Managment Case Study

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Case I: Managing People—The Case of the Frustrated Faculty Member Abstract: Managing people is a continuing leadership challenge. The foundation discipline for managing people relates to human resource management and faculty development in academic settings. In human resource management, administrators are challenged to balance the needs of individuals and the expectations of the organization for the mutual benefit of both. A primary goal of management is to lead and develop people and manage the organization in alignment with the mission and vision of the organization. The purpose of this paper is, first, to present an overview of human resource management and faculty development fundamentals including motivating, mentoring, and performance counseling. Second, a hypothetical case is presented for readers to apply theory to situation. Finally, the case is analyzed by reviewing central issues and the management concepts that may apply to the scenario. These include managing resources, mentoring, motivation, and development. In this case-based analysis, Dr. Orsten is a junior faculty member employed in a developing school. With a shortage of faculty in her field, she succumbs to the pressures of teaching and administration at the expense of her own professional advancement through research. The tenure clock is ticking, however, and Dr. Orsten has serious doubts about her ability to redirect her priorities and earn tenure. Dr. Hightower, the Associate Dean, also faces a dilemma: there is a shortage of faculty in Dr. Orsten’s specialty, and the system is poised to exercise the “up-or-out” option. Dr. Glickman is Chairman, Department of Endodontics, School of Dentistry, University of Washington; Dr. Comer is Associate Dean for Patient Services, School of Dentistry, Medical College of Georgia; Dr. Filler is Assistant Dean, Student, Alumni, and External Affairs, University of Alabama at Birmingham; and Dr. Fine is Director, Postdoctoral Periodontics, Columbia University School of Dental and Oral Surgery. Direct correspondence and requests for reprints to Dr. Gerald N. Glickman, Department of Endodontics, School of Dentistry, University of Washington, Box 357448, Seattle, WA 98195-7448; 206-543-4734 phone; 206616-9085 fax; gg3@u.washington.edu. Key words: faculty development, human relations, human resource management, motivation, mentoring, performance counseling, leadership, dental school administration, case-based studies

Gerald N. Glickman, D.D.S., M.S., M.B.A., J.D.; Robert W. Comer, D.M.D.; Steven J. Filler, D.D.S., M.S., M.A.; James Burke Fine, D.M.D.

cademic administrators and industrial leaders frequently consider managing people a most complex aspect of their position. As a result, managing people has earned a place in management theory as a separate discipline of business. This discipline, human relations (or resource) management, is defined as the process by which leaders bring together the needs of the organization with factors that motivate employees to create an environment that is mutually beneficial.1 In the academic setting, this process parallels the issue of faculty development. The ultimate goal is to supplement leaders’ and administrators’ intuition with facts and theories that will enhance their ability to lead, nurture, and motivate individuals and manage the organization more effectively. Basic business theories for managing people incorporate general progressions from mentoring to motivation to performance counseling. The ultimate goals are to develop personnel and to advance the organization. Faculty with varying goals, objectives, and needs, however, may not be manageable by the general theories of personnel management. The consequences of using such traditional theories could be 520

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poor performance, conflict, lack of trust, lack of motivation, and eventual unhappiness for both the administrator/chair and the faculty member. Primary reasons for this difficulty lie within the complex nature...
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