Accomplishments
Michigan Tech is meeting the goal of providing an environment that is rewarding and challenging in which staff meet or exceed expectations. In the Staff Survey [6.2B7], staff judged their work environment as acceptable, although they report room for improvement (Question 6). Staff feel safe in their work environment (Question 7) and find their jobs challenging. This is true especially for the professional staff. By and large, staff find their jobs rewarding (Questions 13 and 14).
Opportunities for growth for professional staff have expanded since 1988. A Training and Development Coordinator was hired in Human Resources in 1990, but this position and the entire training function (Office Systems and Training), in Information Technology, was eliminated when the administration responded to a financial crisis with a reduction in workforce (see Chapter 12). In 1993, the TQE coordinator became responsible for training and development, and offered a number of development programs for the campus, such as computer training [2.6H8]. In addition, Human Resources personnel offered "Lunch and Learn" sessions to campus personnel. In 1993, MTU began supporting participation in the Bryn Mawr Summer Institute for Women in Higher Education Administration for women staff. Five staff have completed this one-month program and received administrative internship opportunities upon their return to campus.
In order to improve training and development for staff, we need to evaluate staff performance. Before 1992, Michigan Tech did not have a formal performance evaluation instrument for staff. In 1992, Human Resources developed and implemented a performance appraisal for all staff which included performance ratings, identification of developmental goals and objectives, and an improvement plan. The instrument was redesigned in 1996, based on feedback from all affected employees. In addition, in 1992 President Tompkins asked the Staff Council to develop an instrument which would provide feedback to supervisors, including himself. The resulting supervisor evaluation instrument is administered by Institutional Analysis in part to determine supervisory training and development needs.
In 1995, the Executive Vice President and Provost sponsored a TQE team to examine training needs on campus. The Training Improves Productivity team (TIP) recommended that the administration should place more emphasis on staff training, especially computer and supervisory training [5.3B]. This report was submitted to the administration and shared with the Deans and Directors in the summer of 1996. Consistent with the recommendation for leadership development, support for training for managers and supervisors was funded for 1997/98. A number of one-day seminars and courses have also been offered to staff. They include: Supervisory Skills, Time Management, Delegation, Laughing Matters (Stress Management), and Goal and Priority Setting. Participation in all of these sessions has been voluntary. Several recommendations from the TIP team are still under consideration.
In spite of these improvements in training and development, staff are concerned that they cannot keep current in their fields. A review of departmental self-studies [2.6] revealed a consistent lack of support for training and professional development in both academic and administrative departments. Although a few departments have allocated money for staff training and development, most have not. There seems to be some apathy among staff and supervisors about staff training.
The common perception that most staff are compensated below current market is due in part to the prevailing wisdom that staff realize only inflationary increases and in part to the fact that new hires brought in at competitive market rates generate salary compression. In response to these concerns, the administration has provided equity dollars for professional staff to correct the most serious salary inequities.
Benefits constitute a significant portion of the employee's compensation package. The University has adopted a benefits philosophy and established a University Fringe Benefits Committee, both of which provide guidance in the review and development of fringe benefits. A number of improvements have been implemented since 1988. The University has engaged in a Preferred Provider Organization (PPO) since 1995, which has resulted in cost savings to employees. We hired a wellness coordinator in 1991 as a second prong in our effort to reduce health care costs through preventive measures. In 1996, the University also instituted a flexible benefits program in order to allow employees to direct their benefit dollars to their best advantage. Other benefits improvements include:
- the initiation of a sick leave pool in 1993,
- the award of a retirement bonus for employees in the Michigan Public School Employees Retirement Systems (MPSERS) program in 1992,
- the enhancement of the University's Teacher's Insurance and Annuity Association College Retirement Equities Fund (TIAA-CREF) contribution in 1997 through a matching program, and
In addition, the University has continued to pay the full health benefit premium for employees and their families.
One of the objectives of the University, and Human Resources specifically, is to continue favorable relations with the three labor unions and to continue to develop pay equity plans for each union. We are making sound progress here, as Human Resources has successfully employed issue-based bargaining with both the UAW and POA. As with unionized staff, professional staff also have a long-term comprehensive plan for equity adjustment which was implemented in 1996.
In 1991, President Tompkins arrived with an agenda to introduce TQE to campus as part of his initiative for shared governance. A TQE Manager was hired in 1992 to support the President's initiative, and in 1993 the TQE office was renamed the Quality Service Education Office. A number of TQE teams whose members include staff have been successful in improving University processes. Staff have been empowered through this process to improve the University environment. Eight TQE teams have provided recommendations that have streamlined operations in departments or in cross-departmental projects. Improvements have been recognized in student recruiting and registration, scheduling, receiving money and gifts in Advancement, and SDC membership increases.
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Last Revised: 12 DECEMBER 1997
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