A Toolkit for Deans by Dianne Dorland

By Dianne Dorland

This ebook offers foundational techniques on occasions the place deans locate themselves while coping with up, coping with their friends and themselves, or coping with down. The case stories and eventualities are priceless for puzzling over difficulties or matters previously and for contemplating how different deans dealt with those events, no matter if the specifics or eventual resolutions are diverse. whereas there'll be transformations 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 on the market, each one case or situation presents situational insights. The case stories and situations signify more than a few reports from many deans and canopy numerous either private and non-private associations of other sizes and locations.

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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.

An important function of a dean is to grow the next generation of deans. Mentoring your associate deans is one way that you can foster growth and assure a strong succession. Encourage them to attend dean’s conferences and participate in opportunities such as workshops for leadership development. Mentoring responsibilities include discussing the role of a dean, talking about dress codes, acting professionally at events, speaking at functions, representing the university, or organizing events. Encourage your good associate deans to pursue opportunities for promotion commensurate with their talents.

Part of understanding the differences between colleges is recognizing the different levels of resources required for those who have accreditation requirements. It is also worthwhile to remember that we are frequently able to benchmark accreditation and resource allocation at other institutions and compare those statistics with our own. This information may be available through institutional data, national statistics, or peer networks involving deans or other colleagues. If a dean insists on requesting more resources than actually required for accreditation, or demanding an unrealistic proportion of the university budget, the trust of his or her peers may be lost.

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