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Illinois School Board Journal
September/October 2001

Parliamentary procedure can make your board better

by John J. Cassel

The tribal "talking stick" was a prominent part of the YMCA Indian Guides when our third-grade son, David, and I were members. The talking stick provided guidance: when you had the stick, you could talk; when you did not have the stick, you listened.

This program helped young people understand the importance of group process, respect for the individual and respect for the group. The legacy and power of the Native American tribal council lay behind this use of symbol and process.

Would I suggest that school boards use a talking stick? No. Would I suggest school boards try to understand group processes and the values behind parliamentary procedure? Yes!

At a practical level, many boards exhibit common problems. Some whiz through the agenda and get home for the 10 o'clock news. Others adjourn too late to catch the midnight movie. The problem may be ignoring the tough issues or a lot of talk that leads nowhere. Effective use of parliamentary procedure can help every board have productive meetings.

Each school board needs to be clear about how it conducts business - the board's parliamentary procedures. While school boards are not required by law to use Robert's Rules, each board should have a written policy regarding its decision-making processes. Typically, these policies require the board to use Robert's Rules, subject to any other board policy that specifically addresses a procedural point.

Perhaps the most important procedural point is this: at any given point, a board needs to know what it is doing - and needs a process that serves the particular task at hand. Quite often the board should be in a decision-making mode. Boards spend a lot

of time deliberating and deciding. At other times the board is in a discussion/dialogue/learning mode. A board makes a mistake when it confuses the two. Some of the bad image Robert's Rules carries comes from the confusion in trying to use a deliberative process when dialogue is needed.

Robert's Rules are helpful when a board wants efficient, effective decision-making. These rules provide an orderly process and assure the board does one thing at a time. However, the board must be clear about exactly what decisions are needed.

The first requirement is to have the right question on the floor. Consultant Glenn Tecker uses the phrase (from Peter Senge), "dialogue before deliberation." Each board must find time for the "big, important conversations" and have these conversations in a freewheeling, open manner. Senge and philosopher Martin Buber can help boards learn more about the mechanics and power of dialogue. When it's time to make decisions, the board should have a process to clarify the parameters of the conversation and effectively move toward a valid group decision.

Robert's Rules is actually two sets of "rules." The elaborate set of procedures commonly known as Robert's Rules was developed for larger assemblies. The second set applies to any group of 12 or less. Smaller groups are given more freedom in their processes. A school board clearly falls into the latter group.

However, the basic principles are valid for all groups and seem especially pertinent for a locally elected group sitting in trust for, and seeking the confidence of, a larger electorate.

Think of the last time you had a tough personal decision. My experience says stop and think carefully about how to approach the task. A wise board will do the same. How shall we do this work? What type of leadership does this require? Who decides? Who decides who decides?

Unfortunately, the natural inclination is to jump right in without thinking through the process questions. Groups are especially vulnerable to ignoring process, since it's more complicated. School boards are especially vulnerable since they are "artificially created" (i.e., elected), have limited work time and experience significant membership turnover.

It is often repeated that school board members have authority only when acting with the board. The key to quality board function is finding a balance between the group's ability to move forward and the rights of each member.

Most people have been part of a group stymied by one or more obstreperous members. IASB staff often sees this dynamic: a board complains one bad apple has poisoned the barrel. The truth is one board member can destroy a positive board culture, stimulate mistrust and generally make life miserable.

Good parliamentary procedure must protect the majority against an inappropriate minority. To be effective, the board must be able to speak in such a way that the superintendent and community hear one voice. Properly executed, Robert's Rules assumes that a majority vote can never be thwarted.

At the same time, the board is a group of seven equals. All members must have certain rights: the right to vote; the right to exert influence over the agenda and board action; the right to information; and the right to express one's views. Robert's Rules also provides for these rights.

A quality board needs an equal measure of two key commodities: good processes and goodwill. Good processes provide a foundation to build goodwill. Bad processes may of themselves promote ill will. A board in trouble may find Robert's Rules to be a way out - but only if the members know the processes and use them effectively.

The key to a good meeting is a good agenda. How will the board use its time? What's the most important thing to decide tonight? How can the board focus on board work and not staff work?

The agenda is the means by which all of these decisions are made. If your board approves its agenda as a matter of course, perhaps it's time to step back and make sure you've got it right. Until a board has the right agenda, it will never have the right meeting.

How can your board get its agenda right? A basic principle of Robert's Rules is deciding one thing at a time - and in the right order. Only if a board has the right question on the floor can it make a good decision. If the board's motion does not answer the right question, its members should amend the motion to make it right. If a board doesn't know what it needs to decide, it should get out of the deliberative process and consider what decisions need to be made.

A well-prepared, informed and practiced board will be able to respond to the challenge. Robert's Rules can provide a good basis for a decision-making processes. Good governance (see http://www.iasb.com/files/found_prin.pdf) will assure the board makes the contribution the district and community need: direction, purpose, and clarity regarding values and outcomes.