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Identify the part(s) of your plan you were able to implement.

I implemented all the parts of my plan. 

How successful was your action plan at addressing the challenge? 

My plan was exceptionally successful at addressing the challenge (Artifact #21, #22). My aim was to get at least 75% of BTU members enrolled in EZ-Dues by the end of our sign-up window. We got 94% of BTU members enrolled. 

Which stakeholders and association practice or program were impacted?

• BTU and BSD1's relationship: BSD1 no longer knows who is or is not a union member. 

• MFPE: Having so many members enroll in EZ-Dues right before the legislature convened was a show of strength. 

How were your four chosen competencies used in the implementation of your project?

Overarching Competency #1: Group Processes. I used this competency to build and lead meetings with diverse stakeholders and BTU members (Artifact #6, #8, #16). I also used this competency during one-on-one conversations (Artifact #4, #18) and the empathy interviews (Artifact #20) as all of these interactions required me to navigate difficult conversations while respecting a diversity of opinion and styles. 

Overarching Competency #2: Communication. This competency was core to developing and implementing my action plan. Butte School District #1 is a large district with nine different buildings. Focusing on the communication competency allowed me to organize large groups of people and individuals while simultaneously connecting EZ-Dues to shared union values and debunking misconceptions/misinformation (Artifacts #5, #9, #10, #11, #12, #13, #14, #15).

Leadership Pathway: Association, Leading with Vision. I, along with other leaders, members, and diverse stakeholders, used this competency while designing the communication plan and rollout of our EZ-Dues push (Artifact #4, #5). We connected the 'why' of EZ-Dues to BTU's and MFPE's mission, vision, and values (Artifact #2, #3). By organizing and activating members around EZ-Dues, we pursued our strategic goal of EZ-Dues conversion. For this to be successful, a critical mass of members needed to invest themselves in support of our union's mission and goals. 

Foundational Competency: Exploring and Challenging Inequity. This competency influenced my action plan design by figuring into how I conceptualized my empathy interviews (Artifact #20) and the BTU bargaining survey (Artifact #7). For the survey, I was aware of how people's socio-economic situations, which are influenced by a host of diverse factors, impacted the priority needs the bargaining team needed to address through proposals. 

What obstacles, if any, did you encounter?  How did you address them?

• We encountered a few problems with the Walk-Cards (individual cards we gave to each member that contained the info they needed to enroll in EZ-Dues and a QR code to our bargaining survey, Artifact #9). We missed a few members during the printing process. To address this problem, we relied on MFPE's member records and our building reps. We had the building reps double check their walk card stack against a list of members in their building. When we found a missing member, MFPE quickly got their information and we hand wrote it on a walk card. 

• We also had a portion of our members who were hesitant about or resistance to EZ-Dues for a variety of reasons. I addressed this through one-on-one conversations that followed an empathy interview style structure. 

• There were about six BTU members who were absent during the enrollment window. To address this issue, I talked with the members when they returned to work and got them enrolled in EZ-Dues through MFPE's enroll and hold program. 

Given the outcomes, describe any changes you might make to the Capstone Project’s action plan.

I would do more to capitalize off the momentum of EZ-Dues. I would have liked to further organize our members around the issues they identified in the bargaining survey.