AbstractToday's leaders require the proper mental models for our “VUCA (volatile‐uncertain‐complex‐ambiguous)” world, in the estimation of Bolman and Deal. Although mental models are known by a variety of terms (such as paradigms and mind‐sets), here they are called frames. Bolman and Deal write that a “frame is an amalgam of beliefs and assumptions that you carry in your head to help you understand and negotiate some part of your world.” Four different frames are described: structural, human resource, political, and symbolic. These frames provide different ways of looking at and perceiving situations, giving leaders multiple perspectives for the inherently messy and ambiguous situations they regularly encounter.

Acknowledgments About the Authors Foreword by Guilbert Hentschke Preface: What's in a Song? Lyrics to Green Door Introduction: The New Principal Encounters a Locked Door: Through a Smoky Cloud Outside Looking In Overview of the Book 1. A Glimmer of Networks: Saw an Eyeball Peepin' Business Research Predominance of Networks Impact on Schools Misreading Clues The Context of Leadership Managing Networks Finding Direction 2. Network Basics: Green Door, What's That Secret You're Keepin' Nuts and Bolts Network Players Whole Networks The Key to the Green Door 3. Limitations of Task Networks: Door Slammed, Hospitality's Thin There Searching for the Boss Turned Down by the Boss No Access Finding Access Awareness Resources Stephanie Relaxes the Rule Book 4. Friendship Networks: The Happy Crowd Finding Friends Someone Who Understands Me Someone Convenient The Impact of Comfortable Connections Emotional Contagion Informal Induction Jasmine's Cost-Benefit Decision Friendship and Productivity Antipathy and Its Problems The Blessings and Curses of Friendship Networks 5. Power Networks: Wish They'd Let Me In Politics as Usual Power Stars Power as Perception Power Players Baskets and Eggs Working the Power Networks Principals as Politicians 6. Culture Networks: They Laugh a Lot Behind the Green Door Stories and Traditions Ties That Bind The Way Things Are Done Around Here Tribal Leaders, Mavericks, Mavens, Gossips, and Spies The Door Ajar Cultural Players Trust Thy Neighbor The Spirit Moves Her: A Principal Assumes the Dais The Ghost of Garvey A Bonding Moment Reflecting on Garvey's Green Door 7. Scoping and Working the Networks: Midnight, One More Night Without Sleepin' Promises and Caveats of Network Study Beyond Individual Players Learning Communities, Culture, and Communication Making Sense of School Networks Opening a Can of Worms: Big Brother or the Future of Leadership Inside the Green Door Appendix: Research on Networks in Sociology, Business, and Education Network Literature Network and Related Literature in Education Our Endeavors in Social Network Analysis References Index

Strong cultures - the new old rule for business success values - the core of the culture heroes - the corporate right stuff rites and rituals - culture in action communications - working the cultural network. Putting cultures into practice: corporate tribes - identifying the cultures diagnosis - learning to read cultures symbolic managers - managing the culture change - reshaping cultures cultures of the future - the atomized organization.

The further nonprofit organizations allow their cultural values to shift away from the responsibility to contribute ideas, services, and human capital that improve society, the more difficult fundraising becomes. Fundraising professionals should help nonprofit institutions renew their symbolic cores and strengthen their links to donors and beneficiaries.

"A distinctive, playful, and insightful look at the art and craft of leading a modern-day school." --Roland S. Barth, educator and author of Improving Schools from Within "Reality-based cases and concepts worthy of reflection by all who are interested in improving school leadership.'' --Linton Deck, director of education and nonprofit applications, Center for Creative Leadership "Required reading for those who are or aspire to be principals and for those who prepare, train, or supervise them." --Laraine Roberts, director of research and development, California School Leadership Academy Rather than view leadership and management as opposing factions, this book shows how the two ideals can serve as complements in building powerful school culture. The authors share real-life stories and examples of school leaders who have learned to adopt a bifocal approach and integrate the contradictions of their work.

AbstractOrganizational culture can exert an extraordinary influence on organizational effectiveness. Decisions that threaten organizational culture can precipitate powerful responses.

Foreword - Jerry J Herman and Janice L Herman Introduction A New Principal Finds a Wise Friend The Old Guard and the New Principal Making Sense of School Politics Sagging Morale Responding to Human Needs Student Discipline Understanding Structure in Schools Celebrating the End of the Year Symbols and Culture in Schools After the Fiesta The Total Quality Question A Talk About Values Ethics in School Leadership Five Years Later Passing the Torch Epilogue Signposts on the Path to Leadership Foreword - KJerry J Herman Introduction A New Principal Finds a Wise Friend The Old Guard and the New Principal Making Sense of School Politics Sagging Morale Responding to Human Needs Student Discipline Understanding Structure in Schools Celebrating the End of the Year Symbols and Culture in Schools After the Fiesta The Total Quality Question A Talk About Values Ethics in School Leadership Five Years Later Passing the Torch Epilogue Signposts on the Path to Leadership

The experience of Mikhail Gorbachev provides important lessons for leaders in the 1990s. Leadership is a process of mutual influence that produces collective action in the service of shared or compatible goals and values, usually in a context of conflict and uncertainty. The job of the leader is not to control the tides but to know where they are going and to move with them. Leaders need to combine core values with elastic strategies; expect conflict, encourage its expression, and create arenas to confront it openly; and recognize the paradox of success: the more you succeed, the more you will be surprised and the likelier it is that events will outrun you. Leaders need the patience to recognize that change will take much longer than they hope and that things usually get worse before they get better. They need to be able to think complexly and to use multiple perspectives.

In the 1980s, much attention centers on educational reform. The President of the United States started the ball rolling by appointing a special commission which subsequently proclaimed a national crisis. Since then, senators, governors, state legislators, and mayors have echoed the concern: something significant needs to be done to upgrade American education. Their concerns have spawned still more commissions, created a variety of policies and programs to improve schools, and renewed the vigilance of parents and local communities. Spurred on in large measure by the effective schools research, administrators and teachers have not been passive respondents to initiatives from outside. Their internal efforts to improve schools have often preceded or paralleled the call to action from federal, state, or local governing bodies. Taken in toto, the sheer amount of time, effort, and resources devoted to improving America's schools should reap an immediate payoff in new approaches or practices and ultimately yield greater performance dividends. However, those with long-term memories of prior efforts to change public schools are less optimistic. We can faintly recollect the attempts to alter high school staffing patterns and instruction in the 1950s. We can recall with nostalgia the educational innovations of the 1960s. We can remember, among others, the experiments with vouchers, individualized instruction, educational objectives, team teaching, and instructional technology in the 1970s. Across the memories a familiar scenario takes form: the basic shape of schools and the core of schooling remains intact once the whirlwind of activity subsides.