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is Lecturer on Education and Director of the National Center for Educational Leadership at the Harvard Graduate School of Education. A specialist in leadership and organizational behavior, his publications include Reframing Organizations: Artistry, Choice and Leadership (written with Terrence E.Deal). Bolman has been a consultant to corporations, public agencies, universities, and public schools in the United States, Asia, Europe, and Latin America. At Harvard he has also served as educational chairperson of two executive development programs, the Institute for Educational Management and the Management Development Program. He has been director and board chair of the Organizational Behavior Teaching Society and a director of the National Training Laboratories Institute for Applied Behavioral Science. Bolman holds a B.A. in History and a Ph. D. in Organizational Behavior, both from Yale University

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received his Ph.D. in Educational Administration and Sociology from Stanford University. As professor of Education and Human Development at Peabody College of Vanderbilt University, Terry teaches courses in Organizational Theory and Behavior, Symbolism, and Leadership. He serves as Co-Director of The National Center for Educational Leadership (NCEL) and Senior Research Associate at the Center for the Advanced Study of Educational Leadership (CASED. Terry previously taught at the Harvard Graduate School of Education and the Stanford School of Education.

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*Frames are unclear
*Activities may fall under more than one frame.
*Gender differences had not been considered.

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*social
*leaders install a sense of enthusiasm
*commitment through charisma
*pay attention to ritual ceremony and other symbolic forms

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*leaders are advocates and negotiators
* value realism and pragmatism
*networking
*building a power base
*negotiating compromises

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*focus on human needs
*value relationships and feelings
*lead through facilitation and empowerment
*adjust people to fit the organization

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*Set clear directions
* Hold people accountable for results.
*leaders analysis and value data
* try to solve organizational problems with new policies and rules.

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Ownings, W. & Kaplan, L. (2012). Leadership and Organizational Behavior in Education. New Jersey: Pearson.

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Leadership and management effectiveness: A multi-frame, multi-sector analysis

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Leadership and management effectiveness: A multi-frame, multi-sector analysis

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Bolman, L. & Deal T.
This article tested qualitative and quantitative study of their basic frames.
I. The qualitative revealed only two frames appeared out of the four frames in each group tested.
*Structural frame 60% of the cases.
*Symbolic frame 20% of the cases.
Human and Political frames varied through out the different cases.
II. The quantitative study used a survey instrument to assess the frame orientation.
* The survey couldn't determine the difference between the manager and the leader therefore the survey was invalid.
*women were absent from the corporate sample but a significant representation in the educational administration.

Bolman, L. G., & Deal, T. E. (March 07, 1992). Leadership and management effectiveness: A multi-frame, multi-sector analysis. Human Resource Management, 30, 4, 509-534.