ed662

**__ED 662: Course Title __** Gilmour/Adams
 * Instructor**

 Birnbaum, R. (1988). //How Colleges Work.// San Francisco: Jossey Bass. Bolman, Lee G., & Deal, T.E. (2008). //Reframing Organizations// (Fourth Edition). San Francisco: Jossey Bass. Additional readings assigned for each class session will be provided electronically on class web site. Students are expected to read //The Chronicle of Higher Education each week//. Discussions about relevant articles are likely to occur at the beginning of each live class and may be incorporated into our on-line discussions The purpose of this course is to provide an intensive introduction to the organization and governance of American colleges and universities. It is designed to familiarize candidates with the faculty, academic, and administrative contexts and organizational cultures within which they may work. The focus of study will include both individuals and groups (organizational behavior) and organizations themselves (organizational theory). It is important for students of postsecondary education to understand colleges and universities as large, complex systems. Viewing these institutions through an organizational analytical framework provides a broad view of the entire system internally and externally, not simply as divisions, departments or functions. Organizational analysis emphasizes conceptual models and the way these can be overlaid on real institutional contexts and problems. This class will focus on leadership, change, and governance as key aspects of postsecondary education administration.
 * Required Textbooks**
 * Course Description **[1**]** (from Bulletin):



=//How Colleges Work (Birnbaum)//=

//Chapter 1 -Problems of Governance, Management, and Leadership (Michelle)// It has been said that colleges and universities constitute one of the largest industries in the nation but are among the least businesslike and well managed of all organizations.-Taken from How Colleges Work (Birnbaum) Problems with Governance  "The authority to establish a college or university belongs to the state, which exercises it by forming through a statute, charter or constitutional provision and institution with a corporate existence and lay governing board." -Taken from How Colleges Work (Birnbaum) Presidents have authority and a leadership position at an institution and report to a Board. As the higher education landscape becomes competitive, Boards become more involved in the operations of a school. <span style="COLOR: rgb(0,0,0)">Most outspoken critic of board/faculty tensions is Thorston Veblen. He wrote higher Learning in America and said “the university is conceived as a business dealing in the merchantable knowledge, placed under the governing hand of a captain of erudition, whose office it is to turn the means at hand to account for the largest feasible output.” <span style="COLOR: rgb(0,0,0)">40% of all boards are business people and usually support top-down management. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Faculty and administrators bring different experiences and satisfy different roles in an institution. Administration and management can become complex and faculty may have a hard time understanding the process of decision making or resource acquisition and allocations that are at the heart of many governance issues. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Joint Statement of Colleges and Universities ( <span style="COLOR: rgb(0,0,0)">1967) discusses how faculty and administration need to work together in governance issues of the institution. <span style="COLOR: rgb(0,0,0)">Higher educational institutions are very different interims of mission, vision, values, religious affiliation, and career preparation.

<span style="COLOR: rgb(0,0,0)">Corson identified two structures with an institution as being administration and faculty. <span style="COLOR: rgb(0,0,0)">Clarity and agreement on mission is considered a fundamental principal for establishing accountability. As colleges become fragmented (bigger, diverse) mission do not become clearer. Missions are articulated in terms of teaching, research, and service. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Power is the ability to produce change in others or to influence them in a way that matches one’s own preferences. <span style="COLOR: rgb(0,0,0)">5 kinds of power: coercive, reward, legitimate, referent and expert. <span style="COLOR: rgb(0,0,0)">Coercive – ability to punish <span style="COLOR: rgb(0,0,0)">Reward – ability to offer or promise rewards <span style="COLOR: rgb(0,0,0)">Legitimate – both parties agree to common code or standard <span style="COLOR: rgb(0,0,0)">Referent – willingness to be influenced by another <span style="COLOR: rgb(0,0,0)">Expert – one accepts the belief of another because of knowledge <span style="COLOR: rgb(0,0,0)">*Referent and expert power do not result in alienation - -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Colleges and universities rely on referent and expert power. Faculty is influenced by academic freedom and ethical behavior. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Institutional and Organizational Constraints <span style="COLOR: rgb(0,0,0)"> <span style="COLOR: rgb(0,0,0)">The dual system of authority, the expectation of participation as an element in shared authority, the linkages of faculty with groups external to the campus – these and related factors limit the influence of administrators. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">As schools become bigger, faculty lose power because of fragmentation. Administration loses power as outside sources such as government plays a larger role in education. <span style="COLOR: rgb(0,0,0)">The major force limiting institutional autonomy is the increased authority of the state. As the influence moves from campus to the state, presidents may find themselves becoming more like middle managers. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Institutional are more administratively centralized because of requirements to rational budgets, speak with a single voice to agencies, and to pass the judicial test of equitable treatment. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Organizations can be thought of as having three levels: technical (teaching, faculty), managerial (administration), and institutional (president, board). -Taken from How Colleges Work (Birnbaum) Faculty has been referred to as cosmopolitan or locals. The proportion of faculty comprising one group or another can have a major impact on the campus governance. <span style="COLOR: rgb(0,0,0)">Cosmopolitans – faculty with peers across the county or world who share their specialized scholarship interests. Locals – faculty whose major commitments are to their campuses. -Taken from How Colleges Work (Birnbaum)
 * Problems of Organization**

<span style="COLOR: rgb(0,0,0)"> Because faculty and administration try and work together for the benefit of a school, a leader may have award time find common ground among the two constituencies <span style="COLOR: rgb(0,0,0)">. 5 approaches to studying organizational leadership <span style="COLOR: rgb(0,0,0)"> 1. Trait theories – specific characteristics that contribute to a person’s ability to lead <span style="COLOR: rgb(0,0,0)"> 2. Power and influence theories – attempt to understand source and amount of power available to leaders and how they use it  <span style="COLOR: rgb(0,0,0)"> 3. Behavioral theories – studies leadership by examining patterns, roles, behaviors of leaders <span style="COLOR: rgb(0,0,0)"> 4. Contingency theories – emphasis the importance of situational factors such as the environment and its effects on leadership <span style="COLOR: rgb(0,0,0)"> 5. Symbolic and cultural theories – assumes that leadership is a social attribution that permits people to cognitively connect outcomes to causes - Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Social Exchange Theory – there is a reciprocal relationship where leaders provide needed services to a group in exchange for the group’s approval and compliance with leadership demands. This suggests that the effectiveness of the leader depends on fulfilling the expectations of followers by being a transactional or transformational leader. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">Role of leaders may be more symbolic. Presidents may have little influence or effect over outcomes when compared with other forces that affect the organization. <span style="COLOR: rgb(0,0,0)">Leaders then are people believed by followers to have cause events. Successful leaders are those that can separate themselves from organizational failures and associated themselves with organizational successes. -Taken from How Colleges Work (Birnbaum) <span style="COLOR: rgb(0,0,0)">SUMMARY <span style="COLOR: rgb(0,0,0)"> <span style="COLOR: rgb(0,0,0)">Organizational characteristics of academic institutions are so different from other organizations that traditional management theories do not apply to them. -Taken from How Colleges Work (Birnbaum)
 * The Problem of Leadership**

<span style="FONT-FAMILY: Georgia,serif">**Chapter 2- ALBIE**
Chapter 2: Robert Birnbaum, __How Colleges Work (Albie)__ This chapter begins by describing how colleges and universities operate as systems and how people act within them. The author uses a fictional institution named Huxley College with its president called Quincey Wagstaff. According to the author, a system is an organized whole that has two or more interdependent parts and is separated by a boundary from its environment. Systems are hierarchical. Systems are made up of smaller sub-systems that are comprised of larger systems. The author describes two different systems. One is relatively simple and one is relatively complex. The simple one is illustrated by a Pool System that represents a common past time hobby utilized people. The complex one illustrates a School System such as Huxley College. In the pool system once one initial hit is made it affects every other ball that it hits after the start of the play. The pool system has on major environmental input. It comes in the form of kinetic energy. In the school system there are two complex subsystems: The first is the technical subsystem. The technical subsystem has elements that turn inputs and outputs. The faculty, department chairs, academic freedom, and research turn the inputs such as students, money, equipment, prestige into outputs such as graduation, knowledge, and status. The second one is the administrative subsystem. This includes regulations, department budgets, the dean, and coordination of administrators. The Huxley College school system has many environmental inputs- which are the students. Once they enter Huxley and interact with faculty and staff and administrators they finally graduate or dropout and return to the environment as different “products”. The pool environment is a closed system. It has boundaries that limit the interactions that take place in an environment. The input is definable and controllable. The output soon disappears and does not reenergize the systems. The school system such as Huxley College is an open system. The boundaries are permeable-spongy or leaky. There are many interactions. The inputs are more complex because they deal with more people who have different ideas, resources, and involvement with other systems. The outputs do not disappear and return to the environment, perhaps as an input again. Both open and closed systems are different and have its unique features. Various subsystems interact by how they are connected or coupled. The coupling can either be a tight or loose coupling. Organizations are defined as a tightly or loose systems. Neither one is a best fit for one organization or another. It depends on the behavior of the university or system. Loose coupling often refers to a connection in a system that is infrequent, weak, unimportant, or slow to respond. Loose coupling; however, allows organizations to be independent and specialize in an organizational system and respond to demands to develop subsystems. Loose coupling could be looked at as an adaptive device for the survival of an open system. Tight coupling occurs when the subsystems have many components in common and are important to the subsystems. When this happens, then changes in one element system should create obvious change somewhere in an other system. The School System at Huxley College has three major parts-the environment, administrative subsystems, and technical subsystems. Environments are changing quickly. They are becoming more diverse and unstable. Thus, colleges systems are responding to the perception of their environment. Institutions should respond to environments that have different social, economic, and political characteristics. Technologies differ in terms of complexity that have more elements and are interdependence. Therefore, different management structures can support the different levels in technologies. Due to environmental and technological differences there are various kinds of governance and management patterns. Stable environment and technology institution should use a closed system. Multifaceted environment with complex technology should use an open system. Circle Maps help institutions reflect on how systems are connected or coupled. Some circles are self-correcting and stabilized. The institution has relations among student enrollment, sense of community, and faculty morale. Some circle maps have two loops that shares elements that are tightly or loosely coupled. As administrators, looking at circle maps rather than situations in a linear perspective provides us with a better perspective and understanding of organizational dynamics particularly in open systems like Huxley College. Circle maps is a way to develop administrative thought to determine why cause and effect are problematic. Administrators with linear perspectives make rational decisions. Administrators with nonlinear perspectives are concerned with making sense. The differences between the nonlinear administrator who is modest in their assumption and expectation will be discussed in the next chapters.

**Chapter 5 - the Bureaucratic Institution: Rationalizing Structure and Decision making**
The example of a bureaucratic institution used in Chapter 5 is People’s College. People’s college is a two –year public with a mission “emphasizing access, low cost, career preparations, and meeting community needs.” – Taken from Birnbaum page 105 The college is a commuter campus with students leaving after class. Students come to People for the education not the activities. When one looks at an organizational chart, the more people in more administrative positions with a great deal of reports between the leader and those who do the work are usually large institutions. “Bureaucracy –the type of organization designed to accomplish large-scale administrative tasks by systematically coordinating work of many individuals.” – Taken from Birnbaum page 107 See page 108 for organizational chart of People’s Community College – not many reports between the works and the president (2 levels) Communication is usually better when there are fewer levels between the top and bottom in organizations. Rules and regulations are prevalent in a bureaucracy and each office subscribes to a set. People have job descriptions. People’s has a merit based promotion system for career advancement and is engaged in the Strategic planning process. Page 115 shows the relationship between superior and subordinates at People’s CC. The superior gives directives to which the subordinate accomplishes and then reports to the superior on. Taken from Birnbaum page 115 Standard Operating Procedures (SOP) – are directives given to subordinates that become daily tasks. “In general, public institutions are likely to be more bureaucratic that independent institutions because they are often embedded in bureaucratic systems of local and state government.” Taken from Birnbaum page 119 The administration at People’s is very strong and has more power than the faculty. Loose and tight coupling at institutions - People’s is loosely coupled compared to the business world. “The close alignment between management structure and institutional production at people’s is possible because of the technical subsystem and the environment.” Taken from Birnbaum page 121 Leaders coordinate the efforts of those they supervise. Power that is legitimate is good for the organization because people buy into the rules and regulations put forth by the institution and thus the leader. The president of People’s has legitimate power. Leaders with legitimate power empower others in the organization to do the work and mission of the school. With legitimate power, those in subordinate roles accept the task assigned and complete their work. This acceptance by the worker has been called the “zone of indifference.”

=<span style="COLOR: rgb(22,17,121); FONT-FAMILY: Georgia,serif">Reframing Organizations =

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Business leadership gone astray: 1. Home Depot: Nardelli was the command and control type of CEO leader who created excellent numbers for Home Depot, but rates declined sharply with customer satisfaction and employee morale; in the end, he ended up resigning from his position once he terribly upset his shareholders, customers, and board in a 37 minute meeting in which he dodged all complaints and cut people off. Nardelli was a victim of the common affliction “seeing an incomplete or misinterpreting important signals.” (page 4) 2. Enron: Skilling and Lay were leaders that created and concentrated on building the “World’s Leading Company” – they misread their world and had no clue that they were actually destroying the company they loved 3. Hurricane Katrina: Secretary of Homeland Security told reporters he “had no reports” of the injustices done to so many poor and black residence that viewers were witnessing on CNN – if he would have turned on CNN, he would have had more information than what his advisors gave him Cluelessness brought all three of these leaders done. Cluelessness is when smart people act dumb. It’s the “self-destructive intelligence syndrome.” Reframing is sizing things up. Think about situations in more than one way to help solve problems and run businesses. There are FOUR frames: structural, human resources, political, and symbolic. Page 8: · Hogan, Curphy, and Hogan (1994) estimate that the skills of one-half to three-quarters of American managers are inadequate for the demands of their jobs. But most probably don’t realize it: Kruger and Dunning (1999) found that the more incompetent people are, the more they overestimate their performance, partly because they don’t know what good performance looks like. · About half of the high-profile senior executives companies hire fail within two years, according to a 2006 study (Burns and Kiley, 2007). · In 2003, the United States was again the world’s strongest economy, yet corporate America set a new record for failure within two of history’s top three bankruptcies –WorldCom at $104 billion and Conseco at $61 billion. Charan and Useem (2002) trace such failures to a single source: “managerial error”. When managers cannot solve problems, they hire consultants. Consultants badger elected officials to do something about our “ills” (such as housing, health care, schools) so when the government steps in to create policies, they often end up distorting the policy maker’s intentions. Page 11 Frames are referred to in the book with various metaphors such as windows, maps, lenses, etc. Frames are a mental model, or set of ideas and assumptions, you carry in your head to help you understand and negotiate a particular “territory”. A good frame makes it easier to know what you are up against and, ultimately, what you can do about it. Frames are vital because organizations don’t come with computerized navigation systems to guide you turn-by-turn to your destination. Instead, managers need to develop and carry accurate maps in their heads. ReFraming is necessary to get out of the usual way we solve problems and think. It’s breaking our normal way of thinking and dealing with situations. The scenario used in the book: a robber comes in with a gun and points it at the teenager at the table, demanding money. Instead of handing over the money, the woman of the house reframes and offers the robber a glass of wine. In the end, the robber leaves with another glass of wine and leaves the crystal glass in the ally unbroken. No money is stolen, and no harm is done. (Cristina “Cha-Cha” Rowan) This scenario is shifting the point of view. Four Frames: Metaphor Central Concepts Image of Leadership September 11th was so disastrous to us because we had never experienced something like that before. The book suggests that we are used to “white swans” and we need to be ready for “black swans” so we are ready for the unexpected. We must use our imaginations to be ready for the unexpected.
 * Chapter 1: The Power of Reframing **
 * Dilbert Principle: “the most ineffective workers are systematically moved to the place where they can do the least damage –management.” **
 * Structural || Factory or machine || Rules, roles, goals, policies, technology, environment || Social architecture ||
 * Human Resource || Family || Needs, skills, relationships || Empowerment ||
 * Political || Jungle || Power, conflict, competition, organizational politics || Advocacy and political savvy ||
 * Symbolic || Carnival || Culture, meaning, metaphor, ritual, heroes || Inspiration ||

Simple Ideas, Complex Organizations This chapter lists several scenarios such as 911 and Enron, listing how a major breakdown in communication can cause everlasting effects in our global economy. There are three common fallacies in explaining organizational problems: 1) Blaming people (most common) People enjoy pinpointing the culprit   2)  Blaming the bureaucracy - Things often go haywire because organization are stifled by rules and red tape or because a lack of clear goals and roles creates chaos 3) Thirsting for Power – Executive or directors of change are often more interested in getting rich and expanding their turf than in advancing the company’s best interests.  Sources of Ambiguity  “At home, you flip a switch and the light goes on. In an organization, you flip the switch and nothing happens – or a toilet may flush in a distant building. You are still in the dare, and the user of the toilet is unpleasantly surprised. To understand what is doing on, you need to **master the system’s causality**”  “Because organizations are complex, surprising, deceptive, and ambiguous, they are formidably difficult to comprehend and manage. Narrow, oversimplified perspectives become fallacies that cloud rather than illuminate managerial action.  <span style="FONT-FAMILY: Georgia,serif">   Bolman, Lee G., & Deal, T.E. (2008). //Reframing Organizations//    (Fourth Edition). San Francisco: Jossey Bass. Organizational Studies M.S. Granovetter, “Economic Action and Social Structure: The Problem of Social Embeddedness,” American Journal of Sociology, 1985, 91(3), 481-510 Central question: “How behavior and institutions are affected by social relations?” Argues that classical economic perspectives are undersocialized and that academic decisions are impacted by their relationships with others and that relationships trump structure. Interpersonal dynamics Questions about relationships that haunt managers: Argyris and Schon’s Theories for Action-argue that individual behavior is controlled by personl theories of action: Model I: self-protective model of interpersonal behavior Model II: Advocacy and Inquiry Model Perils of Self-Protection—when managers feel vulnerable, they revert to self-protection Salovey and Mayer’s Emotional Intelligence-awareness of self and other and the ability to handle emotions and relationships & perceive accurately, understand, and appraise others’ emotions could respond more flexibly to changes in their social environments Daniel Goleman, Emotional Intelligence (New York: Bantam, 1995) Management Styles Personality/management styles-tools such as MBTI (Myers-Briggs) Groups and Teams in Organizations Informal Roles Informal Group Norms Informal Networks in Groups Interpersonal Conflict in Groups Leadership and Decision Making in Groups
 * We are not sure what the problem is
 * We are not sure what is really happening
 * We are not sure what we want
 * We do not have the resources we need
 * We are not sure who is supposed to do what
 * We are not sure how to get what we want
 * We are not sure how to determine if we have succeeded
 * Chapter 8: Interpersonal and Group Dynamics (Blake) **
 * 165— ** Case Study: Annee Barreta-Case study about female, Hispanic woman who experienced conflict with lateral counterpart, Harry. They disagreed about how to handle the inappropriate comments of her direct report, Mark. The case was used thoughout the chapter to highlight various concepts.
 * What is really happening in this relationship?
 * What motives are behind other people’s behavior?
 * What can I do about it?
 * Espoused theories ** are people’s accounts when they try to predict their behavior and **theories-of-use** guide what people actually do.

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Chapter 8 – Bolman and Deal <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Interpersonal competence is a basic managerial skill. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Argyris and Schon’s Theories for Action: <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Espoused theories – accounts individuals provide whenever they try to describe, explain, or predict their behavior <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Theories in Use – guide what people actually do – set of rules of how to behave <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Managers typically see themselves as more rational, open, concerned for others, and democratic than they are seen by their colleagues.

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Model 1: an organization is a dangerous place where you have to look out for yourself or someone else will do you in (in this model there is a lot of blame – it’s not me, it’s you) <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Model 2: emphasizes integration of advocacy and inquiry (understanding others’ thoughts and feelings) <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Daniel Goleman wrote //Emotional Intelligence// – he believes that EI rather than intellectual abilities accounts for most of the variance in effectiveness among managers (especially at the senior level) He believes that managers with high IQ but low EI are a danger to themselves and others. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">There have been many studies examining leadership in the work setting. Two dimensions of interpersonal style were examined: consideration (how much a manager shows concern for and sensitivity to people) and initiating structure (to what degree a manager actively structures subordinate’s activity). Overall, more effective supervisors are high on both consideration and structure. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Myers-Briggs Type Indicator assesses four dimensions – each style has its own strengths and weaknesses and relationships can be less confusing if individuals can understand and appreciate their own style and the styles of others. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Groups in the work force have both assets and liabilities. Groups have more knowledge, diversity of perspective, time, and energy than individuals working alone. Groups improve communication and increase acceptance of decisions. Negatively, groups may overrespond to social pressure, bog down in inefficiency, or let personal agendas get in the way. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Four central issues in group process: <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Informal Roles – every work group needs a structure of task roles so members understand who is going to do what (there is no formal role outlined by a title and a job description as in the structural frame) <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Informal Norms – every group needs informal rules to live by – norms that govern how the group functions and how members conduct themselves; informal networks - patterns of who relates to whom <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Interpersonal Conflict – most groups encounter conflict through differing goals, perceptions, preferences, etc. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> Strategies to reduce conflict: develop skills; agree on the basics; search for common interests; experiment; doubt your infallibility; treat differences as a group responsibility <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Leadership and Decision Making – leadership helps groups develop a shared sense of direction and commitment; manage relationships with constituents; groups can switch leaders based on the situation – they should ask, “Who is best to lead in this situation?” Good leaders are sensitive to both the task and process – they enlist others actively in managing both. Effective leaders help group members communicate and work together, while less effective leaders try to dominate and get their own ideas accepted.
 * <span style="FONT-FAMILY: Georgia,serif"> **

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Chapter 15: Integrating Frames for Effective Practice (Blake) ** “Harmonizing the frames, and crafting inventive responses to new circumstances, is essential to both management and leadership.” (pg. 312, 2nd ¶)
 * Bolman, Lee G., & Deal, T.E. (2008). //Reframing Organizations// <span style="COLOR: rgb(53,69,81)">   (Fourth Edition). San Francisco: Jossey Bass.  <span style="FONT-SIZE: 10pt; COLOR: rgb(53,69,81); LINE-HEIGHT: 115%; FONT-FAMILY: Optima">
 * This chapter considers the frames in combination: **
 * How do you choose a way to frame an event?
 * How do you integrate multiple lenses in the same situation?

// Life As Mangers Know It--The Turbulent World of Mangers—Reconciling the actual work of managers with the heroic imagery. //
==<span style="FONT-WEIGHT: normal; FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-STYLE: normal; FONT-FAMILY: Symbol">· __<span style="FONT-WEIGHT: normal; FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-STYLE: normal; FONT-FAMILY: 'Calibri','sans-serif'">Image of Managers: __<span style="FONT-WEIGHT: normal; FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-STYLE: normal; FONT-FAMILY: 'Calibri','sans-serif'"> The mythical ideal of managers presents the idea that they are rational men and women who plan, organize, coordinate, and control activities of subordinates (unruffled and well organized, with clean desks, power suits, and sophisticated information systems: “super managers”. ==
 * __Reality:__ if you watch managers work, it is a hectic life, shifting from one situation to another. “decisions emerge from a fluid, swirling vortex of conversations, meetings, and memos.” (pg. 312, 4th ¶**).**
 * Information overload provides detail of last year and last month but fails to answer the important question: what to do next? “Managers operate largely on the basis of intuition, drawing on firsthand observations, hunches, and judgment derived from experience” (pg. 313, 1st ¶).
 * Executives are not comfortable with the recognition that actual work does not meet the image. They believe that if they were rally good managers, they seem to feel, they would be in control, desks clean, and operations smooth. “Managers want to solve problems and make decisions. But when problems are ill defined an options murky, control s an illusion and rationality an afterthought.” (pg. 313, 3rd ¶).

// Across Frames: Organizations As Multiple Realities //

 * Happenings and events can be interpreted in a number of ways. Exhibit 15.1 (pg 14-15) examines processes through four lenses.
 * Any event can be framed in several ways and serve multiple purposes. “Multiple realities produce confusion and conflict as individuals look at the same event through different lenses.” (p g. 313, 4th ¶). The chapter offers and example of how people view the world through different lenses: Doctor fights order to quit Maine island.

// Matching Frames to Situations //
In a given situation, on cognitive map may be more helpful than others. “Choosing a frame to size things up, or understanding others’ perspectives, involves a combination of analysis, intuition, and artistry.” (p g. 317, 2nd ¶). Exhibit 15.2 (pg. 317) poses questions to __facilitate analysis__ **and** __stimulate intuition__ **as well as suggest conditions under which each way of thinking is most effective. These questions are no substitute for judgment and intuition in deciding how o size up or respond to a situation but they can guide and augment the process of choosing the most promising course of action. (pgs. 318-319 explain chart in narrative form.)**
 * A rational process focused on gathering and analyzing information may be exactly what is needed.
 * Other times, developing commitment or building a power base may be more critical.
 * During great stress decision process may become a form of ritual that brings comfort and support.
 * //Are commitment and motivation essential to success?//
 * // Is the technical quality important? //
 * // Are ambiguity and uncertainty high? //
 * // Are conflict and scarce resources significant? //
 * // Are you working from the bottom up? //

// Effective Managers and Organizations //
1) Does the ability to use multiple frames actually help mangers decipher events and determine alternative ways to respond?  2)  If so, how are the frames embedded and integrated in everyday situations? Organizational Excellence · Three influential guides to organizational excellence: o //In Search of Excellence// (Peters and Waterman, 1982)—Explore the question, “What do high-performing corporations have in common?” They explored over 60 large companies in six major industries. o //Built to Last// (Collins and Porras, 1994)—Studied “visionary” companies but included a comparison group (missing in Peters and Waterman) by matching each top performers with another company in the same industry with comparable industry. o //From Good to Great// (Collins, 2001)—used a comparative approach similar to Collins and Porras but focused on another criterion for success. He compared companies that had a breakthrough with another company that remained ordinary. · Each of the three studies identified seven or eight critical characteristics of excellent companies, similar in some respects and distinct in others. (Exhibit 15.3-pg. 322.) · All three studies produced three-frame models. None of the characteristics of excellence are political. Infighting and backbiting are less visible on winning teams. Effective Senior Manager o //The General Managers// (Kotter, 1982)—15 corporate general managers in an organization with at least 700 employees. o //Managing Public Policy// (Lynn, 1987)—analyzed five sub-cabinet level executives in the US government. o //Real Managers// (Luthans, Yodgetts, and Rosenkrantz, 1988)—studied a longer yet less elite sample for 450 managers at a variety of levels and examined the day-to-day activities and reported how those activities related to success and effectiveness. **
 * · Three Studies of Managerial Work:

// Managers’ Frame Preferences //
Summary: The image of firm control and crisp precision often attributed to mangers has little relevance to the messy world of complexity, conflict, and uncertainty they inhabit. They need multiple frames to service. They need to understand that any event or process can serve several purposes and that participants are often operating from different views of reality. Managers need a diagnostic map that helps them assess which lenses are likely to be salient and helpful in a given situation.
 * Frame preference influences leadership effectiveness.
 * The ability to use multiple frames was a consistent correlate of effectiveness.
 * Effectiveness as a manager **was particularly associated with the** structural frame**, whereas the symbolic and political frames tended to be the primary determinants of effectiveness as a** leader.
 * Bensimone (1989, 1990) Multiframe presidents were viewed as more effective than presidets wedded to a single frame. In her sample, more than a third of the president used only one frame. Single-framed presidents tended to be less experienced, relying mainly on structural or human resource perspectives. Presidents who relied solely on structural frame were viewed as particularly ineffective.

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** Chapter 16 Reframing in Action ** ** Opportunities and Perils pages 327-340 ** ** Summary prepared by Kelley Moran ** Cindy Marshall transferred & promoted within the company to a new location, first day on the job as a manager of customer service department with a reputation for slow, substandard service. Management credits your predecessor (Bill Howard) with the current state of the department. He also hired most of the workers. Bill will be there for one week to help with orientation. Frosty greeting from department secretary upon arrival. Enters her office to find Bill behind her desk talking with 3 other staff members. Cindy says hello and receives the following reply from Bill, “Didn’t the secretary tell you that we’re in a meeting right now? If you’ll wait outside, I’ll be able to see you in about an hour.” The scenario carries with it the perspective of male arrogance and condescension in relating to women- similar to the case in Chapter 8. If Cindy is not prepared she may feel trapped and powerless, or forced into a rash and regrettable response in which Bill Howard will control the situation. The chapter talks about how Cindy can use reframing through the various lenses to gain control and respect and provides scenarios as to how failing to reframe appropriately may result in undermining her credibility and authority as well as lead to strained relations in the future. If you are having a hard time understanding the idea of reframing from different perspectives (structural, human resource, political, or symbolic) just take a few minutes and read the scenarios and comments and see how the tone and mood of conversation changes with different responses from Cindy. The big take home message is you should be prepared before entering a situation and run through/practice your responses to what you might expect as responses from your audience, particularly when entering a potentially hostile environment. If you practice the scenarios ahead of time you may be able to control the situation or at least neutralize it. If you are not prepared, things can turn bad quickly and you may not get another chance. Spur imagination and generate new insights and options. Guide interaction in high-stakes circumstances. Examining from multiple vantage points- allows examination of situation when things don’t make sense. Ignoring everything outside rational scope of tasks, procedures, policies, and organizational charts. Overestimate the power of authority and underestimate the authority of power Can lead to irrational neglect of human, political, and cultural variables crucial to effective action. Falsely cling to romanticized view that everyone hungers for human growth and collaboration Neglect structure and realities of conflict and scarcity. Can become cynical and self-fulfilling prophecy, reinforcing conflict and mistrust while sacrificing opportunities for open discourse, collaboration, and hope. Often interpreted as amoral, scheming, and oblivious to the common good. Concepts are elusive, effectiveness depends on the artistry of the user. Sometimes mere fluff or camouflage, the tools of a scoundrel who seeks to manipulate the unsuspecting, or an awkward attempt that embarrasses more than energizes people at work.
 * Case Scenario: **
 * Benefits and Risks of Reframing: **
 * Overall Benefits: **
 * Risks: **
 * Structural Frame: **
 * Human Resource Frame: **
 * Political Frame: **
 * Symbolic Frame: **

Chapter 5 - BLAKE
Chapter 5: Organizing Groups and Teams (Blake) This chapter explores the structural features of small groups or teams and show how restructuring can improve group performance. Contextual variables Complex tasks present challenges different from simpler ones. Some Fundamental Team Configurations · Team sports (top down team manager) are helpful analogies to clarify teamwork patterns of interaction. Social architecture is thus remarkably different for baseball, football, and basketball. · Baseball “loosely integrated confederacy” Individual efforts are mostly independent, seldom involving more than two or three players at a time. Loose connections minimize the need for synchronization among the various positions. “Essentially lonely game”. · Football—players perform in close proximity-hear, see, and touch one another with tight connections among parts. Unlike baseball, football requires intricate strategy and tightly meshed execution. · Basketball—Play in even closer proximity to one another than football players. Each player depends on the performance of others. Like improvisational jazz. Everyone is on the more, often in an emergency pattern rather than a predetermined course. Structural profiles of successful teams at work depend on the game—on what a team is trying to do. Appropriate team structure can vary. Katzenbach and Smith highlight six distinguishing characteristics of high-quality teams: High performing teams: 1) shape purpose in response to a demand or an opportunity placed in their path, usually by higher management.  2)  Translate common purpose into specific, measurable performance goals 3) Are of manageable size  4)  Develop the right mix of expertise 5) Develop a common commitment to working relationships  6)  Members hold themselves collectively accountable · Manage themselves · Assign jobs to members · Plan and schedule work make production or service related decisions · Take action to remedy problems Summary:
 * Bolman, Lee G., & Deal, T.E. (2008). **//** Reframing Organizations **// <span style="FONT-SIZE: 10pt; COLOR: rgb(53,69,81); FONT-FAMILY: Optima">(Fourth Edition). San Francisco: Jossey Bass.
 * Task and Linkages in Small Groups **
 * Groups must develop a structure that maximizes individual’s contributions while minimizing the problems that often plague small groups. Key to group structure: the work to be done.
 * Tasks vary in clarity, predictability, and stability
 * Simpler tasks align with basic structures—clearly defined roles, elementary forms f interdependence, and coordination by plan or command.
 * More complicated projects generally require more complex forms: flexible roles, reciprocal give-and-take, and synchronization through lateral dealings and communal feedback.
 * Group Structure consideration of pertinent contextual variables:
 * What is the goal?
 * What needs to be done?
 * Who should do what?
 * How should we make decisions?
 * Who is in charge?
 * How do we coordinate efforts?
 * What do members care about?
 * Special skills/talents of group members?
 * High percentage of time spent in working groups
 * 5 member teams (diagrams):
 * One boss arrangement; one person has authority over others
 * Two individuals with authority over different areas (under the boss)
 * Simple Hierarchy: middle manager who reports to the bass and supervises and communicates with the others
 * Circle network: information and decisions flow sequentially from one group member to another.
 * All channel (star) Network: Similar to Helgesen’s web of inclusion.
 * Multiple connections so that each person can talk to anyone else.
 * Works well if a task is amorphous or complicated (can be slow and inefficient for simpler tasks.
 * Teamwork and Interdependence **
 * Determinants of Successful Teamwork **
 * Team Structure and Top Performance **
 * Self-Managing Teams: Structure of the Future **
 * Organic management from the bottom-up
 * Self-managing work teams have been defined as groups f employees with the following characteristics:
 * Evidence suggest that self-directed teams often produce better results.
 * Every group evolves a structure as its members work together but the design may help or hinder effectiveness.
 * Conscious attention to structure and roles can make all the difference in performance.
 * A team structure emphasizing hierarchy and top-down control tends to work well for simple, stable tasks.
 * As work is more complex with a more turbulent environment, structure must develop more multifaceted and lateral forms of communication

Bolman, Lee G., & T.E. (2008). //Reframing Organizations// (Fourth Edition). San Fransisco: Jossey Bass. Chapter Opening Example: FEMA (created in 1979 by President Jimmy Carter) has faced restructuring. FEMA blended various groups together to combine forces to assist in hurricane, flood, and earthquake relief. In 1993, James Lee Witt, restructured FEMA to remake the agency into an integrated organization capable of delivering the goods when disaster struck. The agency was in charge of “preparing for” rather than just responding to national tragedies. FEMA successfully responded to earthquakes in Seattle and California. After September 11th, terrorism, not just national disaster struck. FEMA was restructured into a new agency, the Department of Homeland Security, headed by Tom Ridge. The goal was to stop terrorism. FEMA now had another reporting level and the funding for disaster relief was vulnerable because of the focus on terrorism. The flaws were seen during Hurricane Katrina. It was evident that the restructuring plan did not work and FEMA, and its head, Michael Brown, were blamed. “Reorganizing, or restructuring, is a powerful but high-risk approach to improvement.” (page 73) **Mintzberg’s Fives** – design model that clusters various functions into groupings and showing their relative size and clout in response to different missions and external challenges. See page 79 for visual of Mintzberg’s Fives. · Operating Core – this is at the bottom of the model – it consists of people who perform essential work – workers who produce or provide resources for the operators (examples: teachers, assembly-line workers) · Administrative Component – located above the Operating Core – it consists of managers who supervise, coordinate, and provide resources (examples of middle management: school principals, factory foremen). Above the Administrative Component is the Strategic Apex – senior management (examples: superintendents and school boards, board of directors and senior executives in corporations) · Technostructure – sits alongside the administrative component – houses specialists, technicians, and analysts who measure and inspect outputs and procedures (examples: auditing departments, accounting, quality control) · Support Staff – performs tasks that support the work of others in the organization (examples in the school setting: nurses, secretaries, food service workers, custodians, bus drivers) From this blueprint, Mintzberg created **five structural configurations: simple structure, machine bureaucracy, professional bureaucracy, divisionalized form, and adhocracy.** · Simple structure – usually only operates with two levels: the strategic apex and operating level. These businesses are like Ma and Pop organizations, but the boss can be too close to the operating that he/she gets easily distracted by the day-to-day tasks and overlooks the bigger picture. Growing businesses may move to the next two-three structures. · Machine Bureaucracy – McDonald’s is a good example because decisions are made at the apex level, with control also conducted by the managers, and day-to-day duties run by large support staff and technostructure. One problem arises in control between local managers and headquarters. Headquarters conducts business based on numbers/data, while the local managers feel they know the local market. Similarly, efforts have been made to make teaching more of a machine bureaucracy in which teachers are the production workers. Teachers, however, see themselves as professionals who need sufficient autonomy to use their own judgment and experience. · Professional Bureaucracy – This category is where more teachers agree to be placed. The control relies heavily on professional training and indoctrination. A prof. bureaucracy responds slowly to external change. Struggles occur between the strategic apex and the operating core. The winner is often the professional because they are more tightly bond to their field than an institution. · Divisionalized Form – The bulk of the work is done in quasi-autonomous units. One risk is that headquarters may lose touch with operations. · Adhocracy – This is a loose, flexible, self-renewing organic form tied together through lateral means. This structure runs on inconsistencies and contradictions that create a balance between opposites that protects an organization from falling into an either-or trap. ü The environment shifts ü Technology changes ü Organizations grow ü Leadership changes 1. Citibank’s Back Room – Changed from a machine bureaucracy to a divisionalized form; rather than having all work flow through the same pipeline (so to speak), the new route would have smaller lines carrying different projects with their own supervising managers 2. Kodak’s Black-and-White Division – Kodak was in trouble with employee morale, high costs, competition, and declining customer satisfaction. It decided to reorganize into six flows with one of them being black-and-white film. The purpose of the restructuring was to cut-down waste and improve productivity and quality. The operating flow was the center of attention and managers were more like coaches and cheerleaders. 3. Beth Israel Hospital – The hospital had too many people monitoring the needs of patients. The restructuring allowed one nurse to be responsible for ALL the needs of the patient through developing a comprehensive plan and assembling a team to provide around-the-clock care. The primary nurse became a professional partner. Support staff were no longer responsible for cleaning one specific area (example: cleaning ALL the bedpans for ALL the patients; but instead, were assigned ALL the cleaning duties for ONE patient.)
 * Chapter 4: Structure and Restructuring (Jen) **
 * Why Restructure? **
 * Three Examples of Restructuring Success: **
 * In restructuring, there are more failures than successes. **

__Chapter 6-Statement on Gov’t of Colleges and Universities-__ by American Association of University of Professors-(AAUP) __ Chapter 9 __ The following are statements that provides structures and procedures that calls for a shared governance among board of trustees, administrators, faculty, and students. The statement was prepared in October, 1966 by the Council of AAUP. The call to action is to produce a joint effort in public and private colleges while making important decisions in academic policy. There are three reasons why colleges are producing a joint effort: 1. Colleges are less autonomous – legislative and executive governments are exerting authority on all levels 2. Regard for welfare of the institution 3. Increased capacity to solve educational problems through interdependence Higher education is very complex and has plenty of tasks to perform. The relationship between the administration, students, faculty and board needs to have adequate communication and work in a joint effort to make important decisions. The institutional goals are shaped by its history, and traditional developments. Every board wishes to have accomplishments. Every faculty seeks a higher standard of learning. Every administration works toward a strong mission. When an educational goal becomes established, it is the responsibility of the faculty to determine curriculum and procedures to drive student instruction. There may be bylaws, statutory provisions, or charters that influence accommodations. Operational goals should be clearly defined for everyone. Whenever there is a major change, everyone-staff, faculty, administration, and students should be involved prior to the final outcome. Effective long range plans should include everyone in the university. The board, president, and faculty should be involved in physical resource decisions. The board, president, and faculty should have a voice in short and long range budgeting. A joint effort must be made when an institution chooses a new president. The president should have the confidence of the board and faculty. Areas calling for joint efforts in internal operations: Whenever an individual speaks unofficially that member of the institution should have a guided policy. The board of trustees is the only one who can speak legally for the entire school. The governing board of an institution acts as the final institutional authority. The board helps to build and serve the needs of the community. The governing board entrusts the conduct of the president, the deans, and the research of the faculty. They also ensure the publication of codes, policies, and procedures. The board predicts and is responsible for the budget, endowment, and the operational capital funds. During ill-will crisis, the board should act as the champion and protect groups that have a vested interest in the educational institution. The president is the chief executive officer that is measured by his/her leadership. The main roles are to support, operate, and communicate well with the board and faculty to link together the academic community. The president should innovate and initiate. The president should also be innovative, persuade others of change, and be able to solve problems by infusing new life into departments. The president is the chief spokesman and should maintain a strong public understanding. The faculty responsibility is to the curriculum, instruction, and academic research in their discipline. Faculty should have a voice and be able to appoint, reappoint, promote, and dismiss peers, which is central to the educational policy. The faculty should also have an opportunity to determine salary increases. Faculty sets the requirements for the degrees offered in a course, determines when the requirements have been met, and authorizes the president and board to grant the degrees achieved. Faculty chairmen should be selected by department election or by appointment by members of the department or other departments. A chair should not have tenure in his/her office – faculty tenure is different. He should serve for a stated term and be reappointed. Faculty representatives should be selected by the faculty according to procedures determined by the faculty (these form agencies for faculty participation). Communication among faculty, administration, and governing boards in use are: ·  Circulation of memoranda and reports by committees ·  Joint ad hoc committees ·  Standing liaison committees ·  Membership of faculty members on administrative bodies ·  Membership of faculty members on administrative bodies Students have a responsibility to participate in their educational experience and to be involved on campuses. Students should know that their education is structured so that their learning is stimulating for them to be independent learners and be part of a larger society. Students should be given an opportunity to be heard in class without fear of retaliation, free to ask questions of the school’s policy and procedures, have the right to due process, and the right to hear speakers who participate on campus events.
 * Introduction **
 * Preliminary consideration **
 * Internal Operation **
 * 1) Framing and execution of long-range plans
 * 2) Decisions regarding existing or prospective physical resources
 * 3) Budgeting
 * External Operation **
 * The Governing Board **
 * The President **
 * The Faculty **
 * Student Status **

A team that works well together will help those in the organization who are average to advance. A team that works well together knows the role of the team and the individuals within the team. They all work toward a common goal. // Some Team Configurations // // Teamwork and Interdependence // Team sports help explain collaboration and communication in a team environment. // Determinants of Success // Structures need to be able to adapt quickly // Team Structure and Top Performance // “A team is a small umber of people with complementary skills, who are committed to common purpose, set of performance goals, and approach for which they hold themselves mutually accountable.” (Page 111) Characteristics of High Quality Teams: C for consults A for Approval I for informed R for responsibility O for out of the loop // Self-Managing Teams: Structure of the Future? // Some suggest that those teams that are self-managing perform better than team managed with a top-down approach. The example used is Saturn. They had a self-managing system in place from 1983 until a few years ago when the company started to follow rules like the parent company GMC. “Saturn created a work environment where people provide leadership for themselves and others. It is cooperation and self and team management that make Saturn tick. Problems are solved by people working together – they are not kicked upstairs for others to solve.” (Page 114)
 * Chapter 5 – Organizing Groups and Teams **
 * 1) One Boss Arrangement – in this model, one person has the authority over the others.
 * 2) Dual Authority – in this model, “two individuals are given authority over specific areas of the group’s work.” (page 104)
 * 3) Simple Hierarchy – in this model, there is a boss but a second level of management is added between the boss and the workers.
 * 4) Circle Network – in this model, employees pass information along to the next persons in the network chain. The workflow is circular.
 * 5) All Channel or Star Network – in this model, information flows freely, decisions require touching multiple bases, and moral is very high. (Page 105).
 * 1) Baseball – individuals make plays that contribute to the overall goal of the team. Players have a great distance between them in their positions. Players can be substituted and traded easily.
 * 2) Football – Players are very close to each other and come together to form cohesive units on offense, defense, and special teams. Players need to execute plays and work together. It’s harder to replace or trade players in football than baseball.
 * 3) Basketball - is the most cohesive sports team example. Players are extremely close on the court and work together as one team for offense and defense. Players have to anticipate what each others next move will be.
 * An example was the cohesiveness of Duke’s Women’s Basketball Team.
 * 1) High performing teams shape purpose in response to a demand or an opportunity placed in their paths.
 * 2)  High performing teams translate common purpose into specific, measurable, performance goals.
 * 3) High performing teams are of manageable size.
 * 4) High performing teams develop the right mix of expertise.
 * 5) High performing teams develop a common commitment to working relationships.
 * Responsibility charting involves CAIRO
 * 1) Members of high performing teams hold themselves collectively accountable. (page 111-112)

Chapter 9 – Bolman and Deal - Power, Conflict, and Coalition Political Frame Politics – viewed from the political frame, politics is the realistic process of making decisions and allocating resources in a context of scarcity and diversity interests – this view puts politics at the heart of decision making Power, Conflict, and Coalition Example: //Challenger’s// explosion - politics brought down the shuttle. Thiokol engineers pleaded with superiors and NASA to delay the launch due to icy conditions and frigid temperatures. The O-rings in the shuttle if frozen, would cause an explosion. The executives were reluctant to risk their billion dollar contract by halting the flight long enough to correct the flows (all politics). On the day of the launch, the O-rings failed almost immediately (as predicted by the engineers) and the flight was destroyed. The political frame views organizations as roiling arenas hosting ongoing contests of individual and group interests. Bolman and Deal give five propositions to summarize the perspective: 1.    Organizations are coalitions of assorted individuals and interest groups. 2.   Coalition members have enduring differences in values, beliefs, information, interests, and perceptions of reality. 3.   Most important decisions involve allocating scarce resources – who gets what. 4.   Scarce resources and enduring differences put conflict at the center of day-to-day dynamics and make power the most important asset. 5.   Goals and decisions emerge from bargaining and negotiation among competing stakeholders jockeying for their own interests. Bolman and Deal connect the above perspectives to the NASA tragedy. Political activity is more visible and dominant in difficult times (such as when enrollment is down). Power in organizations is the capacity to make things happen. Pfeffer defines power as “the potential ability to influence behavior, to change the course of events, to overcome resistance, and to get people to do things they would not otherwise do.” Scientists link power to dependency. Individuals and groups are interdependent. The political frame emphasizes that goals are not set at the top, but evolve through a process of negotiation and bargaining. The political frame views authority as only one among many forms of power. Sources of Power: ·  Position power (authority) ·  Control of rewards ·  Coercive power ·  Information and expertise ·  Reputation ·  Personal power ·  Alliances and networks ·  Access and control of agendas ·  Framing: control of meaning and symbols Distribution of Power: Overbounded system – power is highly concentrated and everything is tightly regulated – regulates politics with a firm hand Underbound system – power is diffuse and the system is loosely controlled – openly encourages conflict and power games

Chapter 10 – The Manager as Politician The chapter begins by talking about Bill Gates rise to fame and how he bought QDOS and resold it to IBM. He kept the licensing rights and became a millionaire. Microsoft hires Paul Martinez who has to deal with Dave Cutler who is a computer genius. Paul knew managing Dave would be difficult and used his power through “patience, persistence, and diplomacy” (page 216) to bring Cutler over to his side. Good leader bring people together and keep them together to build strong organizations. The manager as politician has four key skills: agenda setting, Mapping the political terrain, and bargaining and negotiating. (Page 214) When a leader sets the agenda, they know what they are going after and what they want the desired outcome to be. Warren Bennis was used as an example. He was a university president. Pichault cited four steps to developing ht political terrain: Political maps look at power and interest. See example 10.1 and 10.2. In networking and building coalitions, Kotter suggested four basic steps for exercising political influence: In bargaining and negotiating, two concepts presented were “creating value” and “claiming value”. In bargaining and negotiating win-win scenarios are created. Fisher and Ury talked about a “win-win” approach. In a “win-win” approach, you create value instead of claiming value. Their approach for a win-win discuss that people either use positional bargaining pr principled bargaining. They proposed four strategies for principles bargaining which are: Leaders should create a vision. “Burns concept of positive politics used Maslow’s theory of motivation and Kohlberg’s treatment of ethics. There will always be ethical issues and moral principles that are put to the test when you leading people. Examples are Enron and WorldCom. Four principles for moral judgments of leaders: mutuality, generality, openness, and caring. When money is involved moral judgment may be tempted to make unethical decisions. “An organization should take a moral stance. It can make its values clear, hold employees accountable, and validate the need for dialogue about ethical issues. (page 228)
 * Political Skills **
 * 1) Determine channels of informal communication.
 * 2) Identify agents of political influence.
 * 3) Analyze the possibilities for mobilizing internal and external players.
 * 4) Anticipate counterstrategies that other are likely to employ. (page 216)
 * 1) Identify relevant relationships
 * 2) Assess who might resist, why, and how strongly.
 * 3) Develop, whenever possible, links with potential opponents to facilitate communication, education, or negotiation.
 * 4) If step three fails, carefully select and implement wither more subtle or more forceful methods.
 * 1) Separate people from the problem.
 * 2) Focus on interests, not positions.
 * 3) Invent options for mutual gain instead of locking onto the first alternatives that comes to mind.
 * 4) Insist on objective criteria – standards of fairness for both substance and procedure. (page 222)
 * Morality and Politics **

<span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Birnbaum, R. (1988). //<span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">How Colleges Work. // <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">San Francisco <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">: Jossey Bass. <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> **<span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Chapter 4: The Collegial Institution Sharing Power and Values in Community of Equals pgs 85-104. (Kelley) ** <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Heritage <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> College  <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> is the college used in this case description. It is a 150 year old college that sits outside a large town. The student body consists of 1,150 students most of whom were from the top quarter of their high school classes, attend full time, and are the typical 18-21 year old students. They are required to live on campus unless they are “townies”. Many of the students are legacies. <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Most of the 74 faculty members have doctorates and remain current in their fields. There is no pressure for research. The President, Harold Henderson, is a former faculty member who left Heritage initially to pursue a Deanship for a similar institution. He was asked to “come home” by a unanimous search committee. His inauguration was a community celebration. <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Most of the faculty live near campus and regularly attend campus activities. They often invite students home for dinner. <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Heritage is a collegial system in which “emphasis is on consensus, shared power, common commitments and aspirations, and leadership that emphasizes consultation and collective responsibilities are clearly important factors at Heritage.” Pg 86. <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Status differences are deemphasized and people interact as equals- making the college a community of colleagues or scholars. <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">In this system all individuals have the right and opportunity for discussion and influence as issues come up. There is an emphasis on thoroughness and deliberation. It may take a long time for a decision to be reached. Unanimity is not required to reach a decision, just consensus and the opportunity for all to be heard. <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'"> <span style="FONT-SIZE: 11pt; COLOR: #354551; FONT-FAMILY: 'Georgia','serif'">Administration and faculty are there to serve the institution. Administrators are often members of the faculty so can be considered “amateurs”. They often return to faculty status after serving out a term. Leaders in this system are elected. “The boss has //primus inter pares//, or ‘first among equals’.”  Board members tend to be alumni. “Common backgrounds, continuing interaction, and a long tradition have made it possible for Heritage to develop a strong and coherent culture with distinctive symbols, rites, and myths.” Pg. 91. Heritage fosters the idea that increased interaction leads to increased liking. Exceptions occur when the interaction is i9nvoluntary, when there is an authority relationship between the persons, when one person engages in irritating behaviors, or when the organization has not been successful. Pg. 94. The social interactions at Heritage are guided by the idea that increased activities will result in increased interaction and improved attitudes. However, if an individual entering the system does not actively engage in activities or interactions, negative attitudes develop towards this individual and the individuals either chooses to leave or is asked to leave. Pg. 96. Informal norms guide interaction. Heritage can be viewed as a loosely coupled system. As a consequence, many suggestions and records are poorly documented and sometimes not followed through. There is a strong oral tradition in which the meaning or purpose is sometimes misinterpreted along the way. At times it makes the college appear inefficient. Effective leadership in a collegial system is guided by the following: 1. Live up to the Norms of the group 2. Conform to group expectations of leadership 3. Use established channels of communication 4. Do not give an order that will not be obeyed 5. Listen 6. Reduce status differences. 7. Encourage self control.

How Colleges Work, Birnbaum - Chapter 7 -**__ The Anarchical Institution __** <span style="FONT-SIZE: 14pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">Chapter 7’s fictitious institution is called Flagship University. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">Flagship has two undergraduate colleges, a graduate school, six professional schools and a research center. Its research support is top notch in the country. Of the 27,500 students, 2/3 are undergraduates. Almost all faculty have doctorates. Teaching loads are low. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">Here are some interesting characteristics that describe Flagship as an **Anarchical System**: <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">Faculty pays little attention to undergraduates. They pay more attention to their major courses in their department. Students live how and where they please. There is minimal student to faculty interaction outside the class instruction. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> The president at Flagship was nominated to the position by the trustees-search committee. President Franklin Foster served as a professor and dean at a professional school. <span style="FONT-FAMILY: 'Arial','sans-serif'"> Observers may look at Flagship as a slopping soccer field. Karl Weick described this type of anarchical institution as being chaotic or an unconventional soccer game. An anarchical institution can move forward with proper and abundant resources. <span style="FONT-FAMILY: 'Arial','sans-serif'"> Flagships have no goals or objectives. Everyone does what they wish. People are not rational and nonlinear systems are unpredictable. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">An organized anarchy can be good for the organization when leaders play a role in the process. The following statement describes Flagship’s anarchy, “Goals are vague, no one knows exactly how technology works, and decision-making processes are unclear” (Birnbaum, 1988, p. 154). This type of organized anarchy describes Flagships University’s characteristics and how difficult it is to understand how it works. <span style="FONT-FAMILY: 'Arial','sans-serif'"> At Flagship the goals are undefined with loose and changing ideas. The technology at Flagship is unclear with evidence to support student learning and achieved success. The faculty at Flagship attends meetings sporadically based on the topics and the demands of their schedules. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">An analogy of the garbage can ties together like a rope; the problems, solutions, and participants are all in one can. “Decision making becomes increasing difficult when irrelevant problems and solutions (garbage) become attached to choice opportunities” (Birnbaum, 1988, p. 162). <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> What makes President Foster effective is his integrity and dedication to his stakeholders. He is precise, articulate, and straightforward. The president at Flagship and most universities are influential people. College presidents are leaders who should be able to cope, with issues through their courage, responsibility, and decency. While some presidents try to convince people to change, President Foster tries to change people’s perceptions. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">Some effective traits that President Foster instilled in his work were: <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">Be **persistent** with ideas. Decisions can be made next month or next year. Always advance issues with different forums at various times. “It is one thing to get things done. It is another to make them last” (Kerr, 1963, p. 33). <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">Overall, as long as Flagship’s criterion is in dispute and the nonlinear systems are unpredictable, then it will continue to act as an organized anarchy. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Flagship’s characteristics **<span style="FONT-FAMILY: 'Arial','sans-serif'">:
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Leadership **<span style="FONT-FAMILY: 'Arial','sans-serif'">:
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Characteristics of organized anarchy **<span style="FONT-FAMILY: 'Arial','sans-serif'">:
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Flagships Choices described as Garbage-Can Decision Making **<span style="FONT-FAMILY: 'Arial','sans-serif'">:
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Effective Leadership in Anarchical Systems **<span style="FONT-FAMILY: 'Arial','sans-serif'">:
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Spend Time **<span style="FONT-FAMILY: 'Arial','sans-serif'"> with others when participating in decision making process. This way a president will know more about the issues and be present when the final decision is made.
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Exchange Status for Substance **<span style="FONT-FAMILY: 'Arial','sans-serif'">. At university institutions, there are many hierarchical influences between faculty, staff, and administrators. President Foster allows others to take credit as long as the programs that he requests are put into practice.
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Provide Garbage Cans. **<span style="FONT-FAMILY: 'Arial','sans-serif'">Whenever someone proposes an initiative there will always be a number of people who find unrelated problems or solutions. Therefore, create a greater number of choices or “garbage cans” in order for other people to keep their “garbage” away from the main person’s proposal. At Flagship, President Foster implements committees so that a group of people are free to think through considerations and make final recommendations themselves.