Being a Chair, Head, or Director<br />Arlene Carney<br />August 20, 2009<br />
Why?<br />Reasons for becoming a chair, head, or director<br />
Four Roles of Department Chairs<br />Faculty developer<br />Manager<br />Leader<br />Scholar<br />Gmelch & Miskin, 1993<br />
Transitions to Leadership<br />From solitary to social<br />From focused to fragmented<br />From autonomy to accountabilit...
Transitions to Leadership<br />From stability to mobility<br />From client to custodian<br />From austerity to prosperity<...
Survival Guide Advice: Know Yourself<br />Know why you took the job<br />Know your goals (2-3 to accomplish over your term...
Survival Guide Advice<br />Know your colleagues<br />Set boundaries<br />Listen well<br />Key sentences<br />Gunsalus, 200...
Key Sentences for Complaints<br />“What action do you seek from me?”<br />“Now that I have listened carefully to you, I ne...
Work-Life Balance<br />Critically important to newer generation of faculty<br />Starts at the department level<br />Class ...
Chair as “Person in the Middle”<br />Responsible to the faculty and staff<br />Accountable to the dean<br />Balancing act<...
Problem Issues<br />Seek help<br />Follow procedures set by the University or college<br />Don’t improvise on procedures<b...
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Being a Chair, Head, or Director

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Being a Chair, Head, or Director

  1. 1. Being a Chair, Head, or Director<br />Arlene Carney<br />August 20, 2009<br />
  2. 2. Why?<br />Reasons for becoming a chair, head, or director<br />
  3. 3. Four Roles of Department Chairs<br />Faculty developer<br />Manager<br />Leader<br />Scholar<br />Gmelch & Miskin, 1993<br />
  4. 4. Transitions to Leadership<br />From solitary to social<br />From focused to fragmented<br />From autonomy to accountability<br />From manuscript to memoranda<br />From private to public<br />From professing to persuading<br />Gmelch & Seedorf, 1989<br />
  5. 5. Transitions to Leadership<br />From stability to mobility<br />From client to custodian<br />From austerity to prosperity<br />Gmelch & Miskin, 1993<br />
  6. 6. Survival Guide Advice: Know Yourself<br />Know why you took the job<br />Know your goals (2-3 to accomplish over your term)<br />Know what pushes your buttons<br /> Gunsalus, 2006<br />
  7. 7. Survival Guide Advice<br />Know your colleagues<br />Set boundaries<br />Listen well<br />Key sentences<br />Gunsalus, 2006<br />
  8. 8. Key Sentences for Complaints<br />“What action do you seek from me?”<br />“Now that I have listened carefully to you, I need to find out what the other people involved have to say. I’ll get back to you after I do that.”<br />“You need to do what you need to do.”<br />Gunsalus, 2006<br />
  9. 9. Work-Life Balance<br />Critically important to newer generation of faculty<br />Starts at the department level<br />Class & meeting scheduling<br />Release from teaching in a semester when a child is born or adopted<br />Culture of acceptance of family demands<br />
  10. 10. Chair as “Person in the Middle”<br />Responsible to the faculty and staff<br />Accountable to the dean<br />Balancing act<br />
  11. 11. Problem Issues<br />Seek help<br />Follow procedures set by the University or college<br />Don’t improvise on procedures<br />

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