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A Legislative Staff Management Institute:
A Unique Resource for State Legislatures

By:
Larry Barish
Legislative Reference Bureau
Wisconsin

ASLCS Home Page

When the Legislative Staff Management Institute (LSMI) convenes this July, it will mark the 12th consecutive year that the 11-day seminar, which combines academic instruction with the realities of working for state legislatures, has been held. The progeny of a partnership between the Hubert H. Humphrey Institute of Public Affairs at the University of Minnesota and the National Conference of State Legislatures (NCSL), LSMI offers senior legislative staff a unique opportunity to learn new skills to more effectively cope with the often stressful and always challenging legislative environment.

This article describes the underlying principles that have served both to give life to the Legislative Staff Management Institute and to sustain it through its first 11 years. It also attempts to define the "LSMI Experience." While its various components can be readily categorized and described, the full flavor can be captured only by experiencing it firsthand. It is hoped that the reader will be inspired to do just that.

A Seed is Planted
The concept of an executive development and management training program specifically tailored to meet the needs of legislative staff was first articulated in 1988 by Betty King, Secretary of the Texas Senate, who was serving as NCSL Staff Chair. Betty saw the need to provide legislative staff with an opportunity to develop the skills required to effectively serve state legislatures. She also saw an opportunity for NCSL to provide a much-needed resource for legislative staff. Betty appointed John Turcotte, then a member of the NCSL Executive Committee and Staff Director of the Mississippi Joint Committee on Performance Evaluation and Expenditure Review (PEER) committee, to chair a task force to investigate the feasibility of such a venture. With the assistance of Karl Kurtz, NCSL Director of State Services, and other task force members, the group put together a Request for Proposals from potential cosponsors that succinctly stated the intended purpose:

"The goals of the Legislative Staff Management Institute are to provide senior legislative staff the opportunity to improve their ability as key participants in public policy development, to reflect and retool in an academic setting, and to add to their credentials as managers able to compete with counterparts in the private sector and at top executive levels within the American federal system. The institute will focus on the unique roles of legislative staff and the state government setting in which they work."

Sixteen university institutes of government submitted proposals. Responses were evaluated on the basis of a number of factors, including curriculum, faculty, facilities, financial support, and, importantly, evidence of a clear understanding of the state legislative process. By the summer of 1989, the list was pared to four finalists. A subcommittee comprised of Turcotte, King, Kurtz, and Patrick O’Donnell, Clerk of the Nebraska Legislature, made site visits to interview officials and tour facilities of all the finalists. Ultimately, the University of Minnesota’s Hubert H. Humphrey Institute of Public Affairs was selected as the LSMI cosponsor.

The 34 adventurous legislative staffers who constituted the LSMI Class of 1990 were the pioneers who charted unexplored territory. It was through their participation that the unique aspects of the legislative environment came to be a defining influence on the instruction provided by LSMI faculty. During each succeeding year, participants and faculty have benefited from the experiences shared by the preceding classes. Thus the seed planted by King, Kurtz, Turcotte, O’Donnell, et al., took root, grew, blossomed, and bore fruit. The Legislative Staff Management Institute has grown to be a uniquely valuable resource, serving to train, motivate, and inspire those engaged in supporting the work of the state legislature.

Program Specifics
Each session of the Institute brings together about 25-30 senior legislative staff for a concentrated, intensive 11-day course of instruction on the campus of the University of Minnesota. The Institute is held in July or August each year, scheduled at a time that does not conflict with the NCSL Annual Meeting. Faculty is drawn primarily from the Hubert H. Humphrey Institute of Public Affairs, one of the leading public policy and planning institutions in the nation. For all but the first year of its existence, LSMI has been under the direction of Dr. John Brandl, currently Dean of the Humphrey Institute, who previously served in both houses of the Minnesota Legislature.

Prospective participants apply for admission and are selected on the basis of aptitude, commitment, and staff position. Preference is given to applicants who have significant management responsibility or are likely to assume such responsibility in the near future.

Tuition is $2,300 and includes lodging, most meals, all instructional materials, and access to many University facilities. Partial scholarships are also available.

Financial support for the Institute is provided by the NCSL Foundation for State Legislatures. The Humphrey Institute absorbs some of the costs of the program. In prior years, financial support was provided by the Stennis Center, a federally funded organization at Mississippi State University, and the W.K. Kellogg Foundation.

Curriculum and Instruction
The LSMI curriculum is designed to help senior level staff managers with a commitment to the legislative process develop their abilities in dispute resolution and conflict management, management of the legislative process, leadership, policy analysis, strategic planning, and use of information systems. It is intended to provide participants with opportunities to enhance their management skills, become exposed to new ideas and techniques, and forge relationships with colleagues with both similar and different legislative responsibilities.

There are five primary curriculum areas:

¨ Managing conflict, bargaining effectively, and getting to "yes."

Using the research and teaching skills of the Humphrey Institute’s Conflict and Change Center, conflict management simulations build the participants’ ability to successfully "get to yes."

¨ Managing people and organizations in the legislative setting.

Drawing on teaching cases and materials set in state legislatures, this part of the curriculum considers how top-level legislative staffers organize and deploy their resources, develop systems for control and information, and deal with the inevitable conflicts among political and non-political staffs, elected officials, legislators, and executive branch personnel.

¨ Leading, motivating, inspiring, and creating.

Drawing on research and teaching skills of the Humphrey Institute’s Reflective Leadership Center, the curriculum helps the participants examine and improve their leadership skills.

¨ Thinking and acting strategically in order to overcome the inevitable obstacles and limits of the legislative arena.

Planning exercises help participants think strategically about their own careers and futures, and about the legislative process and policy agenda setting.

¨ Managing and using computers in the workplace.

Employing proven techniques in the computer labs of the Humphrey Institute, participants have the option of using computers for the management of information in legislatures.

Although a significant portion of the curriculum is designed to provide students with a deeper understanding of the dynamics of the policy-making process, there is an equal emphasis on the individual. Discussions on leadership, ethics, and authenticity help participants to understand themselves and the role they are asked to assume as legislative managers.

LSMI is more than a skills development or management training seminar. Student participation is not just encouraged; it is required. Real-life work experiences of participants provide not only a frame of reference, but also the raw material for class discussions, case study topics, and group exercises. Faculty members facilitate discussion by providing analytical templates that are used to frame discussion. It is this interactive process which fosters an intense learning process and leads students to a more complete understanding of the dynamics of the legislative process and their role in supporting the process.

Faculty and Students
The success LSMI has achieved is directly attributable to the contributions made by the Institute’s faculty. Dr. John Brandl has served as director of LSMI since 1991 and has infused the program with his enthusiasm, dedication, and strong commitment to the legislative institution. He has also drawn heavily on his 12 years of experience as a member of the Minnesota House of Representatives and Senate. Dr. Brandl has worked closely with NCSL’s Karl Kurtz, also a faculty member and someone intimately familiar with the workings of state legislatures, to continually fine-tune the course offerings and method of instruction to ensure that they remain responsive and relevant to the needs of the participants.

The majority of the LSMI faculty are current or past members of the Humphrey Institute faculty. Most have been part of the Institute for multiple sessions. Through their involvement with many different participants they have gained an appreciation and understanding of what it means to work in a legislative environment. LSMI faculty members have been enthusiastic participants and have been enriched and energized by their association with the program.

In addition to a cadre of exceptionally knowledgeable, dedicated, and gifted teachers, LSMI has attracted almost 300 bright, motivated, and intellectually curious students. Participants have come from 40 states, the District of Columbia, and several territories and nations. Collectively, they represent all 11 NCSL staff sections and perform a variety of duties in their respective legislatures. The Institute is intended primarily for senior staff with management responsibilities. However, staff who are likely to assume management responsibilities have also participated and benefited from LSMI. LSMI’s familiarity with state legislatures and its willingness to base instruction on student input set the Institute apart from other management and professional development courses. The interaction between the faculty and students also contributes to the unique learning atmosphere that defines LSMI.

The LSMI Experience
The physical setting for the Institute is the west bank of the University of Minnesota’s Minneapolis campus. The approximately two dozen or so students comprising each LSMI class are housed in Middlebrook Hall, reputed to be one of the more comfortable campus dormitories. Classes are held a short distance away in the impressive Humphrey Center. It is the dorm, however, which becomes the focal point for the participants. Most meals are taken in the cafeteria, and the participants gravitate to the common areas in the evenings to socialize, continue the day’s classroom discussions, or just "hang out."

At first blush, it may not seem that spending two weeks (one weekend) living in a college dormitory would be a particularly enjoyable experience, particularly for someone who may be years or decades removed from campus life. However, a strong case can be made that both the dorm experience and the 11-day duration of the program are integral parts of LSMI and add much to the richness of the experience. Most participants have found that living in Middlebrook Hall provided an opportunity to get to know their fellow participants, identify common concerns, and share experiences. The camaraderie and collegiality that result carry over to the classroom and help create an atmosphere of trust, which, in turn, facilitates the climate for learning.

Similarly, the program length could be viewed as a barrier to attracting more participants. Although 11 days is a considerable period to spend away from work, home, and the outside world, it is time well spent. That amount of time is required both to cover the essential course material and to allow participants enough time to shift gears, put their daily work and personal responsibilities aside, and become fully engaged in learning.

The LSMI experience is not all work and no play. Although students are expected to come to class prepared to discuss each day’s reading assignment, there is still ample free time to relax, unwind, and enjoy both the campus and the Minneapolis-St. Paul area. In past years, participants have had the opportunity to choose from a wide variety of social events, including an evening at the Guthrie Theatre or Orchestra Hall in Minneapolis, attending baseball games played by the Minnesota Twins or the more frequently entertaining minor league St. Paul Saints, or taking advantage of the many entertainment options in the culturally vibrant Twin Cities area. For die-hard shoppers, the proximity of the mammoth Mall of America has proven to be an irresistible lure.

The LSMI faculty and Minnesota legislative staff members are gracious hosts. In some years on the weekend between the first and second weeks, participants have been entertained in the homes of legislative staff members. In other years, attendees have been guests at a reception at the home of LSMI Director John Brandl. Although not all of these activities are part of the formal agenda, they add richness and depth and become part of the lasting memories of the LSMI experience.

A Unique Resource
Over the past 12 years, the Legislative Staff Management Institute has continued to evolve, improve, and draw energy from both its student and faculty participants. Although the fundamental concept has not changed – to help legislative staff develop the management skills needed to effectively support the legislative institution – the curriculum has undergone continual fine-tuning. At the close of each year’s Institute, participants are asked for their input on how LSMI could be improved. Faculty members also conduct a post-session evaluation to determine if changes are needed. In this fashion, LSMI has enhanced its relevancy and maintained its focus on the specialized needs of those who work in the legislative arena.

Much of LSMI’s success can also be attributed to the partnership between NCSL and the Humphrey Institute and the vision, ability, and dedication of a few key individuals. John Brandl has been the guiding light of LSMI and has given generously of his time, energy, and knowledge to ensure the success of the Institute. Karl Kurtz has served as both facilitator and liaison between LSMI, NCSL, and legislative staff and has also been instrumental in maintaining the viability of the program. A number of legislative staff members have also made significant contributions. Betty King first proposed the concept of a staff management institute; John Turcotte spearheaded the process culminating in the selection of the Humphrey Institute and has chaired an LSMI advisory board to oversee its operation; and recent NCSL Staff Chairs Tom Tedcastle, Anne Walker, John Phelps, and Diane Bolender have been strong supporters.

The most important resource, however, are the people who work for state legislatures. The real strength of LSMI lies in the interaction among participants – students and teachers – and the mutual respect and climate for learning that results. A common theme expressed in the evaluations submitted by attendees is that the experience fostered a heightened appreciation for the legislative institution and a deeper understanding of the role that staff plays. Many graduates cite a feeling of rejuvenation and a renewal of the physical and emotional energy needed to perform a challenging job. Others have expressed a sense of common purpose and have derived strength from the knowledge that others are facing similar challenges.

The diploma that each graduate is awarded and the lapel pin that identifies an LSMI alumnus are tangible reminders of the 11 days spent at the Humphrey Institute. However, it is the knowledge gained, the friendships forged, and the shared sense of purpose that make up the lasting memories of the LSMI experience. Although LSMI demands a considerable commitment of both time and intellectual energy, the results are well worth the effort.

To Learn More
The 2001 Legislative Staff Management Institute will be held July 9-20, 2001. To learn more about this year’s Institute or to download an application, log on to the NCSL Web site at

Facts and Figures

Faculty

Comments from the Class of 2000

For more information about ASLCS, write or call:

Joan Barilla
National Conference of State Legislatures
7700 East First Place
Denver, CO 80230
Phone: 303/856-1349
FAX: 303/364-7800
E-mail: joan.barilla@ncsl.org