Wind. We cannot see the wind. However, these air currents are constantly changing our behaviors. We can see the air currents on a weather map by the relationship of the isobars. The closer the isobars, the more wind is experienced. (Wheatley mentioned relationships and how things far apart may still have an effect on another.) Hurricanes and tornadoes are wind forces and the wind speed determines the ferocity of these elements. Birds and sailboats depend on the wind and use it to propel or carry them and ride those invisible waves. Wind turbines have been designed to harness the wind as an energy source. In the summer, we welcome the wind to cool us. Now, we can look out the windows and see the leaves blowing from the trees and know that fall has arrived. In the winter, our winds are cold and we bundle to protect ourselves against it. While attending an 8am class at ASU, a discussion of those cold winds began and the instructor advised us to walk with our back to the wind. As you know, if you have ever been in Boone any time of year, the wind does not appear to blow in any one direction so it was near impossible to walk with our backs to the wind all the way to class. I am reminded of the story in nature where the wind and sun compete to see who can get the man to take off his coat. The wind begins to blow but the man does not remove his coat so the wind blows harder causing the man to adjust his coat. Eventually, the sun is given a turn and when the warm sun shines on the man, he takes off his coat to cool himself.
We cannot see the wind but we can see the effects of the wind much the way Wheatley describes the field theory. "We can never see a field, but we can easily see its influence by looking at behavior. To learn what's in the field, look at what people are doing." (p.55) Are we creating power and influence like the wind or are we creating destinations?

Post a symbol of organizational culture with a brief narrative explanation

A bicycle tires demonstrates connections, interdependence, and mobility.
At the center of the tire, we find a nucleus we refer to in our organization as our administration. This is the point of connection to the remainder of the vehicle unit (educational system). This is also where we find our "shared culture" (Schein, 111) as a point where all of the spokes come together. This is our heritage.
The spokes of the tire radiate out to various points we will refer to as our divisions or departments where our "subcultures" exist (Schein, 111). Though we often see ourselves as separate entities, we will notice that this is the point where each spoke is connected to the tire's rim. The rim thus serves a purpose of connecting the administration and individual departments/divisions to the tire which is where "the rubber meets the road."
When everyone is working together, we have a common purpose of transporting both our institution and our students in new directions.
If a spoke is broken/damaged, if the rim is bent, if the center becomes damaged, the system as a whole can become weakened which can lead to a disruption of meeting our purpose in a variety of ways. We are no longer efficiently providing the transportation to our new destination.
A system of checks and balances among the components of an organization is essential to confirm that each unit is working and performing to the best of its ability to meet the defined goals. This would lead us to our ritual of Performance Enhancement Plans (includes individual evaluations/goals), supervisor evaluations, and program evaluations. When an organization's culture is connected, both the subcultures and the shared culture, an organization can have a shared purpose and enjoy a successful journey.

What metaphors do educational organizations typically use to describe their approach to human resources? How well do these metaphors work?

When I began my employment at the community college, I heard the word "family" from the president to the Dean of Student Services (to whom I reported directly). I came to understand that the family I had outside of the college was important to my supervisor as he often would inquire of their wellbeing when he stopped in to chat. I believe he understood that my family was very important to me. Likewise, I believe he had a strong family value. However, I was not the only person he asked as he often knew family member names of others in the office including both professional and support staff. Sometimes co-workers would bring their children to the office. Everyone would come around to talk to the children and ask about school or other important events in their lives and offer some candy or other small token of their visit. We were watching each child grow and we shared stories. It seemed that everyone shared the philosophy of "family" at our workplace.

The environment of the college campus has been very much a family with reference to the human resource frame. We share our joys and our sorrows with the college "family." Campus-wide notifications are made when there are births, deaths, retirement parties, wedding showers and baby showers are hosted, even our birthdays were posted on a college calendar available electronically so we could send birthday cards to our colleagues. We have an institutional fund to send flowers for certain occasions. Two weeks ago, a faculty member was retiring and a colleague hosted a supper at her home for those who could attend. Our endowment provides lunch for all full-time faculty and staff three times each year. This is similar to a family reunion because we may see others from around campus that we have not had time to catch up with in a few months.

As I have recently moved to a faculty position, I have learned a different part of the culture at our college. The physical location of faculty member offices is very decentralized and often creates a disconnect with others within this division. I may go for weeks without speaking to someone who is in my academic division. This is new to me having come from Student Services where everyone was housed in the same area and I saw each one every day and knew if someone was having a bad day. Nonetheless, I still know that those in my academic division respect what I do and appreciate my being a part of their "family."

I suppose we are a lot of small families all rolled into one larger family.

What type of frame is most commonly used by leaders in your educational system? Why?

I have been at Wilkes Community College (WCC) for 8 years. I first worked in Student Services and am now teaching Geography and Success/Study Skills. While there are some number-driven forces we must endure or defend, I like to think the goals at WCC are qualitative rather than quantitative. Very similar to customer service, we have a need to help students be successful which may mean that we are not graduating students and those appear as non-completers. We have many committees and I was initially required as a member of Student Services to participate in three Standing Committees on our campus. In addition to standing committees, we have a Faculty Senate, Staff Council, and various task forces. Committees can propose changes to items of interest (attendance policy, flexible work week) and most often those must be approved in the proper channels. Interview committees can recommend a new hire to the college president; however, the final decision rests with the WCC President who contacts references and calls to offer employment.

We do have a great deal of flexibility and creativity as instructors-choosing texts, creating assignments, developing presentation methods, inviting speakers to our classes, and collaborating with others. Students are "active agents" (Bolman & Deal, p.64) thus classroom dynamics vary from my 8am class to my 9am class to my 5pm class. I am allowed the freedom to respond to the different dynamics of each group and meet the needs of that group of students where they are in the intellectual process.

Given these facts about WCC, I understand that we are very complex in that we are an organization exhibiting a structural frame of lateral coordination and professional bureaucracy as described in Bolman & Deal chapters 3 and 4. Also, I find that we may be exhibiting some reference to a political frame as some final decisions do lie with the administration. In an effort to demonstrate a Human Resource reference, WCC promotes egalitarianism and participation through the examples herein. "Share the wealth," another HR concept, is also displayed when WCC has received additional funds for earning the Superior Performance ratings within the state system and the funds have been dispersed to all employees including the custodians, groundkeepers, faculty, staff, and administrators.

Why are we such a complex organization? I find that there is no one, best way to solve issues that arise in my personal life and extend that to an organization of any size. To honor the age-old cliche of academic freedom but also to maintain the authority of the administration requires more than one method of creating a successful institution. At present, the right blend of freedom, flexibility, and authority seem to exist as our institution continues to thrive in these economic challenges through the support of our college community.