Getting the Message Across

Assignment Brief

Case 5.3: Getting the Message Across

Ann Caldera is the program director of a college campus radio station (WCBA) that is supported by the university. WCBA has a long history and is viewed favorably by students, faculty, the board of trustees, and the people in the community. Ann does not have a problem getting students to work at WCBA. In fact, it is one of the most sought-after university-related activities. The few students who are accepted to work at WCBA are always highly motivated because they value the opportunity to get hands-on media experience. In addition, those who are accepted tend to be highly confident (sometimes naïvely so) of their own radio ability. Despite their eagerness, most of them lack a full understanding of the legal responsibilities of being on the air. One of the biggest problems that confronts Ann every semester is how to train new students to follow the rules and procedures of WCBA when they are doing on-air announcing for news, sports, music, and other radio programs. It seems as if every semester numerous incidents arise in which an announcer violates in no small way the Federal Communications Commission (FCC) rules for appropriate airtime communication. For example, rumor has it that one year a first-year student disc jockey on the evening shift announced that a new band was playing in town, the cover was $10, and everyone should go to hear the group. Making an announcement such as this is a clear violation of FCC rules: It is illegal.

Ann is frustrated with her predicament but cannot seem to figure out why it keeps occurring. She puts a lot of time and effort into helping new DJs, but they just do not seem to get the message that working at WCBA is a serious job and that obeying the FCC rules is an absolute necessity. Ann wonders whether her leadership style is missing the mark.

Each semester, Ann gives the students a very complete handout on policies and procedures. In addition, she tries to get to know each of the new students personally. Because she wants everybody to be happy at WCBA, she tries very hard to build a relational climate at the station. Repeatedly, students say that Ann is the nicest adviser on campus. Because she recognizes the quality of her students, Ann mostly lets them do what they want at the station.

Questions: 

1. What’s the problem at WCBA?
2. Using SLII® as a basis, what would you advise Ann to do differently at the station?
3. Based on Situational Leadership® , what creative schemes could Ann use to reduce FCC infractions at WCBA?

Sample Answer

Case Analysis: Getting the Message Across – WCBA

Identifying the Problem at WCBA

The central problem at WCBA is the repeated violation of Federal Communications Commission (FCC) rules by student disc jockeys (DJs) during on-air broadcasts. Despite Ann Caldera providing detailed policy handouts and personally engaging with new students, many continue to make legal infractions, such as promoting events on-air, which is illegal under FCC regulations. This indicates a gap between student motivation and understanding of regulatory compliance.

The underlying issues include:

• Overly permissive leadership: Ann’s desire to maintain a positive relational climate has led her to allow students significant autonomy, reducing the perceived importance of rules.

• Student overconfidence: Students are highly motivated but often naïvely confident, assuming their knowledge and instincts are sufficient for on-air performance.

• Ineffective training methods: Handouts alone are insufficient to ensure understanding and consistent application of FCC rules.

In essence, the problem is not lack of motivation or talent but the mismatch between the students’ developmental readiness for responsible broadcasting and the leadership approach currently employed.

Advice Using SLII® (Situational Leadership® II)

The SLII® model emphasizes adapting leadership style based on the development level of team members. It identifies four leadership styles: Directing (S1), Coaching (S2), Supporting (S3), and Delegating (S4), aligned with the competence and commitment of employees.

For WCBA:

• New Students (Low Competence, High Commitment): Ann should adopt a Directing (S1) style. This involves providing clear, step-by-step instructions on FCC rules and monitoring adherence closely. Simply handing out policies is insufficient; explicit guidance is necessary until students demonstrate competence.

• Intermediate Students (Moderate Competence, Variable Commitment): For students who have basic understanding but occasionally make infractions, a Coaching (S2) style would be appropriate. Ann should explain the reasoning behind FCC regulations, offer feedback, and encourage questions to reinforce understanding.

• Experienced Students (High Competence, High Commitment): For skilled and reliable DJs, a Supporting (S3) or Delegating (S4) style can be used, allowing more autonomy while still emphasizing accountability.

By calibrating her leadership approach to the developmental level of her students, Ann can maintain a supportive climate while ensuring compliance with legal requirements.

Continued...