Managing People: A Guide for Department Chairs and Deans (review)

Managing People: A Guide for Department Chairs and Deans provides practical, yet profound insight into the job function of higher education's middle management. This edited volume by Deryl R. Leaming grew out of his 20-year experience serving as a department chair and dean. Leaming's motivation for contributing this piece was his concern that many who assume the role of department chair or dean are poorly prepared and his desire to help these persons better deal with daily problems associated with the job. Perhaps one of the greatest strengths of the book happens to be the fact that all of the contributors have served as either a department chair, dean, or vice president.

Many books and journal articles have given attention to the job role and function of deans and department chairs. Many of these documents are written from a scholarly perspective that was primarily guided by research questions. This book takes a different approach. It is written from a practice perspective and really provides a "how to" guide that will better equip middle management in higher education to deal with the more intense aspects of their job—specifically those tasks dealing with motivating employees (leadership) and those of planning, organizing, directing, and staffing (management).

The first lesson Leaming points out is that leaders must first of all understand themselves. "Above all else, academic deans and department chairs—and all leaders—must come to terms with and accept who they are" (p. 1). He draws on the work of Stephen R. Covey (1989) and provides several assessment tools for getting to know oneself. Communication is the second leadership lesson discussed in the book. In his chapter, Wheeler highlights effective strategies for establishing a rapport with departmental colleagues. Beginning deans and departmental chairs will appreciate the pointers for initiating difficult conversations. The final leadership lesson revealed by Lynn Little explains how chairs and deans could establish a positive environment for leadership by focusing on the needs of faculty. Although the author uses Kouzes and Posner's (1995) five exemplary leadership practices as a basis for her discussion, it is evident that Abraham Maslow's (1954) theory on needs also provides an excellent framework for this discussion. Above all, Little notes that the fundamental theories of leadership are easy to understand but the actual practice of leadership "almost always is mind-bogglingly complex and difficult" (p. 40).

The next chapters of the book provide a more substantive discussion regarding the specific job-related tasks of department chairs and deans. These chapters collectively examine those micropolitical issues that often bring frustration: power dynamics, conflict resolution, and hiring and evaluating faculty. The book provides excellent insight into how departmental processes (i.e. meetings, memos) can be used effectively. Ultimately, chairs and deans should work from a proactive agenda to maintain faculty morale. The fact that several chapters focus on how to deal productively with difficult and troubled faculty exemplifies the commitment of the authors to faculty development and success.

Leaming concludes the book by challenging his reader to become "a better people manager and leader" (p. 217). He encourages chairs and deans to be change agents, to empower others, to have compassion, to get around, and to treat each person as an individual. This may seem like simple advice, but it is these small idiosyncrasies that make the leadership difference. This book, which can be read in one sitting, is a "must read" for all who aspire to academic administrative positions. The practical lessons presented will increase the awareness of department chairs and deans about the dilemmas they will face and will enhance their leadership capacity to work though difficult situations.