IDSL865DiscussionPosts

Post:
Author:

Module1,Post1RighttoWork
RE:Module1,Post1RighttoWork

Johnson
PostedDate:
August22,201411:12PM
Status:
Published
HelloPam.Iappreciatedyourpost,andyourdescriptionofhowRTWopponentsdecrytheweakeningof
unionswhenultimatelynonunionworkerscanbecomefreeriders.ThisisadillemmainMichiganwhere
jobtypesarerepresentedibytheunionsinmanyinstances,nottheindividualsworkerswithinthose
classificiations,andbydefaultallofthemarerepresentedwhetherornottheyinvestinunionmembership.
Somedocontributeandgetinvolved,butmanyprefertoridealongandwiattoseetheexpectedbenefits.
Aswithallsocialandeconomicinstitutions,involvementiskeytosurvivalandcollectivepower.Great
post!Veronica
ReplyQuoteMarkasUnread

Thread:
Post:
Author:

JonesWeek1Post1RTW
RE:JonesWeek1Post1RTW

Johnson
PostedDate:
August22,201410:59PM
Status:
Published
HiSuzie.Iespeciallyenjoyedyourindepthandhonestperspectiveontherighttoworkdebate.Asyou
know,MichiganwasoneofseveralstatesthatrecentlyenactedRighttoWorklaws,andthejuryisstillout
ontheultimateeffectitwillhaveonoureconomy,unionization,andthemoraleofworkers.Ihavedirect
affiliationwiththeMAHELCC(MichiganAssociationofHigherEducation)unionattheLansing
CommunityCollege,andamaduespayingmemberoftheMichiganEducationAssociation(MEA).Yet,I
havenotseentheactionsoftheunionaidmysuccessorincomeinadjunctteaching.UltimatelyIknow
that,forincomepurposes,theunionsrepresentadjunctfacultyonlyasagroup,notindividually,andthe
prevailingtrendisthatadjunctsarepaidexclusivelyforclassroomhoursandmeetings,notforthe
preparatoryworktheydo,orfortheirworkwithindividualstudentsbeyondtheclassroom.Asweheardin
classtoday,theperspectives,politicallyandsocially,thatwillaidcollecivebargainingmustevolvefrom
sensiblediscussionandfairexplorationforremediesthatwillgobeyond"RighttoWork"!
Excellentpost!Veronica

ReplyQuoteMarkasUnread

Thread:
Post:

WilkersonJohnson,V.Discussion1,Wk.1
WilkersonJohnson,V.Discussion1,Wk.1

Author:

Johnson
PostedDate:
August21,20149:48PM
Status:
Published
AnumberoflawmakersinMichiganexpressedconcernsinMarch2013aftertherighttoworklawstook
effect.StateRep.SamSingh(DEastLansing,MI)statedthatadoptionofthisprovisionputs"politics
aheadofgoodpolicy,andhurtsstudentsattendingtheuniversitiesthatmightbeaffected."Inthesame
legislativesessionitwasnotedthatWayneStateUniversityinDetroit,MImightrisklosingsomemoney
becauseofanew8yearfacultycontractthatsomeRepublicanssayappearstocircumventthespiritof
Michigan'snewrighttoworklaw.(MLive,31913).MichiganSenateMinorityLeader,GretchenWhitmer
(DEastLansing,MI)wroteonFacebookthat"itisabsolutelydisgracefulthattheHouseRepublicans
wouldattempttoslashtensofmillionsofdollarsmorefromouruniversitiesthathavebeenhurtsomuch
alreadybytheirbudgetsbeingcutoverthepasttwoyears.Republicansliketotalkaboutcreatingjobs,but
whenitcomestoproperlyfundingtheseinstitutionsthatcreatejobsandeducateourkids,theychooseto
playpoliticsinstead.I'mstunnedathowoutoftouchtheycontinuetobe."

RighttoworkwascoinedtobetherightanswerforMichiganbytheRepublicanmajority,butunionand
laborpersonnelsayitisthewronganswerforMichigan'seconomy.Arigorousscientificanalysisdonebya
numberofeconomistsacrossthestaterevealedthatrighttoworklawshavenoimpactinboosting
economicgrowth.Infacttheirresearchshowsthatthereisnorelationshipbetweenrighttoworklawsand
stateunemploymentrates,statepercapitaincome,orstatejobgrowth.(Unger,R.Forbes121112).

GordonLafer,ina2011ReportofUnionsandLaborStandards,coinedMississippiasamodelofhowauto
plantsaffectprosperity.HenotedthattheUSChamberofCommercedescribedMississippi'srighttowork
lawasakeyfactormakingitamodelfor"strongproemploymentpolicies."Hesaidthatthechamber
suggestedthatifMichiganweremorelikeMississippi,itwouldseeincreasedjobcreationandlower
unemployment(citingtheUSChamberofCommerce2011).ButLafercautionsthatMichiganpolicy
makersmaywanttothinktwiceaboutemulatingMississippi.Evenwithitsmyriadchallengesthe
performanceoffreebargainingMichiganwassuperiortothatofrighttoworkMississippi.Mississippi
ranks50thdeadlastinmedianhouseholdincome,andfirstinpovertywithapovertyrate50%higher
thanMichigan's(USCensusBureau2011).NowthatMichiganisarighttoworkstateaswell,we
certainlywanttohopethatwedonotmakethesamelaborindustrymistakesthateffecthighereducation
thatwemadeinMississippi,forwedonotwanttoshareinthemiserythatstateendures.

IjoinothersinbeingconcernedthatMichigan'scurrentrighttoworklawswillnegativelyimpacthigher
education,increasingly,overthenextdecade.Wagesarelowerinmanyinstitutionsnow.Thisislikelya
factorinwhyourenrollmentisdown17%attheLansingCommunityCollegethissemester,andthe
collegehashadtodrop700coursesduetolackofstudents.Obviouslyadjunctfacultyhavebeendirectly
effected,andourMEAMAHEunioncannothelpusbridgethisdecline,norcanNEA,AFSCME,orany

otherlaborunionauthority.Wagesandtheeconomywillneedtoreboundfirst..Overthenextdecade
Michiganwillneedtobemoreresilientandtechsavvyinordertoattractjobsthroughitsmanyindustries.
Communitycollegeshavehistoricallybeenacontributingfactortotheriseofourindustrybasedcultureby
providingapipelineofskilledworkers.Hopefully,inthiseraofrighttoworklaws,thedecliningwages
andweakenedunionswillnotpreventthissavinggracefromonceagainshiningthrough!

References:

U.S.CensusBureau2011.
https://www.census.gov/newsroom/releases/archives/american_community_survey_acs/cb12175.html.
Lastretrieved82114.

Ungar,Rick.121112.'RighttiWork'LawsExplained,DebunkedandDemystified.
http://www.forbes.com/sites/rickungar/.Lastretrieved82114.
Lafer,Gordon2011.'RighttoWork':ThewronganswerforMichigan'seconomy.EconomicPolicy
Institute.Report:UnionsanLaborStandards,91511.http://www.epi.org/publication/righttowork
michiganeconomy/.Lastretrieved82114.
Clicktomaximize/restoreviewClicktocollapse/expandgradingpanel
ForumStatistics
Currentlyviewing3entriesforVeronicaWilkersonJohnson

--------------------------HeuermanModule1Post2
Post:
RE:HeuermanModule1Post2
Author:
Johnson
PostedDate:
August22,201411:43PM
Status:
Published
HiDustin.Youdidagreatjobofdescribinghowcollectivebargaining,withitsintendedbenefits,canalso
presentbarrierstoopenandwelcomecommunication.Itisasthoughsomeunionsarepresenting"window
dressing"discussionsintheplaceofclearandinclusiverepresentationthatmightmorereadilyinsurefair
wagesforworktrulyrendered.Verynicelypresented.Veronica
ReplyQuoteMarkasUnread

Thread:
Post:

Module1,Question2
RE:Module1,Question2

Author:

Johnson
PostedDate:
August22,201411:36PM
Status:
Published
HelloJon.Ithoroughlyenjoyedreadingyourpost,andparticularlylikedyourassessmentthatcollective
bargaininghelpstoprovideamiddlegroundinfairlaborpractices.WhatIfindagregiousisthatsome
unionoperationsaremorepoliticalthantheyareeffectivewhenitcomestotrulyaidingvariousclassesof
workersinhighereducation,adjunctfacultybeingamongthem.Amddleground,asyoumentionedwould
beapositiveprogressioninthisongoingdebate.Excellentpost!Veronica
ReplyQuoteMarkasUnread

Thread:
Post:

WilkersonJohnson,V.Wk1,Discussion2
WilkersonJohnson,V.Wk1,Discussion2

Author:

Johnson
PostedDate:
August22,20141:50AM
Status:
Published
As J. Pynes stated in the Human Resources Management text (p. 367-368), "the uncertainty of many
workplace changes has shaken the confidence of many employees that their jobs are secure and their wages
will remain competitive". "The future of the labor movement will hinge on its ability to reach out to new
constituencies and collectively develop a new agenda for political action."

Employee rights have been challenged by the many social, economic and political forces being experienced
in higher education. Collective bargaining units have sought to bring about more fair labor governance in
the midst of these challenges, and many educators appreciate having available the option of representation
when they need it.

Certainly the unions have made the work experience more inclusive for employees at the Lansing
Community College, for instance, and they can seek fair negotiation for their workers' rights. This creates
a fair process that allows all to be accountable, and to set a standard of operation.

On the other hand, friction among employees can arise when some feel isolated, and that they are actually
stronger working individually to advocate for their themselves. Adjunct faculty, as an example, feel that
their concerns are unique because they do not receive benefits, they have irregular pay for only when they
are teaching, and they are usually "at will" employees, even though they are represented under a union
contract. Whereas it is good to have adjuncts included in collective bargaining agreements to ensure that
their rights are fair, there are several classifications of educators above them, which means that there are

fewer opportunities for them to be assigned courses to teach. Adjuncts encounter issues that do not impact
full time and other teaching classes that are not positively addressed in the union contract. For this reason
adjuncts believe that they are limited in their status and levels of opportunity. If one refers to the Michigan
Association of Higher Education (MAHE-LCC) contract, the differences between the levels of educators'
representation are telling. Adjunct faculty bring much talent and economic value to colleges and
universities, and they should be adequately compensated to reflect their worth. Yet clearly their
compensation is far from an even playing field.

Some at the American Association of University Professors (AAUP) have suggested that adjunct faculty
become more involved in union activities or positions of leadership in the Michigan Education Association
(MEA) and/or the National Education Association (NEA), as well as their regional labor organizations such
as the AFL-CIO. This visibility, some support would improve the position of unions within colleges and
universities, and could elevate their standing to higher levels of unionization statewide and nationally.

References:
Pynes, J.E. (2013), Human resources management for public and nonprofit organizations: a
strategic approach. Joan E. Pynes, 4th edition. Pgs. 367-68. Jossey-Boss, San Francisco, CA.

Lansing Community College (2014). LCC-MAHE, Michigan Association of Higher Education.

Lansing, Michigan.
http://www.lcc.edu/cte/pdf/orientation/FAQ_MAHE.pdf. Last retrieved 8-21-14

American Association of University Professors (2014). AAUP Programs.

http://www.aaup.org/our-programs. Last retrieved 8-21-14.

Clicktomaximize/restoreviewClicktocollapse/expandgradingpanel
ForumStatistics
Currentlyviewing3entriesforVeronicaWilkersonJohnson

-----------------------------------------

Thread:
Jones week2 post1 Intellectual Property
Post:
RE: Jones week2 post1 Intellectual Property
Author:
Johnson
Posted Date:
August 29, 2014 6:33 PM

Status:
Published
HiSuzie,Iagreewithyouthat,inthefinalanalysis,theimportantconsiderationiswhetherthecollege
requestedthecreationofthedocument,ornegotiatedforitsdevelopment.Ifthefacultymembercreatedthe
workoutsideofthecollege,thenthatmemberwouldownrightstohis/herwork.AtLCC,however,there
isacaveatthattheproductionofthework,includingtheuseofstaffresourcesandequipment,alsogives
ownershiprightstothecollege.
Veryenlighteningpost!Veronica

Reply Quote Mark as Unread

Thread:
Nunez "It's mine." "No, it's mine."
Post:
RE: Nunez "It's mine." "No, it's mine."
Author:
Johnson
Posted Date:
August 29, 2014 6:25 PM
Status:
Published
HiSteve,Ienjoyedreadingyourreflectionsonhowsomeinstitutionsapproachintellectualproperty,and
particularlytheAFTdescriptionthatisprovidedforfacultyunions.Thereseemtobeanumberofways
thatcollegesdealwiththeconceptof"whoownsit",andIcantakeanobjectivestancebecauseIhavenot
yetbeeninthepositionofwritingadocument,byanyscenario,thatthenbecomesthepropertyofthe
college.AsourCohortprogressesalongourpathswemaybecomeauthorsoftextsandeducational
materials,andatthattimewewillcrossthatbridge.AtLCC,theauthorownsrightsiftheydonotcreate
theworkasapartoftheirappointmentatLCC,andifLCCdidnotprovidestafforequipmentforits
printing,reproductionorduplication.
Greatpost!Veronica

Reply Quote Mark as Unread

Thread:
Wilkerson-Johnson Module 2, Q1
Post:
Wilkerson-Johnson Module 2, Q1
Author:
Johnson
Posted Date:
August 28, 2014 4:35 PM
Status:
Published
1.WhatisIntellectualProperty?

Intellectual Property means patents, trademarks, copyrights, and trade

secrets including, but not limited to inventions, books, articles, study guides,
syllabi, workbooks, manuals, bibliographies, instructional packages, tests,
video or audio recordings, films, slides, transparencies, charts, graphic
materials, photographic or similar visual materials, film strips, multi-media
materials, three-dimensional materials, exhibits, software, and databases that
are created by an author(s).
AsstatedinpracticeattheMountWachusettCommunityCollegeinGardner,MA,Intellectual
Property"includes,butisnotlimitedto,anyworksofauthorship,computersoftware,invention,
discovery,creation,knowhow,tradesecret,technology,scientificortechnologicaldevelopment,
researchdata,regardlessofwhethersubjecttolegalprotectionsuchascopyright."Inaddition,an
institutionaltextisaliterary,pictorial,orgraphicworkpreparedforpublicationandwiththe
purposeofuseinsystematicinstructionalactivities.Iftheworkdoesnotfitthelegaldefinition
ofworkmadeforhiretheemployermaystillowntheintellectualpropertyifitiscreated
pursuanttoacontract,collectivebargainingagreement,orassignmentofcopyright.
2. Stipend or not, the college claims dividends from the professors published
lab manual.
Following is the reasoning from the perspective of Lansing Community
College policy:
At the Lansing Community College, the intellectual property policy applies to
all full-time and part-time LCC faculty, staff, and administrators including
those persons working, with or without monetary compensation, on any
project under the direction and control of the College and to anyone using
college facilities or conducting activities under the supervision of college
personnel. The policy also determines by various factors the ownership of
intellectual property that is developed under the purpose of a particular
contract.
Member Intellectual Property belongs to the faculty person who created it if
the Intellectual Property was created, authored, conceived or invented wholly
independent of the scope of the Members employment by, or relationship
with, LCC.
The Lansing Community College owns the Intellectual Property when the
Member, or Members, who created the Intellectual Property was required by
the terms of employment, or relationship with the college, to create the work,
and utilized substantial LCC support including, but not limited to, the use of
LCC facilities, equipment, other staff, and computing and graphic services in
its development.
3. Even if the professor was not paid a stipend by the college, the intellectual
property that she created, in this case a physiology lab manual, was done for
the college, and its creation heavily relied upon college equipment and
resources during duplication and evolving production changes over time. The
fact that the Member is now taking the lab manual to an outside publisher

does not change the origin and original purpose of the work, nor the fact that
it will continue to be the Intellectual Property of the college.
References:
AmericanAssociationofUniversityProfessors(2005).IntellectualPropertyLegalIssuesForFacultyand
FacultyUnions(March18,2005)file:///Users/veronicawilkersonjohnson/Desktop/Intellectual%20Property
%20Legal%20Issues%20For%20Faculty%20and%20Faculty%20Unions
%20%282005%29%20%20%20AAUP.html.Lastretrieved82814ByAnnSpringer,AssociateCounsel
March18,2005
MountWachusettCommunityCollege(2014).aChanceLibrary&AcademicSupportCenterMWCC
Copyright&IntellectualPropertyPolicy,2014.Gardner,MA.http://mwcc.edu/lib/faculty/copyright
policy/.Lastretrieved82814
Lansing Community College Policies (2014). Lansing, Michigan.
http://www.lcc.edu/policy/policies_6.aspx. Last retrieved 8-28-14
Garrett,R.(2013).WhatisTeacherTenure?byRoseGarrett.UpdatedJuly24,2013.
Education.com.http://www.education.com/magazine/article/whatisteachertenure/.Lastretrieved82814
LansingCommunityCollege(2014).Policiesandprocedures;IntellectualPropertyPolicy,Lansing,MI.
http://www.lcc.edu/policy/policies_6.aspx.Lastretrieved82814

Thread:
Post:
Author:

HeuermanModule2Post2
RE:HeuermanModule2Post2

Accesstheprofilecardforuser:VeronicaWilkersonJohnson

Johnson
PostedDate:
August29,20146:59PM
Status:
Published

VeronicaWilkerson

HiDustin.Ienjoyedreadingyourpost,andIespeciallyappreciatedtheexamplesyougaveoftopicsabout
whichfacultywouldneedtofeelasenseofacademicfreedom(andprotections)inordertoteach:the"Big
Bang"theoryandthedeathpenalty,forinstance.Gainingtenuremustprovideamomentofcomforttothe
facultymemberwhonowfeelsprotectedforlifetoteachwithacademicabandon.Butthenthatmember
willlikelyseekfullprofessorstatusatwhichpointtheyencounterthenexthurdle,sincemanytenured
facultydonotreachfulltime.Itisalsodisconcertingtomehowharditisforafacultymemberseeking
tenuretoachieveit,andonly1in5facultyactuallydo!Theoneswhoareworkinghardinpursuitoftenure
wouldlikelynotbeabletoteachcandidlyoncontroverisaltopicsforfearofbeingfiredundertheclauses
ofacademicfreedom,andtheymightparticularlyshyawayfromsomeoftheverytopicsyounamed.
Verygoodpost!Veronica
ReplyQuoteMarkasUnread

Thread:
Post:
Author:

WouldaRosebyAnyOtherNameSmellasSweet?
RE:WouldaRosebyAnyOtherNameSmellasSweet?

Accesstheprofilecardforuser:VeronicaWilkersonJohnson

Johnson
PostedDate:
August29,20146:48PM
Status:
Published

VeronicaWilkerson

HiErik.Veryinteresting,isn'tit,thatamainpurposeofhavingtenureistoenjoyacademicfreedomin
one'steachingexperience.Somehavetakenthetenuredebatetootherlevels,however,whentheyuseitas
politicalpressureand/orfacultystaffingcontrol.WhileresearchingthistopicIreadthatoneineveryfive
facultyseekingtenureactuallysucceedinobtainingit,andthattheothersfallvictimtovariouscapricious
tideswithintheirrankswheretheycanbedismissedatanytime.Thisvulnerabilitygetsinthewayoftheir
senseofenthusiasmandcommitmentinteaching,fornotonlydotheyhavetofearcrossingthelinesin
theiracademicfreedoms,theyalsomustregularlyfearvexingtheirfellowfacultyoradministrationinany
way.Somehowitdoesn'tseemfairthatpeoplewhopreparetoteachourpreciousstudentsareheldhostage
byeducationalsanctionsthatmaketheirroadtoteachingexcellenceverybumpyatbest.
Greatpost,andthankyouforyourinsights.Veronica
ReplyQuoteMarkasUnread

Thread:
Post:
Author:

WilkersonJohnson,Module2,Q2
WilkersonJohnson,Module2,Q2

Accesstheprofilecardforuser:VeronicaWilkersonJohnson

Johnson
PostedDate:
August28,20144:37PM
Status:
Published

VeronicaWilkerson

1.Whatistenure?

Teachers and faculty look forward to having a permanent post where they can
seek promotion to full professor, head instructor, and related terms of
hierarchy in the teaching professions. According to Education.com (Garrett,
R., 2013), academictenurereferstoapolicywhichgivesprofessorsandteachersapermanent
contract,effectivelyensuringthemaguaranteeofemploymentforlife.Teachersthathavetenurecannot
befiredunlessforjustcause,suchasseveremisconductorincompetence,andeventhencuttingthrough
theredtapecanbeextremelydifficult.

Tenuregainedtractionintheearly20thcenturyasameansofprotectingeducatorsfrombeingfiredforthe
wrongreasons.Backthen,anewpoliticalpartyinofficeoraracialorpersonalbiascouldgetperfectly
goodteacherssacked;tenurewascreatedtoensurethatteachersdidntsufferfromthecapriciousactionsof
administrators.Tenurealsoservestoprotectprofessorswhoseresearchorteachingcurriculamightruffle
feathers,andtoensurejobsecurityforoutoftheboxacademicpursuits.

2. To describe tenure, it is important to note the concerns that exist. Not all
faculty receive tenure, and those that do receive this professor for life
designation are not promised to have an assured academic ride to full
professorship. As stated in the Chronicle of Higher Education (2012), seven
years after earning tenure at the College of Wooster, Judith C. AmburgeyPeters is still working a "nonstop, crazy schedule on 6,000 different things."
But she is not sure whether the 80 hours a week she spends leading the
chemistry department, advising students, and trying to squeeze in time for
research will ultimately qualify her for promotion to full professor.

"When I asked a few years back who could help me with my five-year
professional plan, the looks I got back were: What planet are you from?" she
says. Life as an associate professor with tenure can be even more isolating
and overwhelming, she says, than being an assistant professor on the tenure
track. The path to achieving what amounts to higher education's golden ring
is well marked and includes guidance from more-experienced peers. But once
a professor earns tenure, that guidance disappears, the amount of committee
work piles on, and associate professors are often left to figure out how to
manage the varying demands of the joband fit in time for their research
on their own.
Dr.Amburgey-Peters has since developed a "post-tenure action group"a
support system for her and two other female associate professors at Wooster.
All three were successful enough to earn tenure, but, like many associate
professors across the country, they are now struggling through the long years
of midcareer, which can be marked by exhaustion, doubt, and even
depression.

Another experience: Vanessa Druskat moved from Case Western Reserve

University to the University of New Hampshire in hopes of finding a less
frenetic pace, but has been dismayed to still find herself working 80-hour
weeks in her tenured position.
3. Who gets tenure? Most tenured faculty have served from six to nine years
in progressive college teaching experiences, and achieving tenure requires
much diligence. The National Education Association (NEA, 2014) reported

interesting findings about the state of tenure. It stated that during the
probationary period, almost all colleges can choose not to renew faculty
contracts and terminate faculty awaiting tenure without any reason or cause.
Throughout this time, senior professors and administrators evaluate the work
of new faculty members teaching, research and service before deciding
whether or not to recommend tenure. The most recent survey of American
faculty shows that, in a typical year, about one in five probationary faculty
members was denied tenure and lost his or her job.
Faculty members remain accountable after achieving tenure. Tenured faculty
at most colleges and universities are evaluated periodically-among other
things, for promotion, Surveys show that tenured professors generally publish
more, serve on committees and teach more than their untenured colleagues.
On average, faculty work 52 or more hours per week. In addition, full-time,
tenured faculty must serve on academic committees. At most four-year
colleges and universities, they conduct research as well.

4.Myreflectionsonthis:
It appears to me that it would be difficult for demoralized faculty members,
always aware of their vulnerability, to bring confidence and excitement into
the classroom which is so necessary for fine teaching. This is even more a
travesty given that part-time or adjunct faculty are hired to teach courses to
students who believe they are being prepared for their career courses taught
by a cadre of fully committed and empowered professors!

References:

Wilson, Robin (2012). Why are associate professors so unhappy? The

Chronicle of higher education, June 3, 2012. http://chronicle.com/article/WhyAre-Associate-Professors/132071/. Last retrieved 8-28-14

National Education Association (2014). The Truth About Tenure in Higher

Education. Published by the Higher Education Departments of the National
Education Association and the American Federation of Teachers.
http://www.nea.org/home/33067.htm. Last retrieved 8-28-14
----------------------

Thread:
Post:

Bennett,M.IDSL865,Module3,Q.1
RE:Bennett,M.IDSL865,Module3,Q.1

Author:

Johnson
PostedDate:
September7,20145:50PM
Status:
Published
HiMarcus,
YouhaveprovidedagoodexampleofhowEEOClawsprotectworkersintheeventtheyarevictimsof
sexualharrasment.WhileworkinginthelegislatureIknewofacaseinwhich,overthecourseoftwo
years,threewomenallegedthataparticularelectedofficialsexuallyharassedthem.Ineachcase,the
womenwereafraidtoreporttheallegedincidents,fearingthatas"atwill"employeestheybeterminated
duetohisretaliation.OneofthewomenfinallybecameincensedenoughtogotoHRabouttheincidents,
anditcausedaninvestigationthatopenedtheopportunityfortheotherwomentocomeforwardaswell.
Thewomenkepttheiremployment,buttheelectedofficialwassanctionedandaskedtoresignunderthe
law.TheprotectionsofEEOCwereclearlyatworkinthisexample,andmuchneededsince"atwill"
employeeshavenounionrepresentation,andthereforeunfairvulnerability.
Iappreciatedyourpost.Veronica
ReplyQuoteMarkasUnread

Thread:
Post:

Promotions
RE:Promotions

Author:

Johnson
PostedDate:
September7,20145:32PM
Status:
Published
HiJon,Iknowofapersonwhowasdeniedapromotionalopportunityforwhichshewashighlyqualified
becauseshewaspregnantatthetime,andwouldneedtotakehermaternityleavewithinthenext4months.
Thepositionwasacommunityliaisonroleinwhichtheadministratorwouldoverseevarioustown/gown
engagementsforthecollege.Itturnsoutthattheydidnoturgentlyneedtofillthepositionuntilthecoming
year,6monthslater,andthefemaleemployeeinquestionwouldhavereturnedbythen,readytoassume
therolefollowinghermaternityleave.Whiletheseunfairlaborpracticesoccurofteninothernations,we
assumethatAmericanagencieswouldhaveimprovedinupholdingthelawsthatprotecttherightsofall
workers.AtleastsomeoftheliteratureIreadduringthisassignmentwashearteninginthisregard.
Greatpost,Veronica
ReplyQuoteMarkasUnread

Thread:
Post:

WilkersonJohnson,V.Wk3,Q1
WilkersonJohnson,V.Wk3,Q1

Author:

Johnson
PostedDate:
September5,201412:09AM
Status:
Published
WithoutFederalEqualEmploymentOpportunitylaws,(Pynes, 2013) we would not be able to
presume that there would be equitable treatment in any area of employment - be it
on college campuses, the public or private sectors, or in any work environment.
Pynes explains that the Civil Rights Act of 1964 created the Equal Employment
Opportunity Commission (EEOC) to investigate complaints and seek resolution
through conciliation. The act was amended in 1972 by the Equal Employment
Opportunity Act, which extended coverage to state and local governments and
educational institutions. At that time the EEOC was granted enforcement powers to
bring action against organizations in the courts if necessary to force compliance with
Title VII.

An example of a hiring practice that violated EEOC law occurred in 2006 at the Dial
Corporation (U.S. EEOC, 2006):
Title VII and Physical Strength Tests: Strength Test Must Be Job-Related and
Consistent with Business Necessity If It DisproportionatelyExcludes Women.
These women could have been graduates or students from any one of our colleges
nationally who were seeking positions at Dial Corporation. In the case. EEOC v. Dial
Corp., women were disproportionately rejected for hiring in entry-level production
jobs due to their performance on a strength test. "The test had a significant adverse
impact on women prior to the use of the test, 46% of hires were women; after use
of the test, only 15% of hires were women. Dial defended the test by noting that it
looked like the job and use of the test had resulted in fewer injuries to hired workers."
(EEOC, 2006)

The EEOC established through expert testimony, however, that the test was
considerably more difficult than the actual job. They also found that the reduction in
injuries occurred two years prior to the implementation of the test, and that it likely
was due to improved training and better job rotation procedures in the workplace
rather than the use of the strength test. "On appeal, the Eighth Circuit upheld the
trial courts finding that Dials use of the test violated Title VII under the disparate
impact theory of discrimination." (EEOC, 2006)

This is an excellent example of a discriminatory practice in hiring that likely happens

broadly. It is good to know that there are strategic Civil Rights/EEO laws that provide
our citizenry options and hope in these unfortunate circumstances.

References:

Pynes, J. (2013). Human Resources Management for Public and Nonprofit

Organizations, Joan E. Pynes. 4th Edition, p. 71. Jossey-Bass, San Francisco, CA.

U.S. Equal Employment Opportunity Commission (2006). Appeals Court UPHOLDS

EEOC SEX DISCRIMINATION CLAIM AGAINST DIAL: Women Rejected for Jobs at Armour
Sausage Plant Because of Strength Test. 11-20-06.
http://www.eeoc.gov/eeoc/newsroom/release/112006.cfm.Lastretrieved9414

Thread:
Post:

JonesBestandWorstPractices
RE:JonesBestandWorstPractices

Author:

Johnson
PostedDate:
September20,201410:15PM
Status:
Published
HiSuzy.IsoadmiretheInsiderChatpublicationandconceptthatyoudescribedatSWIC.Hownurturing
toyouremployees,andhowempowering.Employeesliketofeelthattheirexperiencesmatter,andthis
soundslikeafinewaytoencouragethatsharing.
Theconcernthatyoumentionedregardingtheneedforbetterannouncementsofnewfacultyand
employeesremindsmeofotherinstitutions,particularlythosethataredecentralized,wheresomemight
havebeenworkingthereseveralmonthsbeforeeveryoneinthevicinityisaware.Thisissomethingthat
canbefixedeasily,asyoustated,bysendingoutsystemwideordepartmentalmessageswelcomingthe
newpeopleandinformingoftheirroles.Thishelpstheexistingstafftoquicklymeetandbeginengaging
thenewstaff,anditthereforeinformsnewpeoplethattheyarewelcomeandacceptedintheirnewsettings.
Thankyouforyourinsightfulpost!Veronica
ReplyQuoteMarkasUnread

Thread:
Post:

GoodCom,BadCom

Author:

RE:GoodCom,BadCom

Johnson
PostedDate:
September20,20149:42PM
Status:
Published
JoshyouhavepresentedsomeveryinterestingpointsandIfoundmyselfnoddinginagreement.Firstofall,
Ienjoyedthe"WaterCooler/Vacuumcommunication"analogy,aswellastheinformationdissemination
description.Bothhighlighttheineffectualrelatednessthatoccurswhenpeopleare:a)spreadingbitsof
informationastruththatendsupcausinguneccessaryconfusionatbest,andb)inundatingpeoplewith
triviaintheplaceofmeaningfulcommunicationorinformationisminddulling.I,forone,endupdeleting
orignoringinsignificantorrepetitivemessages,andwhenthatsenderlaterconveyssomethingofcogent
informationalvalueImightmissitbydefault.
Thankyouforthisgreatpost!Veronica
ReplyQuoteMarkasUnread

Thread:
Post:

The3bestandworst
The3bestandworst

Author:

Johnson
PostedDate:
September19,201412:11PM
EditedDate:
September19,20141:46PM
Status:
Published
AsIreflectonthethreebest,mosteffective,practicesinorganizationalcommunicationthatIhave
experienced,Ithinkofthefollowing:
1.WhenUniversityofMichiganformerPresidentMarySueColemandecidedtoretireafter12yearsof
service,shegaveafullyear'snoticethatshewasleaving.Duringher11thyear,in2013,sheannounced
thatshewouldstepdowninJuly2014,andthatshewantedtogivesuchanearlynoticesothattheBoardof
RegentscouldhaveampletimetoselectthebestnextPresidenttoreplaceher.Weallknewthatshe,asan
excellentexampleofauniversityleader,wouldbeirreplaceable,butwehadthetimeneededtomakean
informedsearch.WhentheRegentsdecidedonBrownUniversityProvostMarkSchlisselasthe
university'snextPresident,manymonthspriortoPresidentColeman'sleaving,theywereabletoannounce
thechoice,andmoreimportantly,Dr.SchlisselhadtheopportunitytogetwellacquaintedwithPresident
Coleman'swork,theuniversitypeopleandclimate,andeventhestateofMichigan!Whenhewas
inauguratedonSeptember5,2014asUM's14thPresident,Dr.Schlisselfeltasthoughhe'dbeenonthejob
awhilebecausehehadtimetoexperiencesomuchbeforehestarted.Thiswasabrilliantflowofeventsfor
UM,andkudostoPresidentMarySueColeman!
2.TheadministrativelyadepthandlingofthevisitofPresidentBarackObamaonApril2,2014tothe
UniversityofMichiganwasexcellent,seeingthattheuniversityhadlessthantwoweek'snoticethatthe
PresidenthaddecidedtovisitAnnArbor'scampusinordertodiscusshisminimumwageincreasepolicy.

AsastaffvolunteerIhadtheopportunitytoseefirsthandhowourdevelopmentandsecuritypersonnel
informedthecampuswidecommunitythroughemail,socialmedia,andUMwebsiteupdates.Topsecurity
hadtobeemployed,andthestudentswhowerefortunateenoughtoreceiveoneofthe1,000freetickets
beingdispensedhadtobemonitored,assomewaitedoutsidetheUMIntramuralSportsBuildingallnight
beforetheevent.FromtouchdownoftheAirForceOnejetattheDetroitMetropolitanAirport,the
motorcadetoandfromAnnArbor,andtheclosingandsequesteringofstreetsandneighborhoods,notto
mentionthemonitoringof1,200peopleinsidetheIMBuilding,therewasnotasingleincidentorprotest.
Aneventwellmanaged!
3.In2013theLansingCommunityCollegewasselectedbytheJohnN.GardnerInstituteforExcellencein
UndergraduateEducationtobeoneof12FoundingInstitutionsforthepilotoftheGardnerInstitute's
GatewaystoCompletion(G2C)initiative.TheG2Cstructuredcoursetransformationprocessis
allowingfacultyandstaffatLCCtoanalyzestudentandinstitutionalperformanceinlowerdivision
gatewaycourses.Focusingontransformingkeycoursessoastoincreasethelikelihoodofstudentsuccess
inthem,theGatewaystoCompletioninitiativeseekstoincreasegraduationratesamongAmericancollege
students.IhadtheprivilegeofworkingwiththiseffortformyPracticumstudyinourDCCLDoctoral
Program,andwasrecruitedbytheChairpersonoftheinitiative,LCCProfessorMartineCourantRife,tobe
amemberoftheLCCG2CSteeringCommittee.Fromthepresentationstotheadminsitration,facultyand
staffatLCC,thegatheringofinformationfromscience,math,writing,andsocialscienceChairs,to
providingfeedbacktotheGardnerInstituteaswellastheLCCAcademicSenate,Dr.Rifeandherwell
selectedteamhavemanagedthisprogramexcellently!
AndthentherearetheworstmanagedpracticesinorganizationalcommunicationthatIhaveexperienced:
1.WhenIhadtheprivilegetoworkforalawmaker,therewasadayofvotingneartheendofyear's
legislativesessiononparentalconsentforabortion.TheRepublicanswantedthebillresoundinglykilled,
whiletheDemocratsweretryingtosequesterinordertogetitpassed.TheRepublicanSenateMajority
Leadercalledforthebilltobevotedupordownanddonewith.TheDemocrats,whoengagedtheLt.
Governorwhowaspresidingoversession,pulledarusewheretheyhadoneofthemoreeloquentspeakers
totakethepodiumand,withtheprearrangedpatienceofthepresidingLt.Governor,filibusteredagood20
minutesaboutourFoundingFathersashis"novoteresponse"toaroadrepairbillthatwasupfor
completion.Ashespoke,theDems,onebyone,easedofftheSenateFloor,supposedlytogotothe
restroom,andintotheCaucusRoomwheretheydeliberated,plannedtheirstrategyandcountedvotesfor
theparentalconsentbilltopasswhenitwastakenup.IttookafewminutesbeforetheRepublicanleaders
realizedthattheywerebeingduped,butwhentheRepublicanleadercalledforahalt,tellingtheillustrious
speakerthathewas"outoforder"inhisdiatribethathadnothingtodowithroadrepair,theLt.Governor
toldtheRepublicanleadertohush.Theimposterfeignedhurtandignorance,sayingthathefeltstrongly
abouthisfoundingfathersfromtheMayflowerpavedthisdayforourroadsinAmerica.Bythetimethe
Republicansthreatenedtohavethespeakerescortedoffthefloorforimpertinence,theDemshadworked
uptheirvotes,andwerereturningtotheSenateFloor,wherethevotetookplace,andthebillpassedawin
fortheDems!Thecommunicationbreakdownhere,thoughentertaining,couldhavebeenavoidedifthe
leadersofthetwopartieshadsatdownearlierintheyear,notatthelastminutelastminutevotingsession,
anddiscussedstrategy,resolvedconflictsandcometoanagreeablehandlingofthisimportantissue!
2.InoneofourpreviousDCCLcoursestherewasavideofarcewehadtheopportunitytowatchthat
simulatedacompanyconferencecall.Ithadactorscomingintotheroom(simulatingcomingintothe
meeting)withalloftherequisitedroppedcalls,accidentalhangups,someone'sdogbarkinginthe
background,sideconversations,personalagendasbeingfloatedintotheconversation,andallofthe
interruptionsthathappenwhenonepersoncannothearallofthediscussion.Itwastheperfectexampleof
howimproperlyestablishedcommunicationopportunitieseffectthepurposefuloutcomesoforganizational
communications.

3.TheRedCedarElementarySchoolinEastLansing,Michiganclosedthisyearanditwasaverysadday
forallofthefamiliesintheEastLansingSchoolDistrict.Therewere44culturesrepresentedattheschool
bychildrenfromaroundtheworld,andtheschoolwasknownforitswonderfulpageantsofmulticultural
displaysandsharinginwhichthechildrenfromeachcountrywerehighlighted,intheirnativegarb!Whata
globalcommunitythistrulywas,andoneofmylittleonesgottotakepartinthislifeinspiringexperience.
ThecommunicationwasdestroyedbybreakdownsinfairdiscussionfromtheEastLansingSchoolBoard
withtheCityofEastLansing,withtheEastLansingSchoolSuperintendent,withthePrincipalofRed
CedarElementary,withtheparentsoftheRedCedarschool,andtheresidentsoftheentireschooldistrict,
manyofwhombusedtheirchildrenthereunderthe"SchoolsofChoice"provisionsothattheirchildren
couldbeexposedtosucharichmulticultural,globalenvironment.Noonewinswhencommunicationis
meanspirited,selfish,unyielding,andultimatelydismantlingofthegoodinfavorofpoliticalorsupposed
financialinterests!

Thread:
Module 6, Attract, Evaluate, Retain
Post:
RE: Module 6, Attract, Evaluate, Retain
Author:
Johnson
Posted Date:
September 26, 2014 3:53 PM
Status:
Published
Youraisesuchagoodpoint,Romona.Whenwewerechildrenpeoplewerepreparingtoworkforone,
perhapstwoemployersintheirworkingcareers.Today,studentsandpeopleenteringthejobmarketmay
expecttoworkformanyemployersoverthroughouttheircareers.Whatadifferentperspectivethisbrings
tohowwevalueandtreatemployeesastheygothroughthisemployment"rightofpassage"!Ireally
appreciateyourresponseandinsights.Veronica

Reply Quote Mark as Unread

Thread:
Module 6, Attract, Evaluate, Retain
Post:
RE: Module 6, Attract, Evaluate, Retain
Author:
Johnson
Posted Date:
September 26, 2014 3:49 PM
Status:
Published
Amen,Diane!YouareabsolutelyrightabouttheAmericanemployersvaluingtheimportanceoftheir
workforce!Veronica

Reply Quote Mark as Unread

Thread:
Adams Post
Post:
RE: Adams Post
Author:
Johnson
Posted Date:
September 26, 2014 1:55 PM
Status:
Published
HiSean.Iappreciatedyourpost,anditunderscoredmythinkingthatemployeegrowthisbestaidedby
opportunity.Wemustprovidefacultyandstaffthechancetoexpresstheireducationaltalentandinterests
inothervenues,bothinsideandoutsideofthecollegeborders.Thisisreaffirmingtotheirsenseofself
worthandvaluetotheorganization,anditalsoaidstheirgrowthandthehoningoftheirskills.Ithinkthat
someorganizationsfearthattheirstaffwillbeluredawayiftheyprovidethemtoomuchexposure,butthat
isnotahealthyviewpointfortheemployeeortheorganization.Ialsolikedthatyoumentionedthe
company'sreputation.Itoofoundinterestinthisimportantfactorwithregardtoattractingandretaining
qualifiedemployees.Whentheinstitutionishighlyratedandrespectedemployeescanfeel,goingin,that
theyareapartofthesynergyofawinningteam.Thereiscollaborativegrowthinsuchasettingthatlends
tothecommunityinprofoundways.Thankyouforyourgreatinsightsasalways.Veronica

Reply Quote Mark as Unread

Thread:
Module 6, Attract, Evaluate, Retain
Post:
RE: Module 6, Attract, Evaluate, Retain
Author:
Johnson
Posted Date:
September 26, 2014 1:44 PM
Status:
Published
HiErik.Thankyouforsharingthisgreatpointthatitisequallyimportant,inlieuofpayincreasesintimes
offiscalconsraint,to"stress the non-financial aspects of the job that will keep the employee
there and seeking professional growth opportunities." I know that at some level we all have
been partakers in this paradigm, given the funding realities that have existed in recent years,
but the way you stated it just opened me to newer ways of thinking on how I might engage
my staff to participate in projects that even more fully capture and retain their interest, so
that the job satisfaction they derive far outweighs the financial considerations. Thanks for this
insight, so well stated! Veronica

Reply Quote Mark as Unread

Thread:
WebbSharpe,L. Attract, Develop and Retain
Post:
RE: WebbSharpe,L. Attract, Develop and Retain

Author:
Johnson
Posted Date:
September 26, 2014 1:33 PM
Status:
Published
HelloLisa,Iespeciallylikedthatyouhighlightedkeyareasthatcomplementedeachotherindividually,and
withinthecontextofthefactors:attracting,developingandretainingqualifiedfacultyandstaff.Inaddition,
youmakeagreatpoint,withregardtodevelopingstaff,thatprovidingemployeesaccesstoprofessional
developmentopportunitiesbeyondthephysicalbordersofthecampuscanprovidethempowerfultoolsfor
growth.Sendingthemtobeparticipants,orspeakers,attheNACUBOconferences,AACCandothersaids
themsignificantly.Thankyouforbeingagreatleaderwhoalreadypracticestheseprincipals,andforan
excellentandthoughtprovokingpost!Veronica

Reply Quote Mark as Unread

Thread:
Module 6, Attract, Evaluate, Retain
Post:
Module 6, Attract, Evaluate, Retain
Author:
Johnson
Posted Date:
September 25, 2014 9:04 PM
Edited Date:
September 26, 2014 1:01 AM
Status:
Published
Asweconsidertheimportantfactorsthatcreateasuccessfulapproachtoattracting,evaluatingand
retainingqualifiedfacultyandstaff,IamremindedofaquotebyAnneM.Mulcahy,former
chairperson and CEO of Xerox Corporation:"Employeesareacompany'sgreatestasset
they'reyourcompetitiveadvantage.Youwanttoattractandretainthebest;providethemwith
encouragement,stimulus,andmakethemfeelthattheyareanintegralpartofthecompany'smission."I
believethatMs.Mulcahycapturesthebasisofhowwebestattractandretainqualifiedemployeesinall
institutions,givingthemasenseoftheirimportance,andappreciatingthemfortheircurrentandfuture
contributions.

(A)Withspecificregardtoattractingemployees,twoimportantfactorsare:(1)thatthecollegeor
institutionhaveareputationforbeingagreatplacetowork,and(2)thatitoffersjobsecurity(including
competitivecompensationandbenefits).As(Schappel,2012),ahumanresourcesnewsandopinion
network,stated"when9,218fulltimeU.S.employeeswereaskedtorank23jobfactorsthatare
importanttothem,theyselectedwhathecallsthetop10,andthetwocriteriaInotedareamongthetop10.
Inaddition,Pynes)2013),inourHRManagementtext(p.307),notedthatAbrahamMaslow'sHierarchy
ofNeedsincludestheneedforsecurity,andtheneedforselfesteemandbelonging,thetwocriteriaonce
againreinforced.

(B)PerformanceEvaluationofEmployees
Thisimportantfactormustbedoneinawaythatprovidesinsightandempowermentforemployees.They
mustseehowtheirworkethic,daytodaybehaviorandactivities,andattitudeinfluencesthework
environmentsothattheymayseektoimproveupontheircontributionwithintheframeworkofclearly
definedexpectations.Agoodevaluativeprocessshouldthereforeinclude:(1)awelldevelopedself
appraisalforminwhichtheemployeefirsthastheopportunitytonotespecificsregardingtheirwork
throughouttheevaluativeperiod,and(2)aformalperformancereviewmeetingwiththeirsupervisorsothat
thefacultyorstaffpersonhasthechancetodiscusstheirwork,sharetheirreflectionsongoalsforthe
comingyear,andhowtheywillseektoimprove.ThesupervisororFacultyChaircanthenprovide
feedback,insights,expectationsandperhapsadditionalassignmentsrelatedtoencouragingtheemployee's
work,Whendonewell,thisevaluativemethodengendersopenness,trustandasenseofaccomplishmenton
thepartoftheemployeeforajobwelldone,andtheemployeethenlooksforwardtocontinuingand
expandingtheireffortsintothefuture.Itisalso,conversely,agoodtimeforemployerstodiscusswaysin
whichanemployeehasnotmetexpectations,andhowtheywillbeexpectedtoimproveoverthecoming
year.AsPynes(2013)notedinthetext(p.333)"Motivationandperformancemanagementareclosely
aligned.Performancemanagementistheprocessthatreviewsandmeasuresemployeeperformance.Those
whodevelopperformancemanagementsystemsmustunderstandthefactorsthatcontributetoorhinder
employeemotivation.Performanceevaluationsshouldbeobjective,jobrelated,andconsistentwiththe
organization'smission."

(C)RetainingQualifiedEmployees

Twoimportantcomponentsinretentionare:(1)performancebasedsalaryincentivesandsupportive
retirementandhealthbenefits,and(2)continualfeedback,stimulusandapproval.Pynesmentions(p.247)
theimportanceofadequatelycompensatingemployees,and,asMulcahystated,employeesneedtofeelas
thoughtheyareanintegralpartoftheorganization.Goodfacultyandstaffmembersneedtoknowthatthey
areimportanttotheinstitution,andthattheircontributionismakingameaningfuldifferenceandthatwe
wantthemtostayandarewillingtopaythemtodoso.

References:
Pynes,J.E.(2013).Humanresourcesmanagementforpublicandnonprofitorganizations.JosseyBass.

Schappel,C.(2012,April24)."Top10jobfactorsinHRMothatattract,retainemployees"in
HRMorning.com.http://www.hrmorning.com/top10jobfactorsthatattractretainemployees/.Last
retrieved92614