In fall 1988, Chemeketa Community College (CCC) of Salem, Oregon, experimented with a new approach to in-service staff development. The new strategy had four purposes: to raise campus awareness of CCC's customers; to promote active, rather than passive, participation in staff development; to bring employees throughout the campus together across departmental and functional lines; and to generate new and specific strategies for meeting student and community needs. CCC's full-time staff was divided into 50 small groups, each including representatives from various college divisions and organizational levels. Then, a focus group consisting of a carefully selected cross-section of CCC students was asked to discuss how well the college was meeting its stated goals. The focus group's discussion was broadcast live campus-wide to locations where the small groups were gathered. After viewing the broadcast, each small group met for two hours under the guidance of a trained facilitator to: (1) identify and assign priority to the issues that had been raised by the focus group; (2) discuss ideas for improving campus services; and (3) arrive at some type of "Action Plan" addressing one or more of these issues. Subsequently, a second focus group comprised of community representatives was formed and its discussion was broadcast to the campus. The small groups then attempted to revise their original action plan or devise a new plan. Two weeks later, a report was presented and disseminated, and a series of campus-wide open forums were set up to deal with specific needs, such as child care and high school relations. By May 1989, over half a dozen action plans, ranging from the simple to the complex, had been implemented by the small group members. (ALB)