 25 were compared and analyzed. Question 3 was based on the

response of the executive board members and question 25 was the response of the organization

members. Question 3 asked the executive board members to choose how many times a month

they communicated with the organization members. There were four choices for the executive

board members to choose including once a month, twice a month, three times a month and four

or more times a month. The total responses were four. There was 0 for the answer once a month

34

(0%), 1 for twice a month (25%), 0 for 3 times a month (0%), and 3 for 4+ times a month (75%).

Question 25 asked the organization members to give their feedback relating to how often they

believe a leader should communicate with followers. There were five choices that the members

could choose, which included strongly agree, agree, neither agree nor disagree, disagree, and

strongly disagree. The total participants for the organization members were six. The response

for each choice included 2 strongly agree (33%), 3 agree (50%), 0 neither agree nor disagree

(0%), 1 disagree (17%) and 0 strongly disagree (0%). Based on the result of the data for

question 3 and 25, the executive board members data indicated they had communicated with the

members and the organization member’s data showed that leader should communicate with

members on a daily basic. (See table 4 and table 26 for more information relating to question 3

and question 25.)

Question 4 and question 20 were compared, contrasted and analyzed. Question 4 asked

the executive board members how many club events they usually planned each month for

members. There were four responses. The five choices for the executive board members to

choose from included 0, 1, 2, 3, and 4+. The response for each choice included 0 responses for

choice 0, 2 responses for choice 1 (50%), 2 responses for choice 2(50%), 0 response for choice 3

and 0 response for choice 4+. Question 20 asked the organization members, if they liked to see

additional activities occur within the organization. There were six responses. The 5 choices that

the organization members could choose from, included strongly agree, agree, neither agree nor

disagree, disagree, and strongly disagree. There were 2 responses for strongly agree (33%), 3

responses for agree (50%), 1 response for neither agree nor disagree (17%), 0 responses for

disagree (0%) and 0 responses for strongly disagree (0%). Based on the results of both

questions, executive board members indicated that they usually planned 1 to 2 events per month.

35

The organizational members agree that they would like to see additional activities planned within

the organization. (For more information relating to question 4 and 20, see table 5 and table 21.)

Question 5, question 18, and question 19 were compared, contrasted and analyzed.

Question 5 asked the executive board members how often they met to plan or discuss club

meetings every month. There were four responses. The 5 choices that they could choose from

included 0, 1, 2, 3, and 4+. For answer 0, there was 1 response (25%), answer 1 had 0 responses,

answer 2 had 2 responses (50%), answer 3 had 0 responses and answer 4+ had 1 responses

(25%). Question 18 asked the organization members if they had attended all the general

meetings within the last 3 months. The total responses were six. There were 5 choices that the

members could choose from included, strongly agree, agree, neither agree nor disagree, disagree,

and strongly disagree. There were 0 responses for the answer strongly agree, 1 response for the

answer agree (17%), 0 responses for the answer neither agree nor disagree (0%), 2 responses for

disagree (33%) and 3 responses for the answer strongly disagree (50%). Question 19 asked the

organization members if they planed to attend at least one meeting per month in the following

months. The total responses were six. There were 5 choices that the participants could choose

from, which included strongly agree, agree, neither agree nor disagree, disagree, and strongly

disagree. The response for answer strongly agree was 0, 3 responses for answer agree (50%), 2

responses for answer neither agree nor disagree (33%), 1 response for answer disagree (17%)

and 0 responses for answer strongly disagree. Based on the results of the questions, the

executive board members indicated that they met once or twice a month to discuss and plan the

club meetings. As for the organization members, they indicated that they had not been attending

the organization general meeting within the last 3 months. Furthermore, the members also

indicated that in the following months, they planned to attend at least one meeting per month.

36

(For more information, see table 6, table 19, and table 20 relating to question 5, question 18, and

question 19 data.)

Question 6 and question 21 were compared, contrasted, and analyzed. Question 6 asked the

executive board members if the general meetings and events within the organization were well

organized and executed. There were four total responses. The 5 choices that the executive board

members could select from included strongly agree, agree, neither agree nor disagree, disagree,

and strongly disagree. There was 1 response for answer strongly agree (25%), 2 responses for

answer agree (50%), 1 response for answer neither agree nor disagree, 0 response for answer

disagree and 0 responses for answer strongly disagree. Question 21 asked the organization

members if they believed the general meeting and events within the organization were well

organized and executed. The total responses of participants were six. There were 5 choices that

the members could choose from, which included strongly agree, agree, neither agree nor

disagree, disagree and strongly disagree. For answer strongly agree, there were 0 responses,

answer agree had 2 responses (33%), answer neither agree nor disagree had 3 responses (50%),

answer disagree had 1 response (17%) and answer strongly agree had 0 response. Based on the

results of the two questions, the executive board members indicated that the general meetings

and events of the organization were well organized and executed. However, the majority of the

organization members indicated that the general meetings and events within the organization

were not well organized and executed. (For more information relating to question 6 and 21, see

table 7 and table 22.)

Question 7 asked the executive board members if they had taken some form of training in

order to better prepare themselves for their current position. There were four responses. The 5

choices for the participants to select from included strongly agree, agree, neither agree nor

37

disagree, disagree and strongly disagree. There was 1 response for answer strongly agree (25%),

0 response for answer agree (0%), 1 response for answer neither agree nor disagree (25%), 1

response for answer disagree (25%) and 1 response for answer strongly disagree (25%). Based

on the results of this question, the majority indicated that they had not taken any training in order

to prepare themselves for their current position. (For more information relating to question 7,

see table 8.)

Question 8 and question 31 were compared, contrasted, and analyzed. Question 8 asked

the executive board members if there was any opportunity for the organization members to take a

bigger role in the organization. There were four responses. The 5 choices that the participants

could select from included strongly agree, agree, neither agree nor disagree, disagree, and

strongly disagree. There were 3 responses for answer strongly agree (75%), 1 response for

answer agree (25%) and 0 responses for answers neither agree nor disagree, disagree, and

strongly disagree. Question 31 asked the organization members if they would like to take a

bigger role in the organization. The total responses were six. There were 5 choices that the

participants could select from, which included strong agree, agree, neither agree nor disagree,

disagree and strongly disagree. There were 3 responses for answer agree (50%), 3 responses for

answer neither agree nor disagree (50%), and 0 responses for answers strongly agree, disagree,

and strongly disagree. Based on the results of the questions, the executive board members

indicated that there are opportunities for the organization members to take a bigger role in the

organization. Half of the organization members indicated that they would like to take a bigger

role in the organization and half of the members indicated they neither had any interest or

intentions of taking on a bigger role in the organization. (See table 9 and table 32 for more

information relating to question 8 and question 31.)

38

Question 9 in the survey asked the executive board members if the organization goals

were well thought out and defined. There were four responses. The 5 choices for the

participants to select from included strongly agree, agree, neither agree nor disagree, disagree,

and strongly disagree. There was 1 response for answer strongly agree (25%), 2 responses for

answer agree (50%), 1 response for answer neither agree nor disagree and 0 responses for

answers disagree and strongly disagree. The result of this question showed that the executive

board members believed the organization goals were well thoughts and defined. (For more

information, see table 10.)

Question 10 asked the executive board members if activities had been held to recruit new

members into the organization within the last 6 months. There were four responses. The 5

choices that the participants could choose from, included strongly agree, agree, neither agree nor

disagree, disagree, and strongly disagree. There was 1 response for answer strongly agree

(25%), 2 responses for answer agree (50%), 0 responses for answer neither agree nor disagree, 1

response for answer disagree (25%), and 0 response for answer strongly disagree (0%). This

data indicated that activities had been held to recruit new members into the organization within

the last 6 months. (See table 11 for more information relating to question 10.)

Question 11 and question 28 were compared, contrasted, and analyzed. Question 11

asked the executive board members if the organization members felt a sense of belonging in the

organization. There were four responses. The 5 choices that the participants could select from

included strongly agree, agree, neither agree nor disagree, disagree and strongly disagree. For

answer strongly agree, there were 0 responses to the answer (0%). The answer agree had 1

response (25%) and the neither agree nor disagree had 3 responses (75%). The answer strongly

disagree had 0 responses (0%). Question 28 asked the organization members if they felt a sense

39

of belonging in the organization. The total responses for question 28 were six. There were 5

possible choices that the organization members could select from, which included strongly agree,

agree, neither agree nor disagree, disagree and strongly disagree. For answer strongly agree,

there were 0 responses (0%). The answer agree had 1 response (17%) and the answer neither

agree nor disagree had 2 responses (33%). The answer disagree had 2 responses (33%) and the

answer strongly disagree had 1 response (17%). Based on the results of the data for these two

questions, the executive board members data indicated they were not sure if they felt a sense of

belonging in the organization. The data of the organization members indicated that they didn’t

feel a sense of belonging in the organization. (See table 29 and table 12 for more information

relating to the questions and data.)

Question 12 and question 30 were compared, contrasted and analyzed. Question 12

asked the executive board members if the organization members had an opportunity to share

their ideas or thoughts during meetings. The total response was four. There were 5 possible

choices that the participants could select from, which included strongly agree, agree, neither

agree nor disagree, disagree and strongly disagree. There were 4 responses to the answer

strongly agree (100%) and 0 responses to the answers agree, neither agree nor disagree, disagree,

and strongly disagree (0%). Question 30 asked the organization members if they had

opportunities to share their ideas during meeting. There were six responses. The 5 choices that

the members could select from included strongly agree, agree, neither agree nor disagree,

disagree and strongly disagree. There were 0 responses to answer strongly agree (0%), 2

responses to answer agree (33%), 3 responses to answer neither agree nor disagree (50%), 1

response to answer disagree (17%) and 0 responses to answer strongly disagree (0%). Based on

the data of these two questions, the executive board members indicated that there are

40

opportunities for members to share their ideas during meeting. On the other hand, the

organization members indicated that they did not have opportunities to share their ideas during

meeting. (See table 13 and table 31 for more information relating to the two questions and data.)

Question 13 and question 24 were compared, contrasted and analyzed. Question 13

asked the executive board members if they provided any events to engage the current members.

There were four responses. The choices that the executive board members could select from

included strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. There

were 2 responses for answer strongly agree (50%), 1 response for answer agree (25%), 1

response for answer neither agree nor disagree (25%) and 0 responses for answers disagree and

strongly disagree (0%). Question 24 asked the organization members if the organization

provided events that interested them. There were six responses. The 5 possible choices for the

members to select from included strongly agree, agree, neither agree nor disagree, disagree and

strongly disagree. There were 0 responses to answer strongly agree (0%), 2 responses to answer

agree (33%), 4 responses to answer neither agree nor disagree and 0 responses to answers

disagree and strongly disagree (0%). Based on the data of these two questions, executive board

members indicated that events were provided to engage the current members. The organization

members’ data indicated that they neither agree nor disagree that the events provided by the

organization were interesting to them. (See table 25 and table 14 for more information relating

to question 13 and question 24 data.)

Question 14 and question 26 were compared, contrasted, and analyzed. Question 14

asked the executive board members if they had the ability to socialize with the members. There

were four responses. Two of the responses answered strongly agree (50%), 1 response answered

agree (25%), 1 response answered neither agree nor disagree (25%), and 0 responses for answers

41

disagree and strongly disagree. Question 26 asked the organization members if they believed a

leader should have the ability to socialize with members. There were six total responses. The 5

possible choices for the members to select from were strongly agree, agree, neither agree nor

disagree, disagree and strongly disagree. There were 2 responses to answer strongly agree

(33%), 3 responses to answer agree (50%), 1 response to answer neither agree no disagree

(17%), and 0 responses to answers disagree and strongly disagree (0%). Based on the data from

the two questions, the executive board members believed they had the ability to socialize with

members. The organization members’ data indicated that a leader should have the ability to

socialize with its’ members. (For more information relating to question 14 and 26, see table 15

and table 27.)

Question 15 asked the executive board members if the overall structure of the

organization was well organized. There were four responses. The 5 choices for the executive

board members to select from included strongly agree, agree, neither agree nor disagree and

strongly disagree. There were 0 responses to answer strongly agree (0%), 3 responses to answer

agree (75%), 1 response to answer neither agree nor disagree (25%) and 0 responses to answers

disagree and strongly agree (0%). Based on this data, it indicated that the executive board

members believed that the overall structure of the organization was well organized. (See table

16 for more information relating to the data and question.)

Question 16 asked the executive board members if their overall performance for the

organization was outstanding. There were four total responses. The 5 choices for the executive

board members to choose from included strongly agree, agree, neither agree nor disagree and

strongly disagree. There were 4 responses to answer agree (100%) and 0 responses to answers

strongly agree, neither agree nor disagree, disagree and strongly disagree (0%). Based of this

42

data, the executive board members believed that their overall performance for the organization

was outstanding. (See table 17 for more information relating to question 16 data.)

Question 17 and question 23 were compared, contrasted, analyzed. Question 17 asked

the executive board members if sending updates about club meeting and events to all members

were important. There were four responses to the question. The 5 choices for the executive

board members to select from included strongly agree, agree, neither agree nor disagree, disagree

and strongly disagree. There were 4 responses to answer strongly agree (100%) and 0 responses

to answers agree, neither agree nor disagree, disagree, and strongly disagree (0%). Based on this

result, it indicated that members wanted to receive updates about club meeting and felt it was

important. (See table 18 for more information relating to question 17 and data.)

Question 22 asked the organization members if they would be more willing to participate

in the organization if the meetings were better organized. There were six total responses to this

question. The question had 5 choices that the members could select from, which included

strongly agree, agree, neither agree nor disagree, disagree and strongly disagree. The answer

strongly agree had 1 response (17%) and the answer agree had 2 responses (33%). The neither

agree nor disagree had 3 responses (50%) and the answers disagree and strongly disagree had 0

responses (0%). Based on this data, it indicated that the members neither agree nor disagree that

they would be more willing to participate in the organization if the meetings were better

organized. (For more information, see table 23.)

Question 27 asked the organization members if they would like to show active

participation in the organization such as involved in events and activities. There were six total

responses. The 5 choices that the members could select from included strongly agree, agree,

neither agree nor disagree, disagree, and strongly disagree. There was 1 response for strongly

43

agree (17%), 3 responses for agree (50%), 2 responses for neither agree nor disagree (33%), and

0 responses for disagree and strongly disagree (0%). This data showed that the members would

like to show active participation in the organization. (Table 28 shows more information relating

to question 27.)

Question 29 asked the organization members if they would like to see more guest

speakers present a human resource topic during the general meetings. There were six total

responses. The 5 choices that the members could select from included strongly agree, agree,

neither agree nor disagree, disagree and strongly disagree. There were 2 responses to answer

strongly agree (33%), 3 responses to answer agree (50%), 1 response to answer neither agree nor

disagree, 0 responses to answers disagree and strongly disagree (0%). This data showed that

organization members would like to see more guest speakers present a human resource topic

during the general meetings. (See table 30 for more information relating to question 29.)

Question 32 asked organization members if employment, course work, relationships, and

other extra-curricular activities limited the amount of time that they could commit to SHRM.

There were six total responses to this question. The 5 choices that the members could select

from included strongly agree, agree, neither agree nor disagree, disagree and strongly disagree.

There were 2 responses to answer strongly agree (33%), 3 responses for answer agree (50%), 1

response to answer disagree (17%), and 0 responses to answers neither agree nor disagree and

strongly disagree (0%). The data from this question showed that employment, course work,

relationships, and other extra-curricular activities do limit the amount of time that members

could commit to the organization. (To see more information relating to question 32, go to table

33.)

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Question 33 asked the executive board members and organization members to provide

any additional questions, comments or concerns that they may have to help improve the retention

and recruitment of the Student SHRM organization. There were several total responses. One

organization member commented that communication was lacking in this organization (17%).

There were 3 organization members who commented that the general meeting of the

organization was held during the same time as their scheduled classes (43%). There was 1

executive board member who commented that absenteeism was one of factors that cause the

retention of the organization (14%). There were 2 executive board members who made

comments that the organization just restarted and they were looking to rebuild it (29%). (See

table 34 for more information relating to question 33 data.)

Training Guide

After comparing, contrasting and analyzing the data collected from the executive board

and organization members, the following actions/topics are recommended to be included within

a leadership training guide:

1. Communication skills: Being able to socialize and communicate with members on a

daily basis.

2. Develop 3 to 4 activities per month to engage members to actively participate and

involved within the organization.

3. Weekly meeting between executive board members to discuss and plan club

meetings.

4. The overall structure of the general meeting needs to be well organized and executed.

5. Executive board members need to attend at least one workshop relating to how to

develop leadership skills.

45

6. Provide opportunities for members to take a bigger role within the organization.

7. Define the organization goals and objectives.

8. Develop a welcoming and open environment for the members to encourage and allow

opportunities for member inputs.

9. Send a weekly email updates to members relating to club meeting and events.

10. Provide additional guest speakers to present about a human resource topic during the

general meetings.

11. Hold a general meeting at the end of every semester with the overall members to

discuss which day is suitable for next semester general meetings to be held to

accommodate everyone’s schedule.

12. Delegate responsibilities to members.

13. Manage conflicts and solve any problems that occur within the organization.

14. Display self-confidence and motivation within themselves in order to operate the

organization effectively.

15. Conduct a needs assessment each semester to collected feedback from members in

order to design activities that meet their interest.

Limitations

Limitations in this chapter were due to the fact that the student SHRM organization was

closed for the spring semester of 2015 and did not reconvene until April 2015. The two

executive board members present during the Fall 2014 semester were no longer with the

organization. There were six new executive board members who reopened SHRM in April 2015.

Due to SHRM being closed and reopened, there were not many members who chose to

participate in the survey. Another limitation was that the survey was only offered online. The

46

members who did not have access to Internet did not have the opportunity to take the survey.

The survey was only open for two weeks for members to participate.

Summary

Data collected from the survey administered to the SHRM executive board members and

organization members were compared, contrasted, analyzed and reported in chapter 4. There

were 13 participants who took the survey but only10 surveys were completed. The data

indicated that the executive board members and organizational members agreed on some of the

questions while diverging on others. Chapter 5 will further discuss this data along with a

conclusion and recommendation to the UW-Stout Student SHRM organization.

47

Chapter V: Discussion, Conclusion and Recommendation

The executive board members of SHRM organization are currently having difficulty

retaining and recruiting members into their organization. This has caused a decrease in the

member’s involvement and participation in events, meeting, and conferences. The executive

board members will need to recognize the needs of their members and develop their leadership

skills in order to recruit and retain active members in the organization. A needs assessment was

used to identify the needs of the organization members and the data collected will be useful in

creating a leadership-training guide for the SHRM executive board members.

Chapter I focused on identifying why SHRM needed to reorganize its’ organization and

develop the executive board members leadership skills. Chapter II studied the previous research

and literature relating to leadership skills, student organization development, and factors that

affect students’ involvement. The literature reviewed was used to better understand how to

develop a training guide to help the executive board members develop their leadership skills.

Chapter III focused on subject selection and description, data collection procedures,

instrumentation, data collection, and data analysis. Chapter IV demonstrated the results

collected from the participants to created a training guide for the executive board members in

order to engaged the organization members within the organization.

Limitations

The limitations of this study are as followed:

1. The study only applied to the members and executive board members of the Society

for Human Resource Management student chapter at the University of Wisconsin

Stout.

48

2. The study involved the executive board members and the organizational members

from September 2014 to May 2015.

3. The study was limited only to the Society for Human Resource Management

members at University of Wisconsin Stout.

4. The recommended training guide only applied to the student Society for Human

Resource Management at University of Wisconsin Stout.

5. SHRM was shut down for the Spring Semester of 2015 and reopened on April 1,

2015.

Conclusions

The results of this study provide 15 actions/topics that can be used to develop a

leadership-training guide for executive board members. This training guide can help the

executive board members develop their leadership skills, as well as retain and recruit members.

By understanding and reviewing the recommended 15 actions/topics, the executive board

members will have a clear understanding of how to proceed with their organization. These 15

actions/topics describe the skills that a leader should have in order to lead the organization and

members.

Furthermore, the results from the participants show that the organization members did not

feel a sense of belonging within the organization. The cause for this could be that the executive

board members lacked social skills or did not plan the club meetings and events well enough to

allow for social interactions and bonding. This could be one of the reasons why members were

not participating in the organization. By understanding this, the executive board members will

need to create a welcoming and friendly environment for the overall members in order to address

the organization’s recruitment and retention issues.

49

Recommendations

After reviewing the results from the needs assessment (Appendix A), the data shows that

the overall structure of the organization needs to be better planned and organized. The data also

indicated that the organization goals and objectives needed to be clearer and better defined for

every member. This indicated that in order to improve the SHRM organization member’s

retention and involvement, the executive board members needed to reorganize the organization,

as well as, redefine their goals and objectives.

Furthermore, the feedback from the organization members showed that they did not feel a

sense of belonging within the organization. Executive board members need to develop a

welcoming environment and allow opportunities for the members to states what’s on their mind.

Additionally, the executive board members need to be sociable and communicate with the

organization members daily. The executive board members also need to send a weekly email

update to members so that they know what’s going on within the organization.

The organization members will be more willing to be involved and participate in

activities, general meetings, and events if the organization schedule fit their schedule. The

organization members indicated that the majority of them did not participate in anything within

the organization because of scheduling conflicts with the organization’s schedule. The student

SHRM executive board members need to conduct and develop a needs assessment each semester

to gain feedback from each members in order to dismiss any conflict between member’s

schedule and organization’s schedule. Conducting a needs assessment each semester will also

help the executive board members to understand the needs and interests of the organization

members.

50

References

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Wiley Blackwell.

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establish, strengthen, and maintain a student organization. Danvers, MA: ESANi.

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52

Appendix: Society for Human Resource Management Survey-Executive Board Members

Q1. What is your gender?

___Male

___Female

___Transgender/ Non-Binary

___Prefer not to respond

Q2. Please select the one that applies to you.

___Executive Board Member- skip to #3

___Organization Member- skip to #18

Q3. How often do you communicate with members of the organization?

Once a month twice a month 3 times a month 4+ times a month

Q4. How many club events are usually planned per month for members?

0 1 2 3 4+

Q5. How often do the other executive board members and you come together to discuss or

plan club meetings every month?

0 1 2 3 4+

Q6. General meetings and events within the organization are well organized and executed?

Strongly Agree Agree Neutral Disagree Strongly Agree

Q7. I have taken some form of training in order to better prepare myself for my current

position.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q8. Members have the opportunity to take a bigger role within the organization.

Strongly Agree Agree Neutral Disagree Strongly Agree

53

Q9. The organization’s goals are well thought out and defined.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q10. Activities have been held to recruit new members into the organization within the last

6 months?

Strongly Agree Agree Neutral Disagree Strongly Agree

Q11. Members feel a sense of belonging within the organization.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q12. Members have the opportunity to share their ideas or thoughts during meetings.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q13. Events have been provided to engage the current members.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q14. I have the ability to socialize with members of the organization.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q15. The overall structure of the organization is well organized.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q16. My overall performance for the organization is outstanding.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q17. Sending updates about club meetings and events to all members of the organization is

important. (Strongly agree, agree, neutral, disagree, and strongly agree skip to #33)

Strongly Agree Agree Neutral Disagree Strongly Agree

Q18. I have attended all general meetings within the last 3 months.

Strongly Agree Agree Neutral Disagree Strongly Agree

54

Q19. In the following months, I plan to attend at least one meeting per month.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q20. I would like to see additional activities occur within the organization.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q21. General meetings and events within SHRM are well organized and executed.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q22. I am more willing to participate within an organization if the meetings are better

organized.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q23. I would be more active if I was updated on all events I was unable to attend.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q24. The organization provides events that are interesting to me.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q25. I believe a leader is someone who communicates with its followers on a weekly basis.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q26. A leader should have the ability to socialize with its members.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q27. I would like to show active participation in the organization.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q28. I feel a sense of belonging by being a member of SHRM.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q29. I would like to see more guest speakers present about a Human Resource topic during

the general meetings.

55

Strongly Agree Agree Neutral Disagree Strongly Agree

Q30. There are opportunities for me to share my ideas with the organization.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q31. I would like to have a bigger role in the organization.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q32. Factors such as employment, course work, relationships, and other extra-curricular

activities limit the amount of time I can commit to SHRM.

Strongly Agree Agree Neutral Disagree Strongly Agree

Q33. Please provide additional questions, comments and/or concern you may have to help

improve the retention and recruitment of the SHRM organization.

56

Table 1

Studies of Leadership Traits and Characteristics

Stogdill (1948) Mann (1959) Stogdill (1974)

Lord, DeVader,

and Alliger (1986)

Kirkpatrick and Locke

(1991)

Zaccaro, Kemp, and Bader (2004)

Intelligence Intelligence Achievement Intelligence Drive Cognitive Abilities

Alertness Masculinity Persistence Masculinity Motivation Extraversion

Insight Adjustment Insight Dominance Integrity Conscientiousness

Responsibility Dominance Initiative Confidence Emotional Stability

Initiative Extraversion Self-confidence Cognitive Ability Openness

Persistence Conservatism Responsibility Task Knowledge Agreeableness

Self-confidence Cooperativeness Motivation

Sociability Tolerance Social Intelligence

Influence Self-monitoring

Sociability Emotional

Intelligence

Problem Solving (Northouse, 2013, p. 23)

57

Table 2

Question 1: What is Your Gender?

# Answer Response Frequency (%) Statistic Value

1 Male 4 31% Min 1

2 Female 9 69% Max 2

3 Transgender/ Non-Binary 0 0%

4 Prefer not to respond 0 0% Responses (N) 13

Table 3

Question 2: Please Select the One that Applies to You

# Answer Response Frequency (%) Statistic Value

1 Executive Board Member 4 31% Min 1

2 Organization Member 9 69% Max 2

Total 13 100% Total Responses 13

58

Table 4

Question 3: How Often Do You Communicate with Members of the Organization?

# Answer Response Frequency (%) Statistic Value

1 Once a month 0 0% Min 2

2 Twice a month 1 25% Max 4

3 3 times a month 0 0%

4 4+ times a month 3 75%

Total 4 100% Total Responses 4

Table 5

Question 4: How Many Club Events are Usually Planned Per Month for

Members?

# Answer Response Frequency (%) Statistic Value

1 0 0 0% Min 2

2 1 2 50% Max 3

3 2 2 50%

4 3 0 0%

5 4+ 0 0%

Total 4 100% Total Responses 4

59

Table 6

Question 5: How Often Do the Other Executive Board Members and You Come

Together to Discuss or Plan Club Meetings Every Month?

# Answer Response Frequency (%) Statistic Value

1 0 1 25% Min 1

2 1 0 0% Max 5

3 2 2 50%

4 3 0 0%

5 4+ 1 25%

Total 4 100% Total Responses 4

Table 7

Question 6: General Meetings and Events Within the Organization are Well Organized

and Executed?

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 25% Min 1

2 Agree 2 50% Max 3

3 Neither Agree nor

Disagree 1 25%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

60

Table 8

Question 7: I Have Taken Some Form of Training in Order to Better Prepare Myself for

My Current Position

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 25% Min 1

2 Agree 0 0% Max 5

3 Neither Agree nor Disagree 1 25%

4 Disagree 1 25%

5 Strongly Disagree 1 25%

Total 4 100% Total Responses 4

Table 9

Question 8: Members Have the Opportunity to Take a Bigger Role Within the

Organization

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 3 75% Min 1

2 Agree 1 25% Max 2

3 Neither Agree nor Disagree 0 0%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

61

Table 10

Question 9: The Organization Goals are Well Thought Out and Defined

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 25% Min 1

2 Agree 2 50% Max 3

3 Neither Agree nor Disagree 1 25%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

Table 11

Question 10: Activities Have Been Held to Recruit New Members into the Organization

Within the Last 6 Months?

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 25% Min 1

2 Agree 2 50% Max 4

3

Neither Agree nor

Disagree 0 0%

4 Disagree 1 25%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

62

Table 12

Question 11: Members Feel a Sense of Belonging Within the Organization

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 1 25% Max 3

3 Neither Agree nor Disagree 3 75%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

Table 13

Question 12: Members Have the Opportunity to Share Their Ideas or Thoughts During

Meetings

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 4 100% Min 1

2 Agree 0 0% Max 1

3 Neither Agree nor Disagree 0 0%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

63

Table 14

Question 13: Events Have Been Provided to Engage the Current Members

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 2 50% Min 1

2 Agree 1 25% Max 3

3 Neither Agree nor Disagree 1 25%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

Table 15

Question 14: I Have the Ability to Socialize with Members of the Organization

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 2 50% Min 1

2 Agree 1 25% Max 3

3 Neither Agree nor Disagree 1 25%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

64

Table 16

Question 15: The Overall Structure of the Organization is Well Organized

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 3 75% Max 3

3 Neither Agree nor Disagree 1 25%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

Table 17

Question 16: My Overall Performance for the Organization is Outstanding

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 4 100% Max 2

3 Neither Agree nor Disagree 0 0%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

65

Table 18

Question 17: Sending Updates About Club Meetings and Events to All Members of the

Organization is Important

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 4 100% Min 1

2 Agree 0 0% Max 1

3 Neither Agree nor Disagree 0 0%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 4 100% Total Responses 4

Table 19

Question 18: I Have Attended all General Meetings Within the Last 3 Months

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 1 17% Max 5

3 Neither Agree nor Disagree 0 0%

4 Disagree 2 33%

5 Strongly Disagree 3 50%

Total 6 100% Total Responses 6

66

Table 20

Question 19: In the Following Months, I Plan to Attend at Least One Meeting Per

Month

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 3 50% Max 4

3 Neither Agree nor Disagree 2 33%

4 Disagree 1 17%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

Table 21

Question 20: I Would Like to See Additional Activities Occur Within the

Organization

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 2 33% Min 1

2 Agree 3 50% Max 3

3 Neither Agree nor Disagree 1 17%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

67

Table 22

Question 21: General Meetings and Events Within SHRM are Well Organized and

Executed

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 2 33% Max 4

3 Neither Agree nor Disagree 3 50%

4 Disagree 1 17%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

Table 23

Question 22: I Am More Willing to Participate Within an Organization if the Meetings are

Better Organized

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 17% Min 1

2 Agree 2 33% Max 3

3 Neither Agree nor Disagree 3 50%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

68

Table 24

Question 23: I Would Be More Active if I was Updated on all Events I was Unable to

Attend

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 17% Min 1

2 Agree 2 33% Max 4

3 Neither Agree nor Disagree 2 33%

4 Disagree 1 17%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

Table 25

Question 24: The Organization Provides Events that are Interesting to Me

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 2 33% Max 3

3 Neither Agree nor Disagree 4 67%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

69

Table 26

Question 25: I Believe a Leader is Someone Who Communicates with its Followers on a

Weekly Basis

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 17% Min 1

2 Agree 3 50% Max 3

3 Neither Agree nor Disagree 2 33%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

Table 27

Question 26: A Leader Should Have the Ability to Socialize with its Members

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 2 33% Min 1

2 Agree 3 50% Max 3

3 Neither Agree nor Disagree 1 17%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

70

Table 28

Question 27: I Would Like to Show Active Participation in the Organization

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 1 17% Min 1

2 Agree 3 50% Max 3

3 Neither Agree nor Disagree 2 33%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

Table 29

Question 28: I Feel a Sense of Belonging by Being a Member of SHRM

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 1 17% Max 5

3 Neither Agree nor Disagree 2 33%

4 Disagree 2 33%

5 Strongly Disagree 1 17%

Total 6 100% Total Responses 6

71

Table 30

Question 29: I Would Like to See More Guest Speakers Present About a Human Resource

Topic During the General Meetings

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 2 33% Min 1

2 Agree 3 50% Max 3

3 Neither Agree nor Disagree 1 17%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

Table 31

Question 30: There are Opportunities for Me to Share My Ideas With the

Organization

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 2 33% Max 4

3 Neither Agree nor Disagree 3 50%

4 Disagree 1 17%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

72

Table 32

Question 31: I Would Like to Have a Bigger Role in the Organization

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 0 0% Min 2

2 Agree 3 50% Max 3

3 Neither Agree nor Disagree 3 50%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

Table 33

Question 32: Factors Such as Employment, Course Work, Relationships, and Other Extra-

Curricular Activities Limit the Amount of Time I Can Commit to SHRM

# Answer Response Frequency (%) Statistic Value

1 Strongly Agree 2 33% Min 1

2 Agree 3 50% Max 4

3 Neither Agree nor Disagree 0 0%

4 Disagree 1 17%

5 Strongly Disagree 0 0%

Total 6 100% Total Responses 6

73

Table 34

Question 33: Please Provide Additional Questions, Comments and/ or Concern you May Have

to Help Improve the Retention and Recruitment of the SHRM Organization

Answer Response Frequency (%)

Organization Members:

Lack of Communication. 1 14%

Class conflict with meeting schedule. 3 43%

Executive Board Members:

Absences were the problem to retention. 1 14%

Reopen SHRM with new Executive Board Members 2 29%

Total Responses 7 100%