Canadian Council of Deans of Science

1. Canadian Council ofDeans of Science St. John’s, NL June 28, 2006

2. Labour Relations in AcademeJack StrawbridgeDirector of Faculty RelationsMemorial University How to stop worrying and stay out of trouble

3. Looking Ahead • A bit of history • What is a collective agreement? • Management in an academic setting • Hiring • Workload • P&T

4. Looking Ahead (cont’d) • Discipline • Outside activities • Closing advice

5. How did we get here? • The “academic socialization” of faculty members • They were socialized to believe: • Universities are full of bright, rational people • The faculty are the university

6. How did we get here? (cont’d) Faculty members believe the only role for administration is: • keep the bathrooms clean • keep the parking lots free from snow • get more money from government • keep the payroll flowing • Everything else should be left to the faculty

7. How did we get here? (cont’d) Faculty members think they should decide • Who teaches • What gets taught • When and where the teaching should occur • Who gets tenure • Who gets promoted • Who should be in charge of parking, clean bathrooms and payroll

8. How did we get here? (cont’d) • Academic administrators (deans, directors, department heads) were all socialized as faculty members • We have a lot to learn

9. The Development of Unions • Unions developed to serve a need • Faculty unions in universities • Late 1960’s and 1970’s were the growth periods • Today about 80% of faculty members in Canada work under a collective agreement • Certified vs. non-certified • Management always gets the kind of union it deserves

11. What is a collective agreement? • A contract • Formal, enforceable and legally binding • Genuine consequences to not adhering • A set of rules • A set of expectations • For both faculty members and administrators

12. What is a Collective Agreement (cont’d) • A “how-to” guide • But definitely not a complete one • A weapon • “If you don’t give me my way, I’ll file a grievance and make your life miserable.”

13. Beginning collective bargaining

14. When bargaining does not go well

15. The most important clause in any collective agreement MANAGEMENT RIGHTS 1.11 The Association recognizes that all rights, powers and authority which are not specifically abridged, delegated, or modified by this Collective Agreement are vested in the University. The University shall exercise such rights, powers and authority in a fair, equitable and reasonable manner.

16. Academic Administrators are Reluctant to Take Firm Action

17. “Management” in an Academic Context • Not easy • Resistance to being managed • Much academic work is self-assigned and self-managed • Changing societal expectations leads to • Changing laws, which leads to • Constraints • Resist thinking of university management as being an oxymoron • Your job is not to wield power but to get things done

18. Management Power • In academe, management power is greater the less it is mentioned and the less it is used • Academics are also socialized to be critical • Academics tend to resist change

19. Perhaps not quite this bad

20. Hiring • Absolutely the most important thing we do • Many ways to mess it up • Get involved – don’t leave it to the search committee

21. Don’t just search - Recruit • Learn about best practices • Monitor the development of the schedule • Be a good host • Tell candidates why yours is a good university; what make yours a good city • Don’t promise what you can’t deliver • After candidates leave, keep in touch • What is happening with the process

22. Be careful • You, as well as Search Committee members and all faculty members who meet alone with candidates, must know about prohibited areas of questioning • E.g., Where were you born? Are you married? Do you plan on having children?

23. Workload

24. Workload • In theory, everyone does everything in balance (teaching, research, service) • Reality is different • Teaching is assigned; research and service are mostly self-assigned

25. Workload (cont’d) • Voluntary increases in teaching vs. imposed increases • More flies are caught with honey than with vinegar

26. P&T: The assessment file • The faculty member should create the file in consultation with the Administrative Head • The head should approach the individual • Comment on the format of the c.v. • Comment on the persuasiveness of the teaching dossier material

27. P&T: The assessment file (cont’d) • Encourage summaries only of voluminous material (e.g., teaching evaluations) • You may be able to (and should) add documents to the assessment file • Previous assessments • Discipline letters

28. P&T (cont’d) • Be fair – always • Do what you can to have clear criteria for tenure and promotion • Don’t accept poor reports • Stick to the evidence

29. Disciplinary Measures • The purpose of discipline is to change behaviour • In the Collective Agreement, the only disciplinary measures recognized are: • A letter of warning • A letter of reprimand • Suspension without loss of pay • Suspension with loss of pay • Dismissal

30. Disciplinary Measures (cont’d) • Discipline should be progressive • Always call Faculty Relations before issuing official discipline • Official discipline almost always leads to a grievance • Withdrawing discipline is not a defeat or a retreat

31. Disciplinary Measures (cont’d) • Other ways to change behaviour • Talk • Set standards • Avoid a conflict of wills when possible • E.g., “The department expects faculty to return essays within a reasonable time” instead of “I insist that you return essays within a reasonable time.”

32. Disciplinary Measures (cont’d) • Appeal to the faculty member’s own standards where possible • E.g., “You used to be prompt in returning essays. What happened?” • Watch for signs that suggest outside help is needed • Suggest using the Employee Assistance Plan

33. Outside Activities • Read your collective agreement or policy • Usually, faculty members are required to tell you if you ask • Ask them (all of them) on a regular basis

34. Final Words of Advice • Read the collective agreement. • Have courage but don’t be a buccaneer. • Think about acting not just in ways prescribed by the collective agreement but in ways not inconsistent with the collective agreement. • If in doubt, call Faculty Relations.