This Labor-Management project will not interfere with the collective bargaining
process in any way. In fact, the collective bargaining process is dependent
upon this project to meet needs and goals addressed through labor negotiations.
Agreement to a new classification and compensation system is subject to collective
bargaining and is currently being addressed. However, implementation of such a
broad-based and innovative program, as well as improving overall communication
between supervisors and staff, is not conducive to collective bargaining.
Implementation requires ongoing oversight, continuous communication, and the
ability to intervene in specific departments or work units where progress is
In order to ensure adherence to relatively aggressive deadlines identified on the
Milestones Chart, implementation planning and preliminary work will be undertaken
by the currently appointed Classification Task Force. This should assure a
smooth transition in the event this Labor-Management Committee Project is
This Labor-Management project will include 1,624 staff members represented by
four bargaining units and employed on seven University System campuses.
Implementation of the Montana University System Achievement Project and creation
of Labor-Management Committees have the potential of serving as the foundation to
modify the organizational culture of the University System. Based on comments
from the above-referenced focus groups and questionnaires completed by employees
who have resigned, the current culture, as described by staff, is summarized in
the following chart. Also included on the chart are the envisioned changes to
Changing Institutional Culture
MUS Achievement Project (MAP)
Is MAP simply a new classification and pay system or does it represent a
change in organizational culture?
Components of Organizational Culture
Current Staff Perception
What type of job performance is rewarded?
No differentiation - unsatisfactory job performance rewarded the same as
stellar job performance.
High job performance standards are communicated and rewarded.
Who makes decisions and how?
"Management" with focus on dollars and superficial staff input.
Collaborative decision-making during which both individual and University
goals are given consideration.
Is one-way or two-way communication the norm?
Honest, constructive feedback provided by both staff and administrators.
What emphasis is placed on opportunities for individual growth and
No emphasis as an institutional value.
Recognition that individual development is critical to the success of the
What is the degree of support, openness, and trust?
Distrust is high, support is inconsistent, honest, and open communication
High degree of trust in communications and decision-making process.
Do people compete with each other or work collaboratively?
Strong degree of competitiveness.
Make decisions and resolve problems in the best interests of the
University - not individual offices and units.
Five Key Elements
1. Create an unwavering performance ethic. Implement an effective performance
management system that reinforces accountability and provides a consistent and fair
reward and recognition system.
2. Establish and reinforce values that drive the University toward the realization of
a shared vision.
3. Build a deeper understanding of what motivates individuals and enforce individual
4. Create an environment that encourages change and enables sharing of ideas and
5. Develop and communicate clear goals (University, department, and individual).
The ultimate importance of potential impact of MAP is best summarized by Sarah
Stockton, former staff member at San Francisco State University and currently a freelance
writer and editor. Excerpts from an article that appeared in the May 2, 2001 Chronicle
of Higher Education accurately portray the perception of many staff members within
the Montana University System.
"People on a campus can be divided into three groups: the faculty (which includes
administrators), the students, and the staff. Faculty members are the providers,
scholars, researchers, educators, academics, writers, and committee members (and
administrators make policy and budget decisions). The students are consumers, learners,
seekers, and participants. The staff are, well, employees.
When I was a staff member at a large, urban, public university, I worked for the
state. Only secondarily did I work for the university. The state had final say over my
work schedule, my pay, and my vacation, retirement, and health benefits - as well as my
That control can be devastating to employees' productivity and morale if they
aren't rewarded in other ways. You get no end-of-the-year bonus based on how many
problems you solved, how many times you helped a student navigate some bureaucratic
quagmire, or how often you walked a faculty member through a software program...
...I thought about how to find a place in the university that would suit my skills
and talents so that I could serve its mission without feeling like - or being treated
like - just an employee...
...I know of other staff members who have dedicated themselves to academe...
...On the other hand, I have seen several valuable employees leave academe, and not
just for practical reasons like low pay or because they worked in offices or departments
that were understaffed. The real reason they left is less tangible: They didn't feel
valued or - even more important - included...
...One of the most valuable resources a university can have, its staff, is often
overlooked, unrecognized, and undervalued...
Much discussion occurs these days about how to strengthen higher education's sense
of purpose. Faculty members seek to find meaning in their teaching and research activities.
Students find meaning in community service and in interdisciplinary approaches to
learning that help connect them to the world outside the campus. Papers are written,
conferences are held. The people who set up the chairs and the microphones for a
conference on meaning in education may be seeking precisely that - meaning. The secretary
who types the program, the graphic artist who designs the handouts, the dining-services
employees who provide the coffee and bagels may all be doing those things not just as
state employees, but also as members of a university. Why should anyone presume
 Source: Bureau of Business and Economic Research
 Source: Bureau of Labor Statistics
 Source: Montana Department of Labor and Industry, Research and Analysis Bureau
US Department of Commerce/Bureau of Economic Analysis
Bureau of Labor Statistics