STUDY ON COMMUNICATION SATISFACTION OF TRAINERS IN HIGHER EDUCATION AT INSTITUTIONS IN EAST BANGALORE

change in the way they are structured, the way they function, especially with both virtual and on ground format, and the changes in demographics. They require constant evaluation of their communication practices to maintain and improve their effective functioning and building effective relationships with individuals they serve. ABSTRACT The role of communication satisfaction has comparatively been downplayed in importance compared to job satisfaction. One must need to showcase the fact that communication satisfaction is a prime determinant of job satisfaction. Communication satisfaction could be a potential component even in attrition. We often hear people quitting organizations because of insecurity created in the work environment through the so called “talk in the air”. Most of the organizational policies get decoded in personal context with varying degrees of interpreting management decisions. The present study is intended to explore the intricacies of Organizational Communication using Communication Satisfaction Questionnaire (CSQ) developed by C.W. Downs and Hazen. The study is focused on communication satisfaction of employees in Higher Education in East Bengaluru (Bangalore), which is chosen as the population and a sample of 57 respondents from the teaching fraternity. The prime objective of the study would be to see if ages, experience and gender affect the perceived quality of Communication Satisfaction within the organization. Alternate hypotheses had been framed to check the impact of the independent variables namely age, gender and experience on the dependent variable, Communication Satisfaction. The findings throw light on significant variations in perceived communication satisfaction and were observed that age and experience do influence the factor under investigation for this presentation.


INTRODUCTION
Academic organizations or higher education institutes serve a great number of individuals from diverse backgrounds and roles. To function effectively, some mode of communication is essential that not only transmits the message or information but also considers its impact on employees. As higher education institutions Education Portal (2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015) described internal communication as the process of transmitting information among members of an organization within the different parts of the organization. Deetz (2001) described internal communication as a process in which organizations are described and explained about. Communication plays a central role that aids employees in information sharing, building relationships, and constructing meaning, culture, and values in Higher Educational organizations.

Methodology:
To investigate the trends aforesaid in the objectives, a questionnaire on Communication Satisfaction Questionnaire (CSQ) developed by C.W. Downs and Hazen was administered on 57 respondents who were working in Higher Education Organizations in East Bengaluru.
Communication Satisfaction in this investigation is studied with reference to four domains namely, communication information, relationships, channels and climate.
The questionnaire measures eight factors that deals with satisfaction with communication information, relationships, channels, and climate: 1.
Communication Climate is one of the strongest dimensions, in that people first think of climate when asked about communication satisfaction. The questions in this section measure communication at the organizational and individual levels, probing whether or not the company's communication is stimulating or motivating and whether it encourages employee identification. The questions also assess the perceived communication competence of employees and the extent to which information flow assists the working process.

2.
Relationship to Superiors includes the components of upward and downward communication. This dimension measures the openness of superiors to subordinates as well as superiors' ability to listen. Superior's perceived trust of the employee is incorporated in two of the items.

3.
Organizational Integration revolves around the information employees receive about their job and related items, such as policies and benefits. Also included is information about what is happening currently, what departments are doing, and personnel news. Information about such matters makes employees feel they have been integrated.

4.
Media Quality looks at communication as it travels through several channels (e.g., publications, memos, and meetings). Employees are asked about the helpfulness and clarity of these information sources and the quantity of information.

5.
Horizontal and Informal Communication questions the amount of activity of information networks and the accuracy of the information they contain.

6.
Organizational Perspective refers to the information given out concerning the corporation and its goals and performance. It also encompasses knowledge about external events such as new government policies, which impact the organization.

7.
Relationship with Subordinates is only completed by those in supervisory or managerial positions. It taps receptivity of employees to downward communication and their willingness and capability to send good information upward. Superiors are also asked whether they experience communication overload. The questionnaires were collected from the respondents and data were compiled and subject to SPSS 17.0 to find out significant influences and variations on the variables under investigation. The outcomes are discussed in detail here below. Moving on to communication relationships at work, once again the younger employees, (trainers at higher education) have felt that less information is given about the benefits and pay they are entitled to, and also they feel they are not aware of the financial standing of the institution.

RESULTS :
As for communication climate is concerned, older employees have felt that the organization provides sufficient scope to stimulate and encourage employee identification by giving them opportunities to explore various work related activities and the same is being perceived as work thrusted than entrusted by younger employees as a probable justification for the trends observed in this regard. Thus the hypothesis stating that there exists age related influence on communication satisfaction of trainers in Higher Education is true as per the findings of the current exploration.  As can be seen from the tables, significant differences are observed among trainers in higher education with varying experience in years. In matters dealing with relationship at work, and channels of communication, trainers with lesser experience at higher education have expressed contentment as far as superiorsubordinate relations are concerned as in supervisors' willingness to offer guidance to solve job related problem and have felt that informal communicate, (as an aspect of work relationship) is accurate. Respondents with more years of experience seem to have less time in maintaining official informal relationships as they are more into policy drafting and decision making activities.
Moving on to respondent satisfaction and channel of communication within the organization, Trainers with more experience who are generally in the role of supervisors or managers have expressed greater levels of satisfaction with regard to responsiveness of the subordinates toward downward directive communication and have also felt that they are receptive to evaluation, suggestions and criticisms. As there are sufficient variations observed in this dimension, the hypothesis stating that, Experience would influence the Communication Satisfaction Levels of Higher Education trainers is proved true in the current enquiry.