In a resource-scarce environment, why is administrative talent often overlooked? Perhaps due to time-honored traditions and the hierarchical structure of educational institutions, many administrative managers have a blind spot regarding their support staff's full scope of skills and experience base. Whether by design or neglect, they frequently utilize administrative assistants in narrowly defined roles that are programmed for a limited set of mundane tasks, such as word processing or arranging meetings and managing calendars. The result: underutilization of staff--a condition that doesn't serve or support the institution's goals, especially during tough economic times. What's needed is a more holistic approach to staff utilization that takes into consideration the benefits to the individual, the management team, and the entire institution.
Give Them Some Credit
What is behind the shortsightedness that leads to staff underutilization? "Administrative managers who have been thrust into leadership roles by virtue of their individual accomplishments may lack solid management skills," suggests Curt Denham, director of Administration with the University of California's University Affairs Division. "Further, as the pace of business increases and resources are further reduced, managers don't like to commit the additional time to identify an employee's strengths outside the regular annual salary reviews."
Staffers whose talents are underestimated often begin to do the
minimum to maintain the status quo.
Staff members whose talents are underestimated lose self-confidence and often begin to do the minimum to maintain the status quo. At best, their performance suffers, and so does the entire department. At worst, they develop resentful attitudes towards their bosses or quit. On the other hand, when a manager takes the necessary steps to uncover, assess, and leverage talent, both staff member and boss benefit.
To better utilize administrative support, here are five types of shortsightedness and ways to overcome them.
Stereotypes regarding roles. Many managers don't think outside the box of the institution's hierarchical system, silently restricted by unwritten norms and organizational culture. The attitude is that an administrative assistant is an administrative assistant--period. Here's an example: An administrative assistant to the president was invited to attend a planning retreat. The retreat's facilitator insisted on everyone's full participation in roundtable discussions, including the assistant's. Whenever the facilitator called on the assistant for input, the assistant contributed valuable information, but demonstrated extreme discomfort. During a break, the facilitator approached the assistant and inquired about her reaction. The assistant broke down in tears and admitted being completely overcome at being asked her opinion. She stated that she had always been treated as a word processing machine. Never once had anyone consulted her in areas such as meeting management or increasing the efficiency of the office. She also had valuable information about key administrative relationships and the preferred communication styles of senior administrators, from which her boss, who was new to the organization, could have benefited tremendously.
One solution for tapping into such hidden talent is for the boss to invest in professional development for the assistant. Two years following the incident at the retreat, an assessment of her strengths and weaknesses and the development of specific education and training opportunities had changed the assistant's personal and professional life. Her boss invested in courses that built on her strengths and increased her self-confidence. He broadened her role, and she was now a valued asset in the department.
Failure to observe. Many administrative managers fail to observe an assistant's strengths and ignore the very potential that could reduce their level of stress and maximize much needed energy to focus on strategic goals, rather than putting out fires. Here's an example: A newly appointed dean was in hot water because he did not understand the university's culture. His administrative assistant, who had been with the institution for 25 years, had given him the minutes from previous administrative staff meetings and other valuable documents that could have provided a perspective on the institution's culture and unwritten norms. The assistant was a goldmine of cultural and environmental information that could have simplified the dean's life and prevented blunders. However, while acknowledging her administrative and organizational skills, he failed to tap into this tremendous resource.
