ORGANIZATIONAL MODELS FOR THE OFFICE OF THE DEAN 25 amount of time to hold weekly one-on-one meetings with the deputy dean and each of the ADs, as well as weekly team meetings (also including the chief admin- istrative officer, budget manager, director of communications, and senior assistant dean for undergraduate academic services), and twice-yearly retreats. Credit for Work ADs complete a significant amount of work, much of it essential (e.g., drafting promotion document letters as primary reader of a dossier, evaluating faculty appraisals and materials, peer reviews), but because the dean is the final sign-off or voice, ADs often do not receive visible credit. Public acknowledgement by the dean of AD leadership contributions is an important element of developing and sustaining high performing teams. Collaborative Requirements Operating in a portfolio environment, ADs must work collaboratively. If individ- uals are competitive or territorial over their academic areas, you run the risk of not getting appropriate or adequate representation. The dean must be conscious of this risk and manage appropriately, appointing ADs who have the ability to think broadly, allocate resources fairly, and work well as a member of collegial team. Ultimately, the benefits of the portfolio organizational model outweigh those of other models of organizing a large and complex college. Myriad demands on academic deans necessitate an effective model of organizing the workflow and decision-making. Associate deans bring valuable disciplinary perspectives as well as diverse experiences and views of the academic landscape. With appropriate attention to the needs of associate deans and their management in this collabora- tive environment, deans can advance their colleges while maintaining sustainable careers and work-family balance. MODEL IV, Type B: Functional + Division Line Deans This model is similar to the Functional + Portfolio Deans model described above, but is distinguished by greater autonomy of the academic divisions and the greater authority of the person who heads a division (called variously senior associate dean, associate dean, division dean, or dean). This organizational structure is most often found in large public institutions. In this model, division deans are known as “line” officers as they are instrumental in directly promoting the mission of their units and have supervisory responsibilities. By delegation from the dean, they are given autonomy through practice and policy to make decisions. These decisions are not absolute; final sign-off on hiring, promotion, tenure, and the like may still reside with the dean. There is no dotted line from the department chairs to the executive dean. Division deans may have associate/assistant deans and professional staff of their own.