Why Reward?

In my recent email about compensation enhancements, I stressed the delicate balance and positive implications of meeting both our student performance goals and our financial goals in order to be sustainable. I am now asking you to read and think about how and why there will be compensation enhancements in the future and, for that matter, why there is compensation at all.

I believe that successful academics and successful economics are inextricably linked. It’s like an ecosystem. At the risk of being seen as a cosmologic nut, consider the T’ai Chi symbol or Yin and Yang. Please give me the benefit of the doubt and read this excerpt on the subject from my dissertation:

Figure 1 - The T'ai Chi

YIN, YANG, AND HEGEL

The concept of Yin and Yang has its roots in Chinese cosmology and is represented by the familiar Yin/Yang symbol called the T’ai Chi. This symbol, pictured in Figure 1, shows the interrelatedness between the two parts. Yin is represented by the dark portion and Yang by the light. These are seen as equal opposites always in a cyclical balance, as one increases the other decreases. Within each is the seed of the other, represented by the light and dark dots, each found in the fullness of the other. This representation says that one part cannot exist without the other. The significance of this balance was stressed by many Chinese philosophers who believed this symbolism was played out in life, determining social and political harmony. Believed to represent the great forces of the universe, the T’ai Chi is seen as the perfect balance between opposites. Both are together in one circle revealing that both powers form one cycle. The relationship of Yin and Yang is not antagonistic. The two are together, separate, yet forming one circle revealing their mutual interdependence. This concept is also found in the dialectic worldview, where as any force reaches its extreme it becomes its opposite. The presumption being that any particular reality is formed by the interaction of two opposites. The result is not that of one force or the other but the synergistic and complimentary balance of both (Anonymous, 2002, Ehman, 1996, 168 Feng Shui Advisors, 2002, Microsoft, 2002).

As I am fond of saying, “bottom line,” we must meet our financial AND our student performance goals in order to be sustainable. That’s a simple statement with lots of detail in the background. Our primary role is in helping our students in increasing their economic and social value to society. When they COMPLETE with us, they must be able to do what it is that we say they can do and know what it is that we say they should know. Anything less is unacceptable. In order for them to complete, they either have to stay on course here or transfer somewhere else. As we have discussed, ad nauseam, some related factors we control and others we do not. We are, and have been, working on those factors we can control. If we do a good job and create greater efficiencies and effectiveness, we should, through strategic and tactical execution, improve our financial footings as well.

Now, most of us have to work in order to have housing, food, clothing, health insurance, future retirement, etc. Many of us could choose other occupations and possibly even make more money. If you have studied psychology, you are aware that there are intrinsic (i.e. personal fulfillment and joy) rewards and that there are extrinsic (i.e. financial) rewards. With most people, neither reward alone can sustain us. Remember Maslow’s Hierarchy of Needs? There is a base of mostly extrinsic items but as we move up his pyramid, rewards become more intrinsic in nature but they still rely on the extrinsic.

Next year, the bar will be raised. I will share our future goals in my next blog post. The old EPMS/FPMS performance system that you love SO much (sarcasm intended) will change dramatically, I think, for the better. It will be less laborious and focus on value-added; more to come on that later.