Bolman and Deal (2013) identified four frames in which to view organizations: Structural, Political, Symbolic, and Human Resources. As a student affairs professional, it is important to have an understanding of these frames and how they impact the functionality of our office or department. It is also important to understand our personal operating structure and how it impacts our work ethic and environment. By completing Bolman and Deal's (2013) organizational orientation assessment, I was able to determine symbolism as my dominant trait. Within the symbolic frame, my skill comes from the ability to inspire others and bring energy to a group. I also ranked very high within the human resources frame, which recognizes that "...people’s skills, attitudes, energy, and commitment are vital resources that can make or break an [institution]" (Bolman & Deal, 2013, p. 117). Certain aspects of each of these frames present themselves in my daily interactions with students and staff members, such as my ability to recognize when individuals are having a difficult day. Knowing the impact that personality has on the workplace, I strive to encourage positivity by talking them through the situation, highlighting their admirable qualities, and offering to relive their stress with one of the many pieces of candy I keep in my desk.
Being able to recognize the needs of others enables me to better serve them and ensure that those needs are met. As a student affairs professional, it is imperative that we understand the organizational structure of our office and institution, as well as recognize where we fit within that structure. My experience as an operations supervisor provided me with multiple occasions to engage and collaborate with other offices and departments. Within operations, set-ups are determined through the use of clearance forms, which are documents that specify what arrangement and resources an individual would like in the room. There were occasionally situations of conflict where requests were made that simply could not be accommodated. During such times, I would contact the requestor, explain the situation, and attempt to accommodate their needs as much as possible. Within these conversations, I utilized what was known as emotional intelligence, which is “’the ability to perceive accurately, understand, and appraise others' emotions..." (Bolman & Deal, 2013, p. 171). Emotional intelligence was also used in my interactions with student employees. Utilizing a situational supervisory model, I interacted with each student employee differently based on their individual needs, providing multiple opportunities for feedback and continuously encouraging their personal and professional development (Reynolds, 2009). Such interactions provided me with the opportunity to get to know each student on an individual level, learn their strengths and weaknesses, their academic and personal commitments, and how they like to be approached in situations of conflict.
My knowledge of Bolman and Deal's Structural Frames enables me to better work in diverse environments at different types of institutions. Through the course Administration and Organization in Higher Education, I was able to analyze specific scenarios from various institutions utilizing the structural, political, symbolic, and human resources frames. Within the "Organizational Analysis" assignment, I critiqued and examined a scenario at a large public institution that was facing a dilemma regarding their building operations procedures. After describing the scenario in detail, I then examined it from the structural and political frames. Using information from Bolman and Deal (2013) on how these frames can operate successfully, I then identified a several solutions to the dilemma. Completing such an assignment allowed me to gain understanding on the multiple perspectives within organizations so that I will be better prepared to engage in constructive dialogue about organizational change (Kezar, 2011).
REFERENCES:
ACPA & NASPA. (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Bolman, L.G. & Deal, T. E. (2013) Reframing organizations: Artistry, choice, and leadership (Fifth ed.). San Francisco, CA: Jossey-Bass
Kezar, A. (2011) Organizational theory. In Schuch, J.H., Jones, S.R., Harper, S.R. & associates (Eds.). Student services:a handbook for the profession. (pp. 226-241). San Franscicio, CA: Jossey-Bass
Reynolds, A. (2009). Helping college students: Developing essential support skills for student affairs practice. San Francisco, CA: Jossey-Bass
Human and Organizational Resources
“The Human and Organizational Resources competency area includes knowledge, skills, and attitudes used in the selection, supervision, motivation, and formal evaluation of staff; conflict resolution, management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management, risk management, and sustainable resources.”
(ACPA & NASPA, 2010, p. 16)