By Dianne Dorland
This ebook presents foundational innovations on occasions the place deans locate themselves whilst handling up, coping with their friends and themselves, or coping with down. The case reviews and eventualities are beneficial for considering difficulties or concerns previously and for contemplating how different deans dealt with those events, whether the specifics or eventual resolutions are assorted. whereas there'll be variations in who's concerned, the activities they could take, the price of these activities, the results that may be completed, how activities are associated with results, and what details is offered, every one case or situation offers situational insights. The case experiences and eventualities symbolize a variety of studies from many deans and canopy quite a few either private and non-private associations of alternative sizes and locations.
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Extra resources for A Toolkit for Deans
This model allows the identification of the quality of a team’s interactions rather than the individual’s positions; teamwork promotes a more fulfilling process; leadership is evaluated by how the interdependent team works and communicates; and the process values honesty and shared ethics in seeking a common goal. In fact, shared leadership is a good predictor of team success. There are other benefits of a strong team of deans, such as defining unifying campus policy and providing peer sounding boards for each other.
Because you are responsible for the evaluation of your faculty, you want to develop clear guidelines and expectations for their work without being in conflict with university policies. You think this will be invaluable when promotion, tenure, or merit raise times come around and for the distribution of development funds. Because you value the importance of research, you want to create clear guidelines and consider how to communicate them to your faculty. This requires serious assessment of what is good research and how good teaching fits into the picture.
Dean Teagren examined previous institutional performance reviews and discovered that Mr. Latour had outstanding reviews for the past eight years from prior supervisors. The dean talked to Mr. Latour’s initial supervisor seeking clarification of his performance. The former supervisor indicated that Mr. Latour was a poor performer but that he had not wanted to document this, feeling that it would make him look bad as a supervisor. Dean Teagren developed a revised set of expectations for the office and carefully worked with all staff to make sure they understood the expected changes in their job functions.
A Toolkit for Deans by Dianne Dorland