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<br />Table 3. Style of SJEP administration <br /> Question No. of Responses Modal Response No. in Mode <br />7.c. Classify the project's flexibility 16 Flexible B (10) <br />7.d. How much change in structure? 16 Little Change 7 (9) <br />7.e. Change to more flexibility? 16 No change 6 (ll) <br />7.f. Project structure Is .... 16 Centralized 5 (8) <br />7.b. Effectiveness of project committees 15 Effective/lneffect. 6 (12) <br />4. f. How structured is your job? 16 Unstructured 7 (9) <br />4'8' Rela t iooship, leader to others 16 Informal 6 (ll) <br />4.a. How democratic is the project? 16 Democrat./Authoritn. 6 (12) <br />La. Do you have. flexibility in work <br /> schedules? 16 Very Flexible 8 (9) <br />l.b, Do you have. independent fiscal <br /> control? 16 Independent 5 (9) <br /> <br />Source: Responses to the questionnaire administered to SJEP investigators by Benton & Melman in ~id-1975 <br />(Append 1x A). <br /> <br />Questions condensed from the actual form used. <br /> <br />All questions were scored by each respondent on a scale with 7 classes. The modal reaponse is the one used <br />most frequently by respondents. For range of modal response classes, see Appendix A. <br /> <br />Values in parentheses are for the modal class and the two adjacent ones. <br /> <br />'Split responses', e.g. effective/ineffective, indicate a response intermediate between the t~o described <br />classes. <br /> <br />As shown In Figure I, SJEP was composed of two parts <br />(Phases I and II) which barely overlapped in time. <br />Phase 1 was a period of literature survey and prob- <br />lem analysis. Phase II {for vhich this is the <br />final report) encompassed research and impact <br />evaluation. Since the same vorkera were, with <br />few exceptions, involved in both phases of the <br />project, an obvious source of biaa was introduced <br />to the definition of ecological problems. An <br />attempt was made to minimize this bias by subjecting <br /> <br />research proposals from Phase I to external review <br />by the Bureau of Reclamation and by a group of con- <br />sultants employed by the SJEP Steering Committee. <br /> <br />A total of 27 projects were proposed during Phase <br />of which 14 were finally funded. Two different <br />approaches were taken in soliciting proposals on the <br />two main university campuses. At CSU. ecosystem <br />components that might prove susceptible to cloud <br />seeding were defined by a modified matrix approach. <br /> <br />Table 4. Perceived administrative effectiveness <br /> <br />Question <br /> <br />No. of Responses <br /> <br />Modal Response <br /> <br />No. in Mode <br /> <br />6.a. <br />6.b. <br /> <br />How often is authority delegated? <br /> <br />Is technical knowledge used in <br />decision-making? <br /> <br />Does decision-making encourage <br />teamwork? <br /> <br />16 <br /> <br />Often <br /> <br />6 (9) <br /> <br />14 <br /> <br />(No real consensus) <br /> <br />6.c. <br /> <br />I" <br /> <br />Partially <br /> <br />, (8) <br /> <br />B.c. <br /> <br />Your responsibility for achieving <br />project goals? <br /> <br />Project goals are set ... <br /> <br />Does the leader try to get ideas <br />and use them? <br /> <br />15 <br />15 <br /> <br />Substantial <br />After discussion <br /> <br />4 (lO) <br />6 (12) <br /> <br />8.d. <br />4.e. <br /> <br />16 <br /> <br />Often/Very Often <br /> <br />5 (9) <br /> <br />4.b. <br /> <br />Is leader concerned with job <br />completion? <br /> <br />15 <br /> <br />Concerned <br /> <br />B (10) <br /> <br />4.c. Is the leader concerned for good <br />interpersonal relations among team? 16 <br /> <br />Source: Responses to the questionnaire administered to <br />(Appendix A). <br /> <br />Questions have been condensed from the original form. <br /> <br />All questions were scored by each respondent on a scale with 7 classes. The modal response is the one used <br />most frequently by respondents. For range of modal response classes. see Appendix A. <br /> <br />Values in parentheses are for the modal class and the two adjacent ones. <br /> <br />'Split responses'. e.g. Often/Very Often, indicate a response intermediate between the two described classes. <br /> <br />Concerned <br /> <br />6 (11) <br /> <br />SJEP investigators by Benton & Heiman in mid-1975 <br /> <br />24 <br />