Educational Infrastructure in an Ageof Globalization: Intelligent Buildings,Virtual Facilities, and Virtual Instruction?

MaryAnn C. Gaines 63

Research in Practice

Managing Your AdministratorC. W. Von BergenBarlow SoperJane w. Licata 70

A Journey into Portfolio AssessmentSusan F. Skawinski

Sally J. Thibodeaum~~.r

Book Reviews

Service and Tenure

Scholarship Unbound: Assessing Serviceas Scholarshipfor Promotion and Tenure

by Kerry Ann O'MearaReviewed by JerryH. Robbinsunmember

Are Rewards Bad for Us?Rewards and Intrinsic Motivation:

Resolving the Controversyby Judy Cameronand W. David Pierce

Reviewed by Peter Lamal

Wrestling Educational DemonsPushing the Envelope:Critical Issues in Education

by Allan C. OrnsteinReviewed by Grant E. Mabieme~er

81

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rt'90 Q.

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92 ..0:s

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Managing Your Administrator

As teachers and other education work-ers, we most often think of our administra-

tors managing us-and not the other wayaround. We accept downward manage-ment-teachers direct or manage studentsand classrooms. We also readily recognizethat we must concern ourselves, to a de-gree, with the management of peer or colle-gial relations (horizontal management).However, few workers consciously recog-nize or accept that we also must manageour administrators.

Through upward management, we buildrelationships with our administrators thatresult in mutual success:being listened to andhaving our ideas respected; getting our ques-tions answered in a timely fashion; and hav-ing the kind of influence that helps us accom-plish our educational tasks. It also meanshelping compensate for our administrators'weak points. Everyone has them. Adminis-trators may not be assertive enough, or theymay be too assertive. Administrators may notbe organized or may be obsessive/compul-sive. Administrators may know pedagogy ororganizational skills but have weaknessesdealing with people, or vice versa. When wecan help fill in the weaknesses, we get moreof what we want, need, and deserve, and sodo our students and administrators (Dobsonand Dobson 2000).

No doubt, some educators will resent

the suggestion that, in addition to theirother duties, they must expend more time

by C. W. Yon Bergen,Barlow Soper,and Jane W. Licata

and energy managing their relationshipswith administrators. Such teachers and oth-

ers fail to realize the importance of this ac-tivity and how it can simplify their jobs inthe long run, by eliminating potential prob-lems. Effective workers recognize this func-tion as a legitimate part of their jobs; theymust establish and manage relationshipswith everyone on whom they depend andinteract-including administrators.

Contrary to what some may think, weare not talking about political string pull-ing, apple polishing, or upward nuzzling.Nor are we suggesting manipulation, out-foxing, or doing end-runs around admin-istrators. Upward management is not"bossing the boss." Rather, we use the term"managing" to refer to methods of work-ing with administrators to ensure benefitsfor our students, our schools, and ourselves

as well as for our administrators. Forgetambition, promotion, raises, and the cur-rently popular catch phrases in your sys-tem, district, or state. Just think of educa-tion and how to be effective at it.

How do we get the needed resourcesto support student programs, information,advice, or required consents to do our jobsand keep going? Answers to this questionoften point toward whomever has localpower and influence or possesses lever-age-that is, one's first-tier administrator /supervisor. It may be a principal, assistantsuperintendent, curriculum supervisor, or

The EducationalForum' Volume67' Fall200270

grade-level chair, depending on circum-stances. To fail to make this relationship oneof mutual respect and understanding is tomiss a major element in being effective.Essentially, we are suggesting that educa-tors ask if we are doing enough to ensurethat our upward relations are strong, sup-portive, and facilitating. Are they perceivedthat way by our supervisors?

WHY MANAGE OUR SUPERVISORS?

Some things we do directly benefit su-pervisors, while others profit us. Ulti-mately, meeting administrators' needs helpboth, and in so doing assist everyone withinthe educational system, along with exter-

c. W. Von Bergen isProfessorof~anagementatSoutheastern Oklahoma

State University in Durant.He is an industrial and

organizational psychologistwith more than 20 years in

business, industry, and education. Hisresearch interests include employeemotivation, leadership, and goal setting.

Barlow Soper, a licensedprofessional counselor, isProfessor of Psychology andBehavioral Sciences in theSchool of Education at

Louisiana Tech University inRuston. His research and

writing interests range from counselingtechniques and social psychology toconsumer behavior and leadership practices.

lane W. LIcata is AssociateProfessor of Business atSoutheastern Oklahoma StateUniversity in Durant. Priortoreceiving her Ph.D., she wasa business manager for morethan 20 years in the banking

and retailing industry. Her research includesthe management and marketing of services.

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nal individuals who interact with our sys-tem, schools, and students.

Administrators, like all humans, need

contact, support, encouragement, recogni-tion, and attention. Help meet the admin-istrator's needs as a person. Positions ofleadership can be very lonely, yet those whohold them require understanding and sup-port, like anyone else.

Administrators may be very able andintelligent but cannot know or do every-thing. If they could, there would be no needfor anyone else on the payroll. Therefore,try to bridge the gaps in administrators'experiences. Ensure that they profit to thefullest from your talents and expertise. Fur-thermore, administrators appreciate pre-vention of crises before they arise-and ef-forts to contain them if they do. Help keepthem out of trouble. Again, your percep-tion and know-how can minimize the un-

expected and the problematic.It is not easy to work with administra-

tors anxious about their status or situations

in the educational system. Help make theadministrator successful. Administrators

who "look good" are better able to makevaluable linkages between the school, re-source providers, and community groups.They do not want your job. Increase theconfidence and trust your administratorshave in you. This, in turn, will helpstrengthen your relationships with them.

Educators need influence with admin-istrators to ensure that we have resources

needed to get things done easier, quicker,and with greater efficiency. You may desirea hearing for a program or curricular ideafor improving classroom learning or man-agement. You may need a greater share ofthe budget, new equipment, or more space.The likelihood of any of these happeningis directly related to how influential you arewith your administrators.

We can control, to a certain degree, ourcareer development. Rare is the assignment

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VON BERGEN, SOPER, AND LICATA

to special positions or roles for those per-ceived as not being" on-the-team." Admin-istrators must have a few trusted teammembers sensitive to the administration'sneeds. In turn, trusted team members areoften the ones administrators choose for

key positions, such as lead or coordinatingteacher, curriculum supervisor, or grade-level coordinator.

Based on intensive examination of ef-

fective supervisor-subordinate relation-ships, Cabarro and Kotter (1980)have sug-gested several highly relevant behavioralguidelines. First, make sure you under-stand your administrator, including:. your administrator's goals andobjectives;

. the pressures on him or her;. your administrator's strengths,weaknesses, and blind spots; and.his or her preferred work style.

Second, assess yourself, including yourown strengths and weaknesses, personalstyle, and predisposition toward depen-dence on authority figures. You should alsodevelop and maintain a relationship that:

. fits the needs and styles of both of you;

. is characterized by mutual, clearexpectations;.keeps your administrator informed;.is based on honesty and dependabil-ity; and.effectively uses your administrator'stime and resources.

THE ADMINISTRATOR AS INDIVIDUAL

Focus on the administrator. Are youaware of his or her unique needs as a per-son, leader, and manager? Consider specificleadership and operating styles. What is theadministrator's operational style? Are youaware of common differences in style andhow you interact with this administrator?Does he or she display a preference forreading and writing memos, or are face-to-facecontacts preferred? Does he or she fa-

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Jvor exhaustive memoranda or a brief note?

Is the administrator a morning or afternoonperson? Does he or she prefer personal in-teractions to be formal or informal, quickor extended? What are his or her likes, dis-likes, and pet peeves? What are theadministrator's objectives, interests, hopes,fears, aspirations, anxieties, and motiva-tions? What about tolerance for and re-

sponse to surprises? What procedures orpractices are favored? Is he or she a detailperson or a "loose," relaxed operator? Doeshe or she work rapidly or slowly? Does theadministrator prefer to initiate activities, orcan others? How important are deadlines?What is the typical response to bad news?Is the administrator a planner, risk-taker,initiator, or responder? How does he or sherespond to change, suggestions, and criti-cisms? Is he or she predictable?

If you understand the administrator'sstyle and needs system, you are in a goodposition to cope with and adjust to him orher. For example, assume the administra-tor is a very busy person and has difficultyfocusing. You may find it difficult to inter-act privately long enough to resolve impor-tant matters. What can you do? You havetried setting up appointments, but he or sheis generally harassed by phone calls andvisitors and cannot give you undivided at-tention. You know that he or she is a late-

afternoon person and prefers working af-ter 4 P.M.,even though the office is emptyat that time (or, perhaps, because of that).Though we may not particularly want toget involved in lengthy discussions at thathour, it may be the best time to discussmore involved issues or present an idea forconsideration.

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The Administrator's Job

Another key point in managing yourrelationship with administrators is to un-derstand the job better. Have you thoughtseriously about your administrator's posi-

The EducationalForum' Volume67' Fall200272

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tion, what it is really like on a day-to-daybasis? Have you considered the demandsit includes, time spent in various meetings,and efforts devoted to addressing com-plaints? Have you considered to what ex-tent your administrator really is his or herown boss? Also, consider areas in which heor she needs assistance.

Your administrator maynot meet your standardsfor the ideal supervisor,but have you attempted toenter his or her world suf-

ficiently to understandthe job requirements,anxieties,pressures,prob-lems, and resources? If

not, you probably will beunable to help your ad-ministrator meet his or

her job or personal needs.

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your attitudes and behaviors. Certainly, allof us may feel at times like we have notbeen empathetic enough in our under-standing of the administrator's situationand how our actions work at odds withthose needs.

BUILDING A RELATIONSHIP

WITH THE ADMINISTRATOR

Your effectiveness as

an educator may be no bet-ter than your relationshipwith your administrator. Asolid relationship can fos-ter success with assign-ments, tasks, and respon-sibilities. Youmust activelycultivate and maintain the

best possible interactionswith your administrators.Healthy relationships donot occur by accident. This

is as true with administrators as with fam-

ily members and friends. Solid relationshipsmust be worked at from the beginning andmaintained vigorously.

The best way to get along with youradministrator is to start by identifying hisor her strengths. Granted, sometimes theadministrator can make this difficult. He

or she may try to control every minute as-pect of educational functioning or act in adevil-may-care manner at times. In certainareas, he or she may resist some of yourbest ideas or not be available as much as or

when you would like. Yet everyone-yes,even the administrator-has certain rela-

tive strengths. Why not actively look forand identify those strengths and appreci-ate them to the fullest? They may more thancompensate for weak or less attractivetraits. Too often, we focus on the negative.This is easy to do with friends, family, col-leagues, and students; it is sometimes eveneasier to do with administrators.

Remember that administrators also

Youreffectiveness

asaneducatormay

benobetterthanyour

relationshipwith youradministrator.

Your Needs

Given an understanding of your ad-ministrators' needs systems and leadershipstyles, along with an appreciation of his orher responsibilities, you must be sensitiveto your own needs system and operatingstyle. Recognize where you can and can-not mesh your needs and work styles withthose of your administrators. For example,if you enjoy receiving praise for significantwork accomplishments, but your adminis-trator is stingy in doling out such rewards,anticipate that your need for praise will notbe satisfied very often, at least not at work.This may represent a constant source of ir-ritation and frustration. Thus, you mayhave to find other ways to get emotionalpayoffs, either from other sources withinthe educational system or via participationin professional organizations, serving on orchairing professional committees, and/orthrough involvement with civic, church, orother groups. It may also be productive toengage in some soul-searching concerning

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desire praise. Your administrator's super-visor is likely very busy and may be of the"old school," having neither the time northe inclination to give positive attention. So,if it is to be, it is up to thee. You work closelywith this administrator and know of his or

her accomplishments, so why not providesome applause when merited? It may seemawkward at first, but, after a few times, youwill be able to do it with minimal self-

consciousness. Try not to pile it on, though.Keep it short, simple, and specific: "1thought your talk to the parents last nightwent well. I particularly liked your state-ment about everyone pulling together."

Yet praise should be earned and givenwhen deserved rather than out of habit.

Pats on the back could be regarded as in-sincere flattery. A good opportunity to pro-vide praise is when the administrator isparticularly helpful. With luck, you mayanticipate a by-product from your positivereinforcement; the administrator may comearound and start passing some back to you.Also, he or she may be delightfully sur-prised to get compliments rather than theusual litany of complaints.

Consider the following example, whichcombines acknowledging compensatingqualities and rewarding positive actions ofa principal. A teacher colleague of ours hasan overextended principal who wears sev-eral hats in the school district and practi-cally abdicates her responsibilities, insofaras our colleague's work is concerned. Whatmakes up for this perceived shortcomingis that the principal very actively supportsour colleague in her decisions. For thisteacher, such a characteristic is highly val-ued. Because the teacher appreciates thisquality, she lets the principal know, notonce a year but as often as is appropriate,in the manner suggested above.

Can we think like administrators? You

do not need to march in lockstep with hisor her fife-and-drum, with a resultant sur-

J '

render of your own uniqueness and creativ-ity. Instead, put yourself into his or hershoes. If you can think like the administra-tor, you can do a better job of giving him orher solid assistance. Your administrator

should then place greater trust and relianceon you, which can go a long way towardimproving the quality of the school culture.

Another relationship building activityis respecting the administrator's time.Whether it is a memo, a one-on-one meet-

ing, a report, or something else that con-sumes time, recognize that the administra-tor has no more hours in the day than you.In fact, he or she may have less discretion-ary time because of a greater number ofmeetings, appointments, interviews, fieldvisits, and other assorted demands from his

or her supervisor and others. We are fre-quently as unaware of others' time invest-ments as they are of ours. So plan accord-ingly. Prior to any meeting with anadministrator, know what must be said orcovered. It helps to take notes or developan outline to keep things on track and mov-ing. Try to schedule meetings so they fit intoa workable time frame for all concerned. If

you have a significant amount to discuss,there is no point meeting with the admin-istrator just before he or she has to leavefor a staff meeting. Observe body lan-guage-paper shuffling, glancing at theclock, and fidgeting are signals that themeeting should be wrapped up, post-poned, or rescheduled. If you have moreto cover, suggest a later follow-up meeting,ideally at a specific, mutually agreed upontime. Then leave!

Not all children learn alike. Some graspinformation better by reading, while oth-ers learn through listening or in a hands-on fashion (Willis and Kindle-Hodson1999). The same holds true for adults. Man-agement guru Peter Drucker (1999)dividedsupervisors into "listeners" and "readers."Some administrators prefer getting infor-

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mation in report form so that they can readand study it. Others work better with in-formation presented in person so they canask questions.

Consider former president LyndonJohnson. He destroyed his presidency, inlarge measure, by not knowing that hewas a listener rather than a reader. His

predecessor, John Kennedy, was a readerwho had assembled a brilliant group ofwriters as his assistants, making sure theysent him memos before discussing theirissues in person. Regrettably, Johnsonkept these people on his staff and theykept writing. Apparently, he seldom un-derstood what they were conveying. Yet,as a senator, Johnson had been superb, forparliamentarians have to be listeners.

Few listeners can remake themselves

into competent readers or vice versa. Lis-teners who try to become readers tend tosuffer the fate of President Johnson, andreaders who try to become listeners suffersimilarly. They seldom perform or achieveat their best. The implication is clear. If youradministrator is a listener, brief him or her

in person, then follow-up with a shortmemo. If the administrator is a reader,

cover important items or issues in writing,then discuss them in person. Effectiveworkers adopt the work style that best fitstheir administrators.

Other means exist to encourage effec-tive communications. Chances are, youradministrator seldom likes surprises excepton his or her birthday and at Christmas.Other than these times, keep your admin-istrator fully informed as to progress andproblems to avoid embarrassment for ei-ther of you. Often, we are better off if rel-evant bad news comes directly from us in-stead of from a parent or other "outsider."There are three advantages to this ap-proach. First, it demonstrates our candorand cooperation. It also makes certain thatthe relevant facts come from the one who

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Iought to know the most about the circum-stances surrounding the event (Knippen,Green, and Sutton 1991).Finally, it strength-ens linkages between the school and par-ent groups, because parents may come toperceive the administrator as being" ontop" of the situation.

When communicating with the ad-ministrator, try to present possible solu-tions to problems, or at least options,rather than merely point out difficulties orcomplain. We know a superintendent whoconsistently asks those principals whocome to him with problems or complaintsto present him with tenable solutions aswell. Consequently, his staff arrives hav-ing given thought and consideration to theissues, and they are unlikely to "dump"problems or complain. Most administra-tors value such initiative in their workers,

but they vary considerably in how theydistinguish between initiatives that sup-port their work and suggestions that mayappear dictatorial. You are not likely toendear yourself to administrators by go-ing into the office and offering suggestionsin the following manner: "You have aproblem, and here's what you ought to doabout it." A better approach might be:"I've given this considerable thought, andif you agree with me then perhaps we maywant to do this."

It is also important to develop a work-able set of expectations with the adminis-trator. Developing understanding requiresthat you communicate your expectations tothe administrator, find out if they are work-able from his or her perspective, and theninfluence him or her to accept the impor-tant ones. Being able to influence the ad-ministrator to value your expectations canbe particularly important if that individualis an overachiever. Such administrators of-

ten set unrealistically high standards thatneed tempered. Along this line, it is impor-tant not to overcommit. -

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You must be trustworthy and maintaincredibility. Say what you will do, and thendeliver as promised. Few things are moredisabling to an administrator than a workerwho cannot be trusted or is undependable.A commitment to an optimistic deliverydate may please the administrator in theshort term but be a source of displeasure ifnot honored. It is difficult for administra-

tors to rely on workers who repeatedly missdeadlines. "Better late than never" is inap-propriate; frequently, late is just as bad asnever. Without a basic level of trust in a

worker's word, the administrator may feelthat he or she must check all of thatsubordinate's actions, which further strains

the working relationship. Worse yet, thismay generalize to the work of others. Theprincipal may start to distrust others, eventhose who consistently perform well.

A final point about communication re-lates to convincing the administrator of acertain course of action. Talk about the di-

rect, concrete benefits of the proposal, idea,or recommendation-not simply howsomething would be good for you, stu-dents, or the system. Show the administra-tor the payoffs for him or her. Marketingexperts know this tactic, and practice it re-ligiously. You must be other-directed andlet administrators know "what's in it" forthem. Also, communicate active involve-

ment with accomplishments, taking intoaccount any work performed by the admin-istrator, along with support and resourcessupplied. Do not say passively, "The read-ing project was done two weeks before thedeadline" or "I finished the reading projectsignificantly ahead of time." It is better tosay, 'Tm really pleased we've completedthe reading project already."

DEALING WITH

INCOMPETENT ADMINISTRATORS

Occasionally, you may encounter a less-than-able administrator. Though you could

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wait and hope that his or her supervisor willreplace that administrator, you would losevaluable time and energy that could haveimproved the school culture or classroomlearning. Furthermore, some less-than-ableadministrators can outlast the most tena-

cious supervisors. We have identified someof the more common types of less-than-ableadministrators, offering suggestions forhelping them become more competent.

The Unorganized AdministratorA messy, poorly organized supervisor

loses memos, forgets to keep appointments,ignores agreed-upon priorities, and givesinvolved assignments on short or no notice.He or she suddenly cancels staff meetingsand is unpredictable. One way to deal withthis administrator is to enlist his or her sec-

retary to organize the administrator's life.However, for this approach to work, youwill probably have to show the secretaryhow it will be in his or her best interest to

exert the time and effort. Also, try to engi-neer an off-campus team-building sessionfor you and colleagues to let your hair downappropriately about the administrator's or-ganizational issues. Try to get some reliefand formulate possible options to help theindividual change.

III

The Overly Zealous DelegatorAs educational workers, we want our

administrators to delegate to us with con-siderable freedom and few strings attached.If, however, we are given full responsibil-ity with minimal guidelines or expecta-tions, we may be faced with murky, impos-sible tasks. The best strategy may be toconfront your administrator politely withthe fact that you cannot do the superb jobexpected, though you would like to, with-out more specific guidelines, expectations,and deadlines. Persistence until you bothclearly understand the task is critical. It isnot unusual in these instances to find that

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the administrator was as foggy on whatwas expected of you as you were.

The Wishy-Washy AdministratorYou may have an ineffectual adminis-

trator who tends to get lost on minor tan-gents. A good strategy with this person isto give him or her the most important ques-tion or issue to resolve first. In this man-

ner, minor areas of concern will not be asapt to sidetrack. You must be willing tocome back to the original issue in discus-sions, but do so in a pleasant, non-hostilemanner: "I think we have gotten away fromwhat we need to do about this situation."

Persistence and polite assertiveness, nothostility, are frequently key qualities.

The PerfectionistWe have seen several perfectionists in

administrative positions. This type of ad-ministrator has an unstated by ever-presentrule: "Nothing can move, because nothingis perfect." If you cannot live with an end-less stall, you must help the administratordecide and act. Assure the person that it istime to let go. The completed job looks great(or at least appropriate and adequate), andthere is little risk in moving ahead. Afterconvincing the administrator that thegreater risk may be in inaction, praise theadministrator for decision-making, even ifthe results are less than perfect.

The Fire-FighterIf you have an administrator who seems

to thrive on rapid movement, chaos, andpandemonium--everything is urgent andshould have been accomplished yesterday-your challenge is to slow him or her downand help in planning. We recommend us-ing the team approach, letting the adminis-trator know that everyone is experiencingsevere job anxiety and that with a plan, pref-erably written and specific, things will getdone better, more efficiently, and with higher

IREsEARCH

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morale. You must offer concrete examplesof how planning is superior to turmoil.

The Procrastinator

An administrator's delaying on somematters may negatively impact your otherresponsibilities. Your best strategy is toshake up the principal a bit by communi-cating that, if you do not get going on thespecific activity, the administrator's super-visor will jump all over him or her and youwill all look like a bunch of amateurs. An-

other way to jar this stalling administra-tor into action is to give him or her a memowith a "time bomb" attached to it: 'Tll goahead on this unless you tell me otherwiseby the 30th."

HELPFULAmruDES AND BEHAVIORS

If you really want to impress adminis-trators with your attitudes and behaviors-that you care about them as persons, theirconcerns and priorities, their job successes,their "looking good," etc.-read and markthe items in the "Managing Your Adminis-trator Questionnaire-A Self-Quiz" (seeTable 1on pages 78-79). This inventory sum-marizes the guidelines discussed in this pa-per and, ifhonestly completed, will give youa good idea of those behaviors and attitudesthat must be changed or further developedto manage your administrator more effec-tivelyand enhance your current job effective-ness and subsequent career development.

A PROACTIVEPATH

For maximum results and job satisfac-tion, educational workers must be proactiveand take responsibility for managing re-lationships with their administrators. AsCovey (1989) stated the first habit of"highly effective" people is to be proac-tive. Proactive individuals identify oppor-tunities, show initiative, take action, andpersevere until they bring about desiredchange. They are pathfinders (Leavitt

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1988) who identify and solve problems,taking it upon themselves to impact theworld around them, including their workenvironment.

Nonproactive people exhibit the oppo-site patterns-they fail to identify, let aloneseize, opportunities for change. They aremore passive, reacting and adapting to

TABLEt

rather than shaping their environments.These people show little initiative and relyon others to be forces for change. Circum-stances must be endured rather than con-

fronted. When asked about their jobs, theyoften reply with how long they have untilretirement, much like convicts talk about

time until parole or release.

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MANAGINGYOURADMINISTRATORQUESTIONNAIRE-ASELF-QUIZ:1

Thestatementsbelowdescribeadministrator-workerrelationshipsfrom thestandpointof managingtheadministrator.Readeachstatementcarefully,andprovidea lettergradefor theitemaccordingto thescoringguide.Behonestinyour responses,and think intermsof howyour administratorwouldseea particularattitudeor behaviorof yours.Scoringguide:

H = Yourattitudeor behavioris healthyandfacilitating.I = Yourattitudeor behaviorcouldbeimprovedupon.

N = Yourattitudeor behavioris negative(non-facilitating)in character.U = Youareuncertainhowto labela particularattitudeor behavior.

fr

1. [ ]

2. [ ]

3. [ ]

4. [ ]

5. [ ]

6. [ ]

7. [ ]

8. [ ]

9. [ ]

10. [ ]

11. [ ]

12. [ ]

13. [ ]

14. [ ]

15. [ ]

I knowpreciselywhatmyadministratorexpectsof me.If atanytimeI'munclear,I cangetclarificationofgoalsandproceduresfromtheadministrator.

I understandmyadministrator'sjob,pressures,schedule,deadlines,andpriorities.

I recognizethatmyadministratormayhavea broaderviewofaproblemthatI do.

I operateontheassumptionthatmyadministratordoesn'tlikesurprises.

I try to keepmyadministratoroutof trouble.

A keyroleof mineisto helpmyadministratorsucceed.

I operatesothatmyadministratorgetsco-creditfor myaccomplishments.

Myadministratorseesmeasa reliableperson.MyadministratorknowsthatI will carrythroughonallassignments.

I makenopromisesthatI cannotfulfill.

I alwaysprovidemyadministratorwithcompletedwork.

I havedevelopedahabitofsaying:"If I don'tknow,I'll try to findout."

I avoidusingjargonmyadministratordoesn'tunderstandorwordsthatmayraisea "redflag."

I operatesothatmyadministratorseesmeasakeyresourceandthustapsmyexpertiseregularly.

I usemyadministratorfullyasa resource.

I showmyadministratorhowhe/shewill personallybenefitfromanyproposalsorprojectsthatI initiate.

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Such workers may view administratorsas all-powerful and themselves as weakand ineffectual, even helpless. Often, theyfail to realize that they too, even in thisstate, bring something to the vocationalenvironment and that administrators need

their support and cooperation to do theirjobs more effectively. These workers some-

16. [ ]

17. [ ]

,18. [ ]

19. [ ]

20. [ ]

21. [ ]

...

...22. [ ]

23. [ ]

24. [ ]

25. [ ]

26. [ ]

27. [ ]

28. [ ]

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times refuse to acknowledge that adminis-trators and work settings can be severelywounded by their actions or inactions.They fail to understand or do not care thatadministrators must rely on cooperation,dependability, and honesty from subordi-nates. Many educational workers do notrecognize that their relationships with their

I maintainregularcontactwithmyadministratorsothathe/sheknowsthatI'mactive,available,interested,andeagerto assist,andthatI'mgenerallya "goodworker."

If myadministratoriswrong,I don'thesitateto tell him/her.I dothis bypresentingfactswhileshowingrespectfor his/heropinion,approach,perspective.

I seekandofferhelpsothatmyadministratorseesmeasanally.

WhenI recognizethatmyadministratorisdeterminedto proceedina particulardirection,I avoidprolongeddebateto advancemyviewpoint.

I supportandcarryoutmyadministrator'sdecisionsevenif I mayhavereservationsaboutthem.

If myadministratoris notreadyto decidesomething,I readilygoalongwithhisherdeferral.

I operatesothatI conservemyadministrator'stime.

WhenI "goof,"I candidlyletmyadministratorknowit. "Cover-ups"arenotpartof mystyle.

I expectmyadministratorto critiquemywork.I seethatasawayto grow.

I don'ttakemyrelationshipwithmyadministratorfor granted.I constantlytry to improveonit bygivinginformation,support,appreciation,andpraise.

I showmyadministratorahighdegreeof respect-for his/herideasandalsoasaperson.

I nevercommunicateto myadministratorthathe/sheis notabrightperson.

I makeit apointto neverbad-mouthmyadministrator.

Whenyou have completedmarking all the items concerningyour attitudes andbehaviors,tally thescoresfor eachlettergradeandenteryour scoreshere:

Hfor healthy [

I for improvementwarranted [

N for negativity [

Ufor uncertain [

Younowshouldknowwhereandin whatwaysyou shouldmakechangesinyour atti-tudesandbehaviorsto bemoreeffectivein managingyour administrator.

Adaptedfrom Eifington.J. E.1997.Howto managetheboss.In Thewinningmanager:Leadershipskiiis for greaterinnovation,quaiity,and employeecommitment,ed.J. E.Eitington,1-35. Houston:GulfPublishingCompany.

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VON BERGEN, SOPER, AND LICATA

administrators involve interdependence.Some may see the various suggestions

in these pages as helping the administratormanage us, and not the other way around,but remember that the two are inextricable.

By supporting our administrator's interestsand goals, by showing ourselves to be teamplayers, we build the trust and mutual respectneeded to get the support and decisions thatadvance our work, projects, and certainlycareers. Along with this personal win-winsituation, our primary task, the quality edu-cation of our students, is advanced.

Does your administrator need manag-

REfERENCES

Covey,S. R. 1989.The7 habitsof highly effective people. NewYork: Simon and Schuster.

Dobson, M., and D. S. Dobson. 2000. Managing up. New York:American Management Association.

Drucker, P. F. 1988. The coming of the new organization.Harvard BusinessReview66(1):45-53.

Drucker, P.F. 1999.Managing oneself.Harvard BusinessRe-view 77(2):65-72.

Eitington, J. E. 1997. How to manage the boss. In The win-ningmanager:Leadershipskillsfor greaterinnovation,qual-ity, andemployeecommitment,ed. J. E. Eitington, 1-35.Houston: Gulf Publishing Company.

Gabarro, J. Land J. P. Kotter. 1980. Managing your boss.

!

ing? The answer is certainly yes. In thewords of Peter Drucker (1988,47), world-renowned leadership expert, "You don'thave to like or admire your boss, nor doyou have to hate him. You do have to man-age him, however, so that he becomes yourresource for achievement, accomplishment,and personal success." Consider a "smallwins" approach (Soper, Von Bergen, andSanders 1996). Select one or two areas youwant to change and work on them consis-tently and conscientiously; be realistic anddo not expect overnight miracles. You canmanage your administrator.

\Harvard Business Review 58(1): 92-100.

Knippen, J. T., T. B. Green, and K. Sutton. 1991. How to com-municate failures to your boss. Supervisory Management34(2): 14-18.

Leavitt, H. 1988. Managerial psychology: Managing behavior inorganizations. Chicago: Dorsey Press.

Soper, B., C. W. Von Bergen, and C. Sanders. 1996. Small winsand organizational development. International Associa-tion of Management [ournaI8(1): 44-50.

Willis, M., and V.Kindle-Hodson. 1999. Discover your child'slearning style: Children learn in unique ways-Here's thekey to every child's learning success. New York: PrimaPublications.

,~

~F, I.j

@Kappa Delta Pi

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