'lIIrI-IIIIIIIIIIIIII I I I r “Ox “Dag-‘5“ LE . My ‘- f‘: it 5-8- d_ )‘ I. 117;: l l“: . .’ a j l This is to certify that the dissertation entitled AN ETHNOGRAPHIC STUDY OF THREE WOMEN DEANS: THEIR ROLE ENACTMENT AND ROLE PERCEPTION presented by Patricia Chapman Pulliam has been accepted towards fulfillment * b $ N‘ ofthe requirements for Doctoral mgfimh, Education/College and University Administration "”—i:>7n;zg4aif’EF§@¢a?€27 Major professor Datem U17 26/ [759 MSU is an Affirmative Action/Equal Opportunity Institution 0-12771 Ilslllglllll/lllllllll/ll z/ MSU RETURNING MATERIALS: Place in book drop to LlfikARjEs remove this checkout from 4—5- your record. FINES will be charged if book is returned after the date stamped below. , ,1 .12 ”mm #4.???) j . AN ETHNOGRAPHIC STUDY OF THREE WOMEN DEANS: THEIR ROLE ENACTMENT AND ROLE PERCEPTION BY Patricia Chapman Pulliam A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College and University Administration 1984 © Copyright by Patricia Chapman Pulliam 1984 ABSTRACT AN ETHNOGRAPHIC STUDY OF THREE WOMEN DEANS: THEIR ROLE ENACTMENT AND ROLE PERCEPTION by Patricia Chapman Pulliam Not enough is known about how women administrators fulfill their roles. This study used fieldwork methods to discover how women deans perceive and carry out their prescribed roles. The primary data gathering strategy was participant observation. Three deans, each at a different site- a public four year college, a two year private college and a four year private college— were observed by the researcher as they interacted with subordinates. Secondary sources were formal and informal interviews and analysis of a variety of documents including memos, minutes of meetings, college publications, reports, organizational charts and job descriptions. The significance of this study is that it gives a close—up view of the behavioral patterns of women administrators. The researcher discovered similar behavioral patterns with differences in specific behaviors. Overall, each Dean assumes nurturant, facilitative postures with her staff. Each encourages collaboration and consensus. I Patricia Chapman Pulliam Behaviors are focused on the outcomes each perceives to be in the best interest of the organization and the members of her staff. The researcher also discovered that the Deans view themselves as isolates in the administrative realm at their respective institutions. Environmental factors that have an impact on their role enactment are: l. The prevailing stereotypes that male peers have of women administrators 2. The administrative styles of superiors 3. The perceived status of the women's positions within the institution The Deans have responded to these factors by adopting a demeanor of competence and proficiency. They seek to create and maintain this image by: l. 2. Encouraging their staffs to set goals, focusing on tasks and processes to achieve positive outcomes. Avoiding the stereotyped emotional reactions- exuberance, anger hostility, etc.— and, at the same time, seeking to avoid the stereotyped image of the cold, domineering, and aggressive woman administrator. Maintaining Open lines of communication with their staffs without encouraging informal networks and relationships. Relationships with their staffs are more non—formal. Even when their interactions are not based on hierarchical relationships, they still are specifically related to their jobs. To the sources of my inspiration: Charles and Marian Chapman — my parents Yergan C. Pulliam - my husband and friend Ernest and Richard — my sons ii ACKNOWLEDGEMENTS My sincere appreciation is given for the contribution others made toward my efforts to complete this study. Although they were not subjects of the research, Dr. Marilyn Schlack, the subject of my pdlot study; and Dr. Chrystine Shack who granted an extended interview, both shared enough time and details about their professional experiences for me to realize how important it is to explore the stance of women administrators in higher education. Members of my guidance committee — Dr. Max Raines, chairperson; Dr. James Buschman, Dissertation Director; Dr. Marylee Davis, and Dr. Gordon Thomas - each offered supportive counsel for the synthesis of ideas and content. The three deans - my principal informants - and members of their staffs allowed me to enter their work space and very appropriately continued with their regular routine as though I was not there. Shirley West, a professional colleague who enrolled in a doctoral program at the same time as I, has been a good listener, confidant, proofreader, and travel companion as we drove miles together to and from campus. Richard Calkins, Raymond Boozer, and Cornelius Eringaard understood my plight as an employee and student. As my employers, they facilitated my accommodating both roles. iii Marinus Swets shared the advice and wisdom he had gained while completing his doctoral studies. The accomplishments of Martha Warfield who earned a PhD. while fulfilling multiple roles as college instructor, social worker, wife, mother and student; and of Maude Davis who earned a high school diploma as a senior citizen motivated me to continue when my roles as wife, mother, employee, and student were in conflict. Sandy lindhout, a: highly competent typist, worked many hours to bring the copy to completion. Yergan, my husband; and Richard and Ernest, my sons made many sacrifices yet remained patient and, more importantly, are still with me after the duration of the coursework and research. Marian and Charles Chapman, my parents, have always been there - at the right time, with the right words of encouragement. To all of you, I express my gratitude. iv TABLE OF CONTENTS CONTENT THE PROBLEM Introduction Purpose of the Study Statement of the Problem Equity as an Issue Effects of Underrepresentation Need for Study Significance of Study Background of Study Researcher's Background Entry Negotiations The Search for a Dean The Sites The Key Informants Research Assumptions Limitations of Study Research Questions Summary METHODOLOGY Introduction Data Collection Observation Interview Document Analysis Analysis Summary RELATED LITERATURE Introduction Etic and Emic Perspectives Symbolic Interactionism Organizational Communication Theory Role Theory Interpersonal Communication The Status of Women in Higher Education Administration The Managerial Traits and Behaviors of Women Administrators The Motivation and Success Factors of V PAGE \DQQO\U1¢~DJOJNI-' 23 25 25 27 28 29 31 32 32 34 35 37 41 46 53 Women Administrators in Higher Education Summary THE SETTING Introduction Baxter State College Claxton College Belmar College The Colleges and their Values Involvement Knowledge Adaptation Sociability Growth and Size Summary THE KEY INFORMANTS Introduction Dr. Jacquelyn King, Dean of Students Current Responsibilities Span of Control Position in the Hierarchy Professional History Accomplishments Obstacles Fears, Disillusionments and Aprrehensions Personal and Professional Growth Dr. Marian Clayton, Dean of Students Current Responsibilities Staff Position in Hierarchy Professional History Professional Activities Pain and Rejection The Isolation Dean Pamela Wesley, Dean of Academic Affairs Current Responsibilities Staff Position in Hierarchy Professional History Before Parenting Part-time Professional Career at Belmar Summary PRESENTATION OF THE FINDINGS Introduction Dean Jacquelyn King Planning and Organizing Evaluation Directing vi 57 59 61 61 64 65 67 67 75 76 78 78 83 85 85 85 87 88 88 89 92 96 98 100 100 101 102 102 103 106 110 111 111 112 112 113 113 114 114 116 120 121 121 124 129 A Typical Day Verbalizing Expectations Conducting Staff Meetings Interacting with Staff in Individual Meetings Processing Information Communicating through Informal Networks Enhancing Images Reacting to Male Stereotypes of Females Responding to Expectations of Superiors Managing Conflicts Dr. Marian Clayton Planning, Organizing, and Evaluating Directing A Typical Day Conducting Meetings Responding to Telephone Calls and Mail Contending with Male Stereotypes of Females Affirming Worth Managing Conflict Dean Pamela Wesley Planning and Organizing Directing Evaluating Conducting Meetings Format Interactions Content Perceptions of Meetings Personalizing Informal Network Managing through Formal Communication Channels Dealing with the Political Climate Managing Conflict Summary CONCLUSIONS Introduction Research Question I Research Question II Research Question III Implications for Practice and Further Research APPENDICES Appendix A - "The Student as Ethnographer — My Reflections" Appendix B - Questions for Formal Interviews Appendix C — Table III — Summary of Hours Spent on Site BIBLIOGRAPHY vii 129 131 134 138 139 145 153 157 161 162 170 170 177 177 178 193 194 201 205 206 206 207 209 211 211 212 216 218 220 225 227 228 233 235 239 239 247 251 254 260 266 269 LIST OF TABLES PAGE Table I Male-Female Ratio at Sites 15 Table II ‘ Number and Average Salaries of Selected Administrators in Higher Ed., 1976-77 49 Table III Summary of Hours Spent On Site 269 viii LIST OF FIGURES PAGE Figure I Women Employed in Predominately Male Jobs (1971-80) 49 ix CHAPTER ONE THE PROBLEM Introduction The fact that ED Personnel Director, Lois Hartman is the only woman to hold the t0p management spot in a Cabinet—level Department is testimony to the fact that management in both the public and private sectors is still largely the domain of men. Susan Feller Women's Concerns Spring, 1981 U. S. Dept. of Ed. The fact that Lois Hartman and other women in similar top positions in the work force each tends to be the only woman at that level in the organization is one of the results of a persistent and complex phenomenon pervasive in American society: men dominate and control the workforce. Consistent challenges from civil rights activists and proponents of the Women's Movement in the 1960's and 1970's have led to legislation and affirmative action programs to provide legal opportunities for protected classes - women, minorities and handicappers. One intent was to establish hiring policies and practices that would mean any qualified person who applied for a position would be considered for the job. One result is that during the past two decades, more members of protected classes have gained access to the levels of decision-making in administration and management 2 whidh determine vflm: can have access. A more significant result has been that equal Opportunity is more legal than actual. The phenomenon of male domination is still very evident in the administration of higher education. Too few women are in really visible positions as deans, vice-presidents, and presidents. It can be assumed, however, that those who are have experienced some degree of success and discouragement while develoPing a set of strategies to meet the challenges of developing careers in male oriented settings. More needs to be known about what these women have done 11) acquire and amintain their positions. Such information.ea cooperative arrangement with the Community Chest (United Way) Agency... I 105 left with five paid workers and one—hundred volunteer leaders. (p. 43) She also added: I was really enjoying what I was doing. It was like the Hartford and Chicago experiences woven together. (p. 43) The Saturday morning unrehearsed children's television show that Dr. Clayton had also implemented became the significant factor in her changing employment site: One child who participated was the daughter Of the President of Cla§ton College. The President s evidently was pleased with how his daughter was responding to the program. He came to the Community House and asked me to come talk to a human relations class. I did. Then I was asked to teach one summer. My response was that I had not been trained to teach. (p. 43) At this point, Dr. Clayton had not viewed herself as an educator. She did agree to teaCh a Human Relations Class. Later, she was advised by the President that if she would Obtain a Master's Degree, she would be eligible for a deanship. She received a Masters of Arts Degree from Michigan State University in Counseling and Guidance. Later she completed requirements for and received an Ed.S. from Western Michigan University in Administration - Student Personnel and a Ph.D. from the University of Michigan in Administration - Higher Education. Her additional training has included seminars in Management Of Objectives, Development and Fund Raising, Grantsmanship, Decision-Making, Assertive Training, Effective Executive Administration; Journalism through the Famous Writers School; Radio & T.V. Production and Writing 106 at the University Of Chicago; and additional studies at Garret Biblical Institute through NOrthwestern University Programming. Dr. Clayton has published the following. 1. Our Greatest Gift 2. Children's Religion 3. Articles in Michigan Advocate, Church Management, Michigan Personnel and Guidance Journal, The Congregationalist, Leadership .Attitudes, Visitor, Baby Talk, Journal Of Pastoral Care, International Journal of Religious Education. and. Journal Of Religious Education Association Of United States and Canada. In 1981, Dr. Clayton assumed a second profession as an ordained minister. She told the researcher her immediate career goal is to be a Vice-President of a college. Pain and Rejection Dr. Clayton's career aspirations were usually in conflict with what other persons thought they should be and were in conflict with what was expected of her as a minister's wife. During the interview, she recalled two early rejections that have had a major influence on her resolution to achieve as a professional. One was a high school experience: When I was in tenth grade, I went to the school's Dean Of Girls to express my desire to go to college so I could be like her. The dean refused to encourage me. She said I was not college material. (p. 36) 107 Dr. Clayton also pointed out to the researcher that tracking was very strongly adhered to in the high school, so she was not allowed to enroll in the college preparatory program. She did, however, feel strongly motivated to become a Dean of Girls: My feelings about the Dean were: If ever I become a Dean, I'll never discourage anyone. I was motivated to the point where I would never judge a student as college material, and I would never be too busy to talk when a student needed to. (p. 36) She continued: The Dean's reaction was a strong force - but painful. I believe I am an effective counselor more because of her reaction than because of what was in the textbooks. (p. 37) One effect of the behavior of the Dean of Girls was to cause Dr. Clayton to spend additional time studying after graduating from high school, so she could enter college: My family suffered during the Depression - going from a fine life to poverty. Going to college was not feasible financially. I wanted to be a Dean of Girls in a high school. I worked several jobs after high school and took additional high school courses to compensate for the subjects I had missed because I was not in the college prep program. I wanted to go to college. (p. 37) After she had enrolled in college, Dr. Clayton worked at a resort during the summers. She reported having worked her way through college: I used the skills I had learned in shorthand and typing from the commercial program in high school to work in Offices. At times I also worked in kitchens. (PP. 37-38) Rejection from the Dean of Girls, then, led to Dr. Clayton's having a resource for the employment she needed to fulfill her goal to become a Dean. 108 The second rejection earLy in her life was from her father: In twelfth grade, I auditioned for and became a part of two dance groups - The Rockettes and Jersey Bounce. Both of my parents objected. My father was strongly puritanical in his approach to life and to rearing his family. I danced. My father did purchase a ticket to watch a performance. He had not told me that he would. We never discussed his presence afterwards. (p. 36) She knew that her father had not approved of her behavior. Learning to manage in spite of disapproval was to become a necessary coping strategy for Dr. Clayton for most of her professional life. The first time was her completion Of studies at the seminary: Dr. Clayton: When it was time to apply for ordination, I stood in line. The Dean told me I could not be ordained because I was a woman. I remember that, that hurt. Researcher: What had the Dean assumed you had intended to be if you had studied at the seminary? Dr. Clayton: A good minister's wife or a Director of Christian Education. That's what was expected of women. (p. 38) Being a good minister's wife did not mean behaving professionally in the manner that Dr. Clayton did. When she went to Ohio with her husband, the Board of Trustees at her husband's church had not given approval for her working downtown as an administrative assistant. As she reported: I wasn't there to work with the women's groups, etc . He was fired and accepted a church in Wisconsin. He went to Wisconsin,- I stayed on. (p. 40) Since she had accepted the responsibility for the care Of an eleven-year old girl, Dr. Clayton remained in Ohio until 109 Spring so the girl could finish schooling. There was also time needed to gain the consent of the courts to take the girl out of the state. There was also another motive for Dr. Clayton: I could finish my church assignment. ...This would also let my husband's new church know how they would start out with me. (p. 40) Once, prior to moving to Wisconsin, Dr. Clayton had attempted to perform the role Of the "expected minister's wife". She reported, "I felt miserable". In Wisconsin, she attempted to assume a different role: While there I organized other ministers' wives into a study group. I worked with the Red Cross as a volunteer. (p. 40) The tenure of the role was short. Dr. Clayton started working in radio and television and as a director in LaGrange. In the meantime, she and her husband adopted the girl they had custody of and adopted a son. When she went to work, she took her son with her each day. In the meantime, her husband's ministry was terminated: I wasn't working in the church. My husband was released. He blamed me. (p. 41) When they moved to Michigan and she was working at the Community House, her husband was again fired. Dr. Clayton recalled: This time, I refused to move. I enjoyed what I was doing. I took a risk - he wanted to relocate; I refused to go. I went to belong to a different church, taking the children with me. (p. 43) Dr. Clayton was adamant in her refusal to move. Eventually, her husband decided to return to teaching - first in a high school, then at a four year college. He has 110 also earned a doctorate and currently has a full professorship. As she remarked: He now has his own church. ...I am still a member of the church I joined. He has brought together the things he enjoys — the ministry and teaching. (p- 44) In the meantime, Dr. Clayton's conflict between her professional behavior and her personal life style has also been resolved. The Isolation The researcher asked Dr. Clayton whether there had been friends of any kind as supporters - maybe other women she visited at coffee klatches. She commented that there has been a void in this part of her life: I used to belong to a bridge club. The women spent time talking about diapers and other such concerns. I seemed to have wanted more than that. I did work once with other professional women to set up a center for women. I ended up being disappointed and feelng used in a relationship I had expected to be more positive. Another relationship changed to a mentor/mentee relationship with me as the mentor. I realize now that I am using my participation in a vocal group to fill the void. (p. 50) There were no mentors for Dr. Clayton. She recalled that when she and her husband were in Chicago, she met Martha Snyder who was busy writing books and hosting radio shows: Dr. Clayton: I watched her receiving credit for what she was doing as a ministers wife instead of receiving criticism. I watched her with children and a home. (p. 41) Researcher: Did Mrs. Snyder know that she was an influence? Dr. Clayton: I never told her. I just watched. I guess I was afraid of another rejection. 111 Researcher: When you moved to Michigan, wasn't the mayor who involved you with the Community House a mentor? Dr. Clayton: I could not talk with him about how I felt. I think Of a mentor as one with whom there is two-way communication. I was looking for women. There were none. (p. 45) Dean Pamela Wesley Dean of Academic Affairs Current Responsibilities The job description for Dean Wesley's role as Dean of Academic Affairs at Belmar College cites her responsibilities as follows. Dean of Academic Affairs The Dean is the senior administrative Official responsible for the direction of the academic program; is executive head of the faculty and spokesperson for advocating their concerns and interests to the administration. Functions include but are not limited to academic ;p1anning, teaching, research, extension courses, academic advising, registration, library resources, coordinathmn Of interdepartmental affairs. The Dean reports to the President. The Dean is assigned to: Recommend to the President the hiring, reappointment and release Of faculty. Articulate educational policy. Assign and equip institutional facilities. Provide for the review and development of curriculum. Promote faculty development and insure means of evaluating faculty performance. 112 Oversee auxiliary programs: Evening School, Summer Sessions, Continuing Education, Cooperative Education. Serve as President's designee to faculty meetings, chair the Dean's Council and in concert with the President appoint appropriate ad hoc faculty committees. Represent Belmar in matters relating to faculty and curriculum. Coordinate all academic functions Of the institution with the Departmental chairpersons and faculty. Responsible for assigning faculty to teaching responsibilities to the best utilization of their expertise and welfare Of the student body. Staff Dean Wesley is directly responsible for the instructional division at Belmar. Her immediate and regular contact is with the five department chairpersons who, as faculty themselves, serve as the liaison between the faculty and the administration. Four of the chairpersons are male. She also coordinates the organization and activity of faculty committees and the faculty forum. Until December, 1983, she had had responsibility for the Learning Center and Registration. Those have been reassigned to the division Of student affairs. Position in Hierarchy Dean Wesley is one of four division heads who report directly to the President: 1. Academic Affairs 2. Administrative & Financial Affairs 113 3. Student Affairs 4. Development At the beginning of the study, Dean Wesley was the only one Of the four with the title Of Dean. The rest were referred to as Directors. By the end of the study, all four had been assigned the title Of Dean. Professional History When the researcher asked Dean Wesley for an appointment for an interview to discuss her career path, Dean Wesley replied: Just wait until you hear it. My career path is funny. Sometimes, students come to talk with me about my job. I remember one who came and told me later that when she made her report to the class, they laughed. They usually respond, 'Is that all?‘ (p. 19) The "funny" career path Dean Wesley has followed has had few steps that appear to have been in three distinct stages. Before Parenting In 1954, Dean Wesley was hired as an art supervisor in a small community in Southeastern Michigan. She had just graduated from college with a Bachelor's Degree Of Fine Arts, having majored in art education. The next year was spent in a small community in Western Michigan. During that time, she was an art supervisor for grades four through twelve. Her efforts resulted in the implementation of the school district's art program. The third year marked an unexpected shift in the direction of her professional activity. There were problems with millage renewal, so the district reorganized its 114 staff. This meant Dean Wesley could not be reassigned as an art supervisor. She was assigned to teach first grade. As she expressed her reaction to the researcher: I had had no training for first grade. I knew I wasn't qualified, so I gave 90 days notice and left. (p. 25) The termination Of her employment was the threshold for the second stage. Part—Time Professional For eleven years, Dean Wesley assumed a parent/professional role. Her primary responsibilities were rearing four children - all sons. She established a professional routine as a substitute teacher and tutor. The routine was compatible with her parenting role because it allowed flexibility in her use Of time. The tutoring tasks were arranged by the school district. Students were sent to persons like Dean Wesley for help. Students were tested and allowed to pass a class if they successfully completed an exam. Career at Belmar Dean Wesley began her tenure at Belmar as an instructor in 1967. She has been the Academic Dean for the past five years. For two years prior, 1976-1978, she was the chairperson of the Feundation Department. The department provides the program of study for the first year. Her appointment as Dean was not without some complication: When I applied for the deanship. I didn't get the position. A male received it. He was hired from outside the college. (p. 25-26) 115 Even though she did not receive the appointment, she had been involved in the selection process: A committee interviewed applicants from inside and decided to conduct an outside search. I chaired the outside search committee. (p. 26) The former dean left: When the Dean left, I became acting dean. NO one else submitted names to indicate an interest in the position. (p. 26) Consequently, Dean wesley became Dean. As she indicated, "I'm only the second dean at this institution." (p. 19) That role — being the second - has had special significance in the history of the institution. Until the current President the organizational structure was: President Faculty I Staff I Students According to Dean Wesley, the current President was charged by the Board of Trustees to bring the institution to the point. of ‘being’ an accredited. professional institution. (p. 26) Dean Wesley has had administrative resonsibility for the instructional process during this time. The researcher asked Dean Wesley how she learned to be a Dean: 116 I went to Dean's School - an intensive seminar sponsored by the American Council on Education (ACE). The seminar lasted for one week... They worked you very hard, morning, noon and night. There were simulations showing you how to participate in negotiations, conduct meetings and how to interact. It was a structured learning situation. (p. 26) When asked whether she would recommend the training program to aspirants for deanships, Dean Wesley pointed out: They no longer have it. It's too bad. Now they have shorter seminars - one for chairpersons and the dean. I took all the chairpersons once and studied with them. (p. 26) Dean Wesley was also asked about mentors. She pointed out that there have been none. She has, however, kept contact with the ACE participants she met at Dean's School. When asked about her career aspirations, Dean Wesley did not identify any particular positions she will seek to attain. At this time, she is questioning whether she should start a doctoral program. She has a Nbster's of Fine Arts Degree, the terminal degree for her professional subject area. Summary Dr. King As Dean of Students, Dr. King has a multi-faceted role. She is leader of a division with a span of twenty-seven positions, disciplinarian for students who infract rules, the advisor to Student Senate, a member of the welcoming force that greets parents and students at major events — some during the evenings and on weekends, and the Director Of Counseling — a unit in. her division. In the 117 administrative hierarchy she is one of six Deans and the only female Dean. During the past nineteen years, Dr. King's professional history has included a series Of positions offering her Opportunities for making accomplishments, confronting obstacles, coping with fears and disillusionment, and achieving personal and professional growth. She has been a teacher, a counselor, an administrator in the non-profit sector directing a federally funded program, and a supervisor and consultant for a state vocational rehabilitation program. Confronted with racism and sexism, she has filed several grievances in her efforts to achieve promotions. She has also been denied advancement because Of the lack of feasibility for advancing a female in a particular setting. Personally, and professionally, she has advanced from being dependent and emotionally reactive to being more independent in decision-making and able to practice behaviors which enable her to maintain more effective control in her encounters. Dr. Clayton Dr. Clayton aspired early in her life to be a Dean of Girls in a high school. Some years later her dream was somewhat fulfilled. She did not become a Dean of Girls at a high school, but she became Dean of Women, then Dean of Students at Claxton. The interim, was filled with accomplishments but with greater feelings of isolation and rejection. 118 The wife of a minister, Dr. Clayton was blamed each time her husband was fired from his appointment at a church. She reports the church Officer's disapproval of her being professionally' employed instead. Of “being the "typical" minister's wife, devoted to playing a secondary role to her husband. Instead, she maintained a non-traditional posture - one she now has at Claxton as the only female Dean and the only member Of the staff who has earned a Ph.D. She teaches an evening class, is disciplinarian for students who infract rules, provides leadership for the division that plans and executes support services for students, is available at special events — some during evenings and on weekends - to welcome students and parents, and directs the counseling services component in ‘her division. Dean Wesley Dean Wesley's tenure at Belmar has extended over seventeen years. She was an instructor and department chairperson before assuming her present role. Unlike Drs. King and Clayton, Dean Wesley diverted from her career path a number of years. When her sons were born, she worked part-time as a tutor and substitute teacher. Her professional ‘historyy therefore, has 'been. Shorter and without the trauma and stress imposed upon Drs. King and Clayton. In spite of the differences in the course of their professional histories, each of the three deans perceives 119 herself having achieved on the basis Of her own merit and qualifications. Each reported that she did not have a mentor. Each” however, sees mentor/mentee .relationships important for women. CHAPTER SIX PRESENTATION OF THE FINDINGS Introduction This chapter presents the data describing the role enactment and the role perception of each of the three Deans. The description is in response to the following research questions: 1. WHAT SPECIFIC EVENTS AND BEHAVIORS CHARACTERIZE THE ADMINISTRATOR'S ENACTMENT OF HER ROLE? FROM THE ADMINISTRATOR'S PERSPECTIVE, WHAT ELEMENTS IN THE COLLEGE SETTING EXTERNAL TO HER SPAN OF CONTROL HAVE AN IMPACT ON HER ROLE ENACTMENT? IS THERE EVIDENCE THAT THE ADMINISTRATOR CARRIES OVER INTO THE COLLEGE SETTING THE TRAITS TRADITIONALLY ATTRIBUTED TO FEMALE ADMINISTRATORS? IF SO, WHAT IS THEIR EFFECT? The reader should understand that the patterns of behavior among the three Deans were similar, but their specific behaviors differed. They did not respond to their respective environments in exactly the same manner and they were not involved in their environments to the same degree. Deans King and Clayton, for example, appear to be more sensitive to stereotypes of female administrators than does 120 121 Dean Wesley. Dean King, for example, occasionally is required to attend Board of Control meetings at Baxter to make reports. Dean Wesley attends Board. of Trustees meetings at Belmar, but does not make reports. Dean Clayton is not required to attend any of the Board of Trustees meetings at Claxton. A description is given of the range of variables of each Dean's behaviors and the perceptions of those behaviors as she responded to her experiences. The responses have been coded according to the following activities that Herbert (1981) asserts to be traditionally attributed to managers and administrators: 1. Planning - IEstablishing Objectives; identifying how results will be accomplished. 2. Organizing - Delineating tasks and assigning them to the individuals reponsible. 3. Directing - Being aware of the needs of the group while achieving the goals of the organization. 4. Controlling - Measuring performance; evaluating the attainment of objectives. Dr. Jacquelyn King Dean of Students Planning and Organizing The planning process Dr. King has implemented for her division at Baxter State is the focal point of both her performance and her interaction with her staff. The format is a performance contract method. It is described in a 122 document Dr. King prepared for her staff. According to the document, the method identifies primary job responsibilities in terms of three types of objectives: 1. Maintenance — ongoing responsibility that is directly related to the individual's primary job function. 2. Problem Solving - An Objective which is intended to resolve an area of concern which impacts on the performance of the individual's primary job function. 3. Innovative — an Objective which is currently pep a primary job function but is perceived by the staff as a major function. (Document, p.l) In addition to Objectives, other key elements are: 1. The identification Of resources needed to facilitate the accomplishment of objectives. 2. A time frame for achieving objectives. 3. Periodic intervals for evaluation. In the spring of each year, yearly goals and Objectives are determined for each unit by the Director and his/her staff. These preliminary goals are discussed at the two day planning retreat for the total Division Staff. The result is a categorized list of Objectives which becomes the governing document for that current year. Categories for July, 1983 to July, 1984, for example, are: 1. Professional Development (Staff) 2. Training for Student Leadership and Student Workers 3. Recruiting, Orientation, and Student Workers 123 4. Student Involvement, Social Educathmn and Personal Development 5. Career Information Assistance for Students 6. Program Evaluation and Self Evaluation (by Unit and Division) 7. Evaluation of Student Needs and Assessment of Student Perception at Baxter State 8. Coordination, Cooperation and Communication with Academic Services, Students, Within Student Services and Programming Activities 9. Discipline, Campus Living, Positive Experiences, and Crisis and Referrals (Listing Of Division's Goals and Objectives, 1983-84) Under each category are listed the specific Objectives and the names of units having direct responsibility for achieving the objective. A total of eighty-eight (88) Objectives is listed among the nine categories. The researcher asked the Dean ‘how the eighty-eight were determined and whether they are adhered to: Dean: The institution ‘has set Student Services as a priority for this year. I used that and asked each person what we should be doing. Researcher: That is quite an ambitious list. How do you prioritize? Dean: Each person does first by telling me what he/she will do to accomplish the goal. Researcher: Are you exacting in adherence to goals? Dean: There is flexibility. Sometimes because Of cost, it isn't feasible to strive to accomplish a goal. 124 Researcher: What do you do if one has to change and make the decision not to strive? Dean: Then I will review the reasons. Sometimes, too, you have to scan the environment and see what's going on in other institutions and then plan to stay afloat. (PP. 42-44) In the meantime, the composite list of goals and objectives for the Division constitute Dr. King's Performance Contract with the Provost. At the beginning of the study, when the researcher asked to see a copy of Dr. King's job description, Dr. King replied: I do not have a job description, but what I can give you is a copy Of the list Of goals and Objectives I discussed with the Provost at the beginning Of the year. (p. 37) Evaluation Evaluation is made quarterly, mid-year and annually. The format for evaluation is the Accomplishment Review Process. The process includes: 1. Accomplishment Report by the Individual A written statement by the individual describing major accomplishments of the past quarter. When possible, the accomplishments should be identified with the individual's goals. 2. Accomplishment Review (Manager/Individual) The individual and the manager discuss the Accomplishment Report to gain full understanding of all factors involved in accomplishments or lack of accomplishments. 125 3. Commentapy by Manager A brief written statement which expands on the individual's report giving information helpful in understanding the report and in making decisions which affect the individual in any way. 4. Personnel File The completed Accomplishment Report & Commentary becomes a part of the permanent personnel file of the individual. (Document, p. 2) A significant feature of the process is that it expands vertically. Each supervisee rank orders the accomplishments according to what he/she considers his/her most significant contribution to the success of the college, noting: (1) why it is significant, (2) Obstacles overcome to achieve it, and (3) factors that helped/hindered its accomplishment. The supervisee submits the report to the supervisor, then has a meeting for verbally enlarging the report. The supervisor probes as needed to understand the individual's accomplishments and evidence of contributions to teamwork. Coordinators follow through the process by reporting to Directors. Each Director uses the process to report to the Dean. The Dean plays the dual role of supervisor/supervisee because she is also the Director of Counseling. The objectives for the Accomplishment Review are to: l. Recognize those who make significant contributions to the success Of the organization. 2. Provide feedback and review on the most important result areas and goals. 126 3. Foster a climate which encourages individuals to make significant contributions to the organization's performance each year. 4. Provide basic data on which personnel decisions can be made (Compensation, Staffing, etc.) (Document, p. 2) As pointed out by Dr. King: I have always used the Accomplishment Review asking what have you done? Now, I'm expanding that to: What have you done in terms of the goals in your performance contract...? Did your performance meet, exceed or fail to make a difference to those of the unit? (7/8, p. 44) Dr. King developed the planning/evaluation format in 1973 as part of her doctoral program. As she explained to the researcher, the format is a modified version of management by objectives: The format is based on the use of goals and Objectives. It is different from MBO in that it talks about impact and whether the person's decisions facilitated or retarded progress. (Interview, 9/13, p. 102) The model for the flow of information during the process is as follows: CONSTRAINTS —_:l DEFINED 4 BY IINPUTl-———-9’[PROCESSl-—-—1’IOUTPUTI ICONSUMERS 4~ ‘LEGISLATORS 1‘ l J FEEDBACK. |FEDS, ‘EXTERNAL 'ENVIRONMENT (Document, p. 10) It requires continuous assessment of work behavior in terms of desired outcomes. When the researcher asked Directors how goals and objectives are used during the year, 127 one indicated, "I use them for the quarterly review." (Interview 10/31, p. 137) Others gave similar responses indicating that the goals and objectives are not ignored. One also explained that when the current Dean instituted the procedure there was some opposition. The reaction now is more positive. He told the researcher: The review is helpful. It was not all that popular to begin with. The more I do it, the more I like it. It gives one time to tell the Dean, 'This is what I'm doing...‘ It gives the Dean the Opportunity to see in writing what has been done. (p. 137) The emphasis is on output achieved primarily through group goal attainment. The practicality of the entire planning and evaluation method for Dr. King lies in its use for decision-making and for monitoring the staff's activity. When the researcher asked how decisions are made, Dr. King elaborated: It goes back to the retreat. I took the institution's priorities and combined them with those given to me by the various student services units... During the meetings during the semester, the staff reports progress, talking about Objectives as well as activities. (p. 123) The decisions in each unit are made by consensus. Each individual determines his/her goals and Objectives. These are discussed and prioritized by the entire staff Of the unit. Some decisions are informal in that they might occur during day-to—day contact. As one Director explained: My staff is small. There are my assistant and a secretary. The assistant can stop into my office at anytime to discuss something with me. Sometimes, it's a suggestion she might make for something our division can do. (p. 136) 128 Another also mentioned that his staff has formal weekly meetings with an agenda and meetings but there are also the regular contacts day—tO-day because they share a large office suite. (p. 155) Another advantage is that she is able to monitor the staff's activity through written reports: I don't have to meet with the staff daily. The objectives and goals give the staff the framework in which to get the job done. (ll/21, p. 164) Her intent is to discourage efforts to impress her: I'm trying to get my staff to evaluate more effectively. The evaluations should provide the Opportunity for growth. They need not all be perfect. The halo effect stifles growth. If a director comes in with all perfect evaluations, I suggest the Director rank his/her staff from poor to best and then justify the ranking. For Dr. King, the desired outcome is to achieve realistic appraisals of the Division's activities. When the researcher asked Dr. King whether she has always used these strategies for planning and evaluation, Dr. King explained: Dr. King: When I assumed my first administrative role, I tried managing by example. I found it was tOO difficult to continue. Paper became more important than people. I spent time writing their reports and mine to show them how to get things done. Like a teacher in a lab I would demonstrate, then "students" could perform. (p. 164) Researcher: Didn't you think they were capable of doing the job? Dr. King: I didn't think the staff could do things 'one way'. I had to learn 129 to ask if what was done was enough. My reaction should not have been, 'Is it done as I would do it; but is it done enough.‘ Researcher: How did you come to learn to use your current style? Dr. King: A university course on effective delegation helped. (PP- 164—165) When asked for the guiding principles for her current style, Dr. King told the researcher: Well, my management style is participatory, but with control. If a decision is really needed, I go ahead and make it, but I try to reach consensus. (p. 42) She commented that the style means being flexible. The researcher asked her to define flexible. It means considering alternatives - asking what are the alternatives, being willing to change plans and shift priorities when necessary. (p. 24) She also asserted her intent to encourage the staff's productivity by rewarding them with more than monetary incentives: I believe that money is a temporary satisfier, particularly in the public sector because financial resources are not always readily available. If I ask a person what he/she likes to do, what the person chooses becomes my priority. I believe in giving as long as there are returns. (p. 15) In a later interview, Dean King asserted: There are more ways to compensate other than money: training, flexibility in use of time and support for projects by removing barriers. (p. 45) Directing A Typical Day The researcher asked the Dean's Secretary to describe the activity of a typical day for Dr. King. The secretary 130 perceives the Dean spends 50% of her time in scheduled meetings and the remainder equally divided between phone calls, mail, unscheduled meetings and time at work. The secretary reported that the Dean's day begins with activity: The Dean comes into the office and usually has to take a phone call, still with her coat on, sometimes standing, talking until time for the first meeting of the day. There's seldom time for getting her thoughts together before starting the day. (pp. 149—150) The secretary also reported that she tries to limit major appointments to three per day. The most accessibly full days are Thursdays and Fridays. Dr. King regularly attends Dean's Council from 8:30 to 11:00 AM on Tuesdays; Administrative Committee meetings from 1:00 to 3:00 PM om Wednesdays, usually every other week; and her staff meetings on the second and fourth Monday from 12:30 to 2:00 PM, convening with Directors and the Student Services Council (total staff) on alternate Mondays. Priorities for interruptions are given in the following order: 1. Administrators - The President and Provost are given top priority. The Dean is expected to go to their Offices. 2. Student Emergencies - These can come from any place on campus. Such emergencies are seldom referred by faculty. In the meantime, it is difficult for the Dean to schedule a block of two hours for writing reports. In the 131 secretary's words, "Everyone seems to know when she's here." (p. 150) Dr. King has the same perception of how her time is usually consumed. The researcher asked her to read the secretary's account. As she did, she laughed at the image of standing at the desk with her coat on receiving phone calls and remarked about how correct the image is. Her expressed concern is that she responds as quickly as possible to people wishing to contact me. She indicated that she prefers not to cause them any delay. She also told the researcher that her Office door is left open for the same reason, especially for students. Verbalizing Expectations One very noticeable recurring behavior for Dr. King during encounters with her staff is keeping them aware Of her expectations Of their performance. Evidence Of this consistency can be noted in the following description of incidents the researcher observed during meetings and in the perceptions stated by informants during interviews. Expectations relevant to the planning and evaluation process were evident during two meetings when Dr. King was discussing the format and content Of the Accomplishment Review Reports. As explained in the section of this paper that discusses planning, each Director gives Dr. King a written quarterly report. The reports facilitate her appraisal of the entire division's performance by keeping her aware of each unit's progress toward achieving its Objectives. 132 During the meeting in July, not all of the reports due in June had been handed in. Consequently, Dr. King had included Accomplishment Review Reports as an agenda item. She informed the staff: Most Of the Accomplishment Review Reports were chronologies. They shouhd be talking about what you plan to do as well as what you did - including strengths and weaknesses. The expectation is not that you were all perfect. The question is what can we do to help you work more effectively. You don't have to hand in a whole book. A few pages will be enough. Directors, you really need to have in hand the reports of persons reporting to you. I'm evaluating what the unit has done. I would expect them in my Office by the time I get back. (p. 54) At this point, she has clarified for them the type of detail to be included, the length Of the report, and the input to be made by the staff Of each unit. At the August 15th meeting, some staff still expressed uncertainty about the content of the reports. Even though the reports were not an agenda item, Dr. King responded: Each Director is to report activities and relate them to the overall goals. You have to obtain your staff's reports in order to compile your own. Though I read theirs, I'm not as interested in theirs as much as I am yours. (p. 77) In addition, she pointed out a problem that ensues when reports are handed in late: I set aside a period of time to respond. When the reports come in piecemeal and the time frame has passed, I can't get the written reactions back to you... (p. 77) Later in the meeting, one Director asked: I've one question about the performance report. I've been one of the ones handing it in late. You want activities? (p. 78) 133 The following dialogue transpired: Dr. King: There is a commentary for each person reporting to you plus one report from each unit. You are responsible if things go well in the unit or if they don't. One Director: Are accomplishments of self and/or unit? Dr. King: A summary Of each persons'. They should be listed from the most important to the least important priority. Another Director: When I have done mine in the past, I've put statistics first... but I've changed somethings to let you know what we were doing during that particular quarter. Dr. King: That's rights 2[ expect this time to see your system for curricular feedback at the top... Review the unit and yourself. You can be doing a good job; the unit can be doing a poor job. As far as I'm concerned you're doing a poor job. (p. 80) This time, she has reemphasized the relationship between detail and goals, has restated the types of details to include, and has also alluded to a specific example for identifying priorities - the Director's system of curricular feedback.* Secondly, instead of merely repeating directions, Dr. King has added new information. She has told the staff which reports will be given greater attention; she has given feedback confirming that the *The Director of Placement is responsible for relaying comments from the business community about the quality Of instructional programs to the appropriate instructional divisions. This procedure is referred to as curricular feedback. 134 Director's changes have been appropriate; and she has indicated the order in which she prefers accomplishments to be arranged in the report. As can be seen in the above incidents, Dr. King states the expectations, clarifies them and uses repetition to reinforce them. She is also goal oriented. In her response to the Director's questions about the reports, she continued to explain even though they were repeatedly asking for the same information. The verbal directions she gave were supplementary to written guidelines included in the document describing the planning process. Each Director had received a copy of the document when Dr. King implemented the process. During her response she does not digress from her immediate goal Of giving directions and clarifying details. As one Director commented in an interview later: The Dean has a clear philosophy and gives clear directions of what is expected. She is professional, Open, supportive (but you own your own failures)... She clarifies when necessary. If I need to go back for more information about what she wants me to do, I am comfortable doing so. She is professionally personable. (p. 154) Conducting Staff Meetings The hub of the formal communication network stemming from Dr. King's responsibilities as Dean of Students is the series of regular meetings with her staff. During the academic year, the staff meets twice monthly on the second 135 and fourth Mondays. In the summer, because of vacations, meetings are scheduled monthly. Staff members submit items for the agenda to the Dean's secretary. Anyone who cannot attend a meeting is to write a memo to Dean King explaining the reason. Meetings are cancelled if the Dean has to be away. All staff receive a schedule Of meeting dates via a memorandum from the Dean's secretary at the beginning of the term. As defined by the Dean, the meetings are more qualitative than quantitative. In her words: In qualitative meetings, issues require discussion, decisions, and sharing of information. They are held as needed and last only as long as necessary. Quantitative meetings are held regardless of need, at the time scheduled. There are never decisions made. Committees are sent out to make decisions. (Interview 9/13, p. 102) The duration Of the meetings is usually one and one—half hours. The format is as follows: A. The Dean gives an update from the Dean's Council and administrative meetings. B. The staff gives progress reports on goals and objectives. C. The staff presents information for the good of the order. (p. 43) The researcher observed that the major content of meetings is the sharing of information among the staff. It appears that after the retreat many decisions are made more frequently in unit meetings than in meetings the Dean has with Directors or the total staff. In the latter, Directors and their staffs report the status of activities of their 136 respective units. The details shared are related to goals and Objectives or are announcements for the good of the order. Sometimes the two are mixed as each person uses a turn to report. For example, at the beginning of the staff meeting on September 26th, the Dean had just completed an hour of exercise in the college's fitness program. She began the meeting with the good Of the order, saying, "so I can get my breath back." SO, within the first one-half hour, the following transpired: A. One Director announced he would be away and reviewed upcoming intramurals. B. The Placement .Assistant announced. she Thad just returned from a nursing tour at an Air Force Base; that she is starting a career newsletter; and that she has been visiting classes. C. A Director announced the dates of a conference for international students and Workshop for academically talented minority students. D. A Housing Assistant announced that Planned Parenthood is sponsoring a male sexuality conference. E. .A coordinator distributed brochures explaining the reorganization of the program board and a list of all student activities. F. A coordinator announced she had met with students to review changes in some policies for Greek organizations. G. A coordinator announced the number of responses received for Family Day, the location Of the New Car 137 Pool Display for commuter students, and the use of a survey to determine commuter needs. H. A counselor reported receiving a communication about a career day on another campus. I. Another counselor reported the availability of a computer program for monitoring the flow of traffic (who keeps or misses appointments). J. The Director of Placement explained the new registration system for accounting majors to be interviewed by potential employees. K. Another counselor reported working with the Academic Resource Center to set up a seminar about learning styles. L. The Placement Center asked for identification of law students because recruiters are coming to campus and no students have signed up. (September 26, pp. 107, 108) From this point, the Dean shifted the meeting to the first agenda item - Revisions to be made in the college's catalog. The meeting proceeded according to the agenda and lasted for another hour. In addition to observing regular staff meetings, the researcher also observed the one-day winter retreat which marked the mid-year evaluation. This retreat differs from the end of the year retreat in length and format. At the end Of the year, the staff spends two days in evaluation and planning. The primary agenda items for the winter retreat 138 were reports from each unit and a summary of the Division's Internal Evaluation. Prior to the retreat, each Director had met with his/her unit to review accomplishment of the unit's goals and Objectives for the past two quarters. Each Director made a verbal report citing each goal and reporting the activities enacted to achieve it. The Director also reported any factors which inhibited the unit's success. Interacting With Staff in Individual Meetings Meetings with individual staff members occur as needed. It is a common practice for a Director to initiate the meeting. The usual purpose is to discuss with the Dean a situation which is spontaneous, problematic and for which the Director wants the Dean's advice for its resolution. Sometimes the purpose is to give the Dean current detail about a project. Most frequently, the situation will relate specifically to that Director's unit. As one Director told the researcher: I find it helpful to drop in to talk on an as need basis. For him such meetings are not routine: I might talk to the Dean two or three times a day and then might not say anything for two weeks. Such meetings usually are brief, to the point, yet cordial. The following summary from. the researcher's fieldnotes illustrates the type of interaction that occurs: The director entered the Office commenting that he had come to keep the Dean from being lonely. They both laughed at the comment. 139 She asked whether he minded the researcher staying. He did not mind. They discussed a problem involving two of his staff members. During the discussion, the Dean indicated that the Director had the responsibility for handling the matter. Near the end, she suggested what he should do. He took notes while listening to her suggestions. He also sought her opinion, prefacing his questions with: DO you think I should...? If she says no, then should 1...? The Dean reminded him to use the steps outlined in the approriate policy manual, so "we will be protected". (p. 120) As seen in the example above, the usual pattern is for the Director to seek the Dean's Opinion and to note the advice she gives. The Dean, in the meantime, implies her share of the responsibility for the consequences when she says, "so we will be protected." In another meeting with a different Director who was having a problem with a student group, the researcher heard the Dean say, "We're talking about our jobs. One of us has to be at their meetings when the other can't." The person, then, is being given assurance of the Dean's support. Processing Information Of interest to this study is the task Dr. King has of coordinating the flow of information. During meetings, the researcher observed. that Dr. King uses statements and questions that serve several functions: 140 To clarify: "How does that happen? What are you doing that's different?" "What happened to the audit procedures they were going to start?" "Refresh my memory. On what nights...?" "DO I have copies of these?" To encourage the expression Of Opinions: "How does that happen? What are you doing that's different?" "O.K. Any questions or comments?" "I need to know from you what you feel the requirements ought to be." To set priorities and give direction: "Can we come back to that...? I want to take care of a couple Of things..." "I want your COpies no later than 5 PM, October 10. The reason is that the copy is due October 17 and if there are questions or changes, I want you to have a week to do them, O.K.?" "Be sure that has dates for the calendar." "1 would expect we would have at least one representative from each unit because these are the kinds of things we want to encourage." Liberal arts students need skills also, especially communication skills and to know how to adapt their training... Our newsletter can give them that kind of information. 141 The researcher also noted no particular expressions Dr. King used for beginning the meetings; however, she invariably ended with one of the following: "Thank you all for coming." "Thanks for coming." "That's it for today. Hope you have a good week." Dr. King also coordinates the flow of information by serving as a link between her Division and other administrative units. She keeps her staff cognizant of details and decisions related specifically to their responsibilities. The sources of these are usually the meetings she attends of the Dean's Council or individual meetings she has with the Provost or the President. One example of this downward flow was Observed during a meeting when plans for the current Convocation were being discussed. The Dean commented: In my meeting this morning with the Provost, the Provost informed me Of a change in planning as indicated by the President. Convocation plans will be completed by the first week in June... This will help us to know in advance all the things to be done. (7/18, p. 53) Another example reflects the Dean's role in coordinating the articulation of activities of her Division with those of other components of the college. During a report of results of a meeting the Director Of Placement had had with some members of the Liberal Art's Faculty, Dr. King informed the staff: The Provost wishes we take data that's coming from employers on an informal basis, put it in a formal form and report it toIIDean's Council. It's 142 especially important for Placement. (Aug. 15, p. 80) .A third example illustrates the general information about activities of other college components which can have implications for or an indirect impact on the activities of Dr. King's Division. the researcher noted: Dr. King gave an up-date on the increase in Continuing Education enrollment, indicating that anyone who wants a copy Of the report should let her know. She also mentioned that the report on the Downtown Center would be in her Office. The corollary to the downward flow is the type Of information Dr. King conveys upward from her staff to her administrative peers and superordinates. One type facilitates decision-making. .At one meeting the Director of Housing reported: Director: The 24-hour visitation might require more than one building. Dr. King: The President and Provost are not interested in more than one building. I had better get that on the Provost's desk. I want them to make the decisions. Director: When will you meet with them again? Dr. King: I don't, but give it to me with the health information. Some decisions you shouldn't make yourself. (7/18, p. 50) Another type is to gain the approval and support from other components. When discussing the draft for the student handbook, Dr. King told her staff: I'm not aware of all that has been done. I would expect when I get back, a full preliminary draft - your proposal of what you want. It will go from me to the Dean's Council. (7/8, p. 54) 143 Some information is to enhance the other component's awareness of data gathered through research by the Division. The other Deans can carry the information back to their units. A recent student profile was completed by one of the counselors. During his report at a meeting the Dean was asked, "Do you send this out?" She replied, "It will go tO the Provost and go to Dean's Council." (9/26, p. 110) Information also flows upward to the Board of Control. The researcher attended a Board of Control meeting to observe Dr. King and two staff members as they reported the board about the status of housing, plans for convocation, activities developing the theme, and progress in affirmative action. In the meantime, Dr. King uses the upward flow to also enhance the image of her Division and staff by commending them to her superordinates. During one meeting, her staff listened as she spoke directly to one of the counselors: I received outstanding commendations from the national organization that co-sponsored the conference on our campus. They were highly complimentary about all the work you did. I shared the letter with the President and Provost because they need to know the good things done by our staff. (p. 52) The researcher noted that the Dean's comments to the staff were congruent with a comment she had made in an earlier interview when she was talking about her strategies for "dealing" with people: I am more sensitive to my staff than I am to others... I give them credit for the jobs they 144 do. Some people in charge want to receive all the credit for what their staff does and then shift the blame to their staff when things don't go right. (p. 21) Responding to Telephone Calls and Mail In the meantime, Dr. King has an extensive telephone network. As she explained during an interview: Phone calls take up a greater portion of my day. One day I decided to count the number of calls, on that day’ I :received thirty—eight phone calls between nine and eleven-thirty a.m. (p. 158) The researcher Observed that Dr. King checks her telephone messages as soon as she enters her Office. In the Dean's words: I like to return phone calls as soon as I can. People like for you to respond to them. If I return a call and the person is out, I note the date, whether there was an answer or the name of the person who received the call... so that ...I can inform the person that I did respond. (p. 39) The researcher asked Dr. King how she manages to process paper work. The Dean pointed out that her letter boxes are labeled: Hold for Review (Sec'y) to DO File Today's Mail As she reads through the mail, she gives what's necessary to the apprOpriate person: The secretary has a meeting folder and holds notices of meetings until the month has arrived. Then she puts the notice behind the appropriate Instead of memos, Dr. King writes notes to the staff on the corner of a correspondence she has received. The note gives instructions or asks questions. Copies are made and kept in 145 a folder in her Office. She uses the copies to follow-up the staff's responses. As with the telephone calls, for written communications, she says immediacy is important, "I try to do mail and messages quickly." (p. 162) Dr. King's secretary is an: integral component of the total information network. Through direct Observation and through interviews with the Dean and Secretary, the researcher discovered that the secretary assists in the information flow by performing the following functions: 1. Taking notes at all staff meetings and distributing minutes. 2. Convening the clerical staff to «discuss their concerns and functions and to keep them aware of any details discussed at staff meetings that are relevant to their tasks. 3. Conveying messages via telephone as directed by the Dean. 4. Keeping the Dean informed about events that occur in the office. Communicating Through Informal Networks The informal network in Dr. King's division appears to be benign. Behaviors tend to be more non-formal stemming from the more formal hierarchial relationships than from personal relationships. This is unusual in that informal networks usually tend to develop from the social and political encounters among a staff. The majority of the Directors express some degree of loyalty to and respect for the Dean and her status as their 146 superordinate. Going to the Dean first appears to be the norm. Most told the researcher that they go to the Dean just with any concerns they might have instead Of trying to work around her. In addition to sharing information with the Dean, others assume additional responsibilities to facilitate the operation of the Division. As one Director explained, "We are working with a lean staff because there have been so many cutbacks." (p. 129) One staff person voluntarily assumes the responsibility for convening one of the units to discuss their concerns. The unit is without a working Director. As the person explained: This is not an official capacity as Director, but is a gesture to help the Dean... (p. 121) Another conducts research for the Division. During the past four months, he has compiled a statistical profile Of current freshmen and has completed the Divisions internal evaluation. There is one Director who serves unofficially as the Dean's Assistant. She does not have the title Of Assistant Dean but is assigned responsibilities by the Dean to enact for the Division in the Dean's absence. The researcher observed the Dean tell the staff to consult with the Director if they had any questions before the Dean had returned from a vacation. The arrangement is an informal one endorsed by the Provost who according to the Director 147 has issued the directive that either the Dean or the Director is to be on campus when the other is away. In the meantime, the Director perceives herself as the assistant. The Dean does share her opinions with her so that when the Dean is absent, she can respond to the staff. When she becomes aware of information the Dean needs as a forewarning, she conveys it to her. Prior to one meeting, for example, the Director expected some of her peers to confront the Dean with their dissatisfaction about the Dean's responses to some of their performance appraisals. When the researcher asked what she would do with the information, the Director said she would alert the Dean to avoid an unnecessary encounter. In the meantime, while the staff does consult with her during the Dean's absence, the Director is also aware that the rest of the staff have not fully accepted her role: At first some thought of me as the Dean's spy; but now that they see I don't always agree with the Dean, some of that is changing. I do indicate when my opinion is different from the Deans. I can function on my own. At first they hadn't realized that. They would ask me, 'what does Dr. King think?‘ I would tell them, 'I can only tell you what I think.‘ The Director is also aware of some of the resentment felt because of her responsibilities. She indicated that one Director told her: Some of us had to work long and hard to get to be Director. Others just get there in a short time. The implication was that she was being favored by the Dean. Her perception is that she deserves the status because she has earned it by working hard to perform efficiently and by 148 being willing to accept additional tasks for the maintenance of the Division. There is one Director whose behavior is different from that of the others. When asked how his role interfaces with the Dean's, he told the researcher that his relationhip with Dr. King is "strictly Director to Dean.“ When talking about the informal network, he reported that he conveys necessary forewarnings to the Dean, but that he sometimes circumvents the hierarchy: If there is something that I think will cause problems for the Division, I will tell the Dean... The person in charge needs information. I feel it's my job to keep others informed - that means the Dean, the Vice—President and the President. Otherwise, when something goes wrong, they want to know why. It keeps them from being embarrassed. (PP. 138-139) Other staff members are aware that he does voluntarily inform the President and Vice-President instead of first going to the Dean. They do not perceive that his motive is always in the best interest of the Dean and the Division. As one person described the Director's behavior: He complains to the rest of us about his dissatisfactions instead of telling the Dean. It's as though he wants us to tell her for him. He sometimes goes to the Vice—President and President. The Dean finds out anyway because the Vice-Presdient and President discuss the complaints with her. (p. 9) The person also believes that since the Efirector and the former Dean were close friends the Director's behavior subtly implies some feelings of displeasure that the former Dean no longer has the job. Another peer suggests that the Director resents having to report to the assistant who not 149 only is officially a peer but also had been his subordinate before her promotion to Director. While his motivation is not clearly delineated his behavior is not the norm for the group. In the meantime, they reported no attempts to sanction his actions. The researcher also observed that prior to meetings, as well as after, there is little social exchange among the staff. They usually arrive within one or two minutes before the meeting so there is not much opportunity for "small talk." During meetings, there is little if any digression from the topic being discussed. After the meetings, they leave quickly, seemingly each going his/her own way. The staff have varying perceptions of the stimuli for their behaviors. They also have differing Opinions about the appropriateness of their impersonal interactions. One Director feels they are too busy: We are all involved in so many projects and so many areas that we are not taking the time for working as closely as we could. (p. 135) Another who is a Black female suggests: The staff won't say how they felt at a meeting; at least, I've never heard them do that... They don't discuss what's really bothering them. (p. 133) She perceives that for some the lack of interaction might be racially motivated because the Dean is Black. She told the researcher that she is comfortable reporting to a Dean who is of the same race: I don't feel paranoid anymore. Before, with the other Dean, I wasn't sure whether what happened to me was prompted by racial attitudes. The Dean and I aren't the best of friends, and we don't always 150 agree, but I.