Harvard Case - Triumphs and Tribulations of a Middle Manager Implementing a New Performance Measure (A)
"Triumphs and Tribulations of a Middle Manager Implementing a New Performance Measure (A)" Harvard business case study is written by Marine Agogue, Luc Belanger-Martin, Justin LEROUX, Cyrille Sardais, Eric GODIN. It deals with the challenges in the field of Economics. The case study is 16 page(s) long and it was first published on : Nov 30, 2021
At Fern Fort University, we recommend a multi-pronged approach to address the challenges faced by Sarah, the middle manager implementing the new performance measure. This approach involves a combination of communication, training, and adjustments to the performance measure itself, ensuring alignment with the university's overall strategic goals.
2. Background
The case study centers around Sarah, a middle manager at Fern Fort University, tasked with implementing a new performance measure based on student satisfaction surveys. This measure aims to incentivize faculty to prioritize student experience and improve overall academic quality. However, Sarah encounters resistance from faculty, who perceive the measure as unfair and lacking in clarity. The faculty also express concerns about the workload associated with the new measure and its impact on research and other academic activities.
3. Analysis of the Case Study
The case highlights several key issues:
- Communication Gap: Sarah's initial implementation lacked effective communication and engagement with faculty. The lack of clarity regarding the performance measure's purpose, methodology, and impact contributed to the faculty's resistance.
- Misalignment with Faculty Goals: The new performance measure, solely focused on student satisfaction, overlooks the diverse goals of faculty, including research, publication, and professional development. This disconnect creates a sense of unfairness and undermines the measure's effectiveness.
- Lack of Training and Support: The university failed to provide adequate training and support to faculty on how to navigate the new performance measure and its implications for their work. This lack of guidance further contributes to the faculty's anxiety and resistance.
- Strategic Misalignment: The university's focus on student satisfaction, while important, may not be aligned with its broader strategic goals, particularly in a research-oriented environment. This lack of alignment creates a disconnect between the performance measure and the university's overall mission.
4. Recommendations
- Improve Communication and Transparency: Sarah should proactively engage with faculty, explaining the rationale behind the new performance measure, its methodology, and its impact on their evaluation. This communication should be clear, concise, and address faculty concerns directly.
- Adjust the Performance Measure: The current measure should be revised to incorporate a balanced approach that considers student satisfaction alongside faculty research, teaching, and professional development. This ensures a more holistic view of faculty performance and aligns the measure with the university's overall goals.
- Provide Training and Support: The university should invest in comprehensive training programs for faculty on the new performance measure. This training should cover the measure's details, data interpretation, and best practices for improving student satisfaction while maintaining academic rigor.
- Foster Collaboration and Dialogue: Sarah should encourage open dialogue and collaboration between faculty and administration to address concerns and identify solutions. This fosters a sense of ownership and ensures that the performance measure is implemented in a way that benefits both students and faculty.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The revised performance measure aligns with the university's mission of providing high-quality education and fostering research excellence. By incorporating faculty research and professional development, the measure ensures a balanced approach that supports both teaching and research.
- External Customers and Internal Clients: The recommendations address the concerns of both external customers (students) and internal clients (faculty). By incorporating student satisfaction and faculty goals, the measure creates a win-win situation for all stakeholders.
- Competitors: The recommendations ensure that Fern Fort University remains competitive in attracting and retaining top faculty by recognizing the importance of research and professional development alongside teaching excellence.
- Attractiveness - Quantitative Measures: While quantitative measures are not explicitly mentioned in the case, the recommendations aim to improve the overall effectiveness of the performance measure by addressing the concerns of faculty and ensuring a more balanced approach.
6. Conclusion
By implementing these recommendations, Sarah can effectively address the challenges she faces and ensure the successful implementation of the new performance measure. This approach will foster a more collaborative and supportive environment for faculty, leading to improved student satisfaction and a stronger academic reputation for the university.
7. Discussion
Alternatives not Selected:
- Abandoning the Performance Measure: While this option might seem appealing in the short term, it would undermine the university's efforts to improve student satisfaction and academic quality.
- Maintaining the Status Quo: This option would perpetuate the current challenges and lead to continued faculty dissatisfaction and resistance.
Risks and Key Assumptions:
- Faculty Resistance: There is a risk that faculty may continue to resist the new performance measure, even after adjustments and training. This risk can be mitigated by actively engaging with faculty, addressing their concerns, and demonstrating the measure's benefits.
- Data Accuracy and Reliability: The effectiveness of the performance measure relies on the accuracy and reliability of student satisfaction data. This assumption requires ongoing monitoring and evaluation to ensure the data's validity.
8. Next Steps
- Develop a Communication Plan: Sarah should develop a detailed communication plan outlining the steps she will take to engage with faculty and address their concerns.
- Establish a Working Group: Sarah should establish a working group consisting of faculty, administrators, and students to collaborate on revising the performance measure and developing training materials.
- Pilot Test the Revised Measure: Before full implementation, the revised performance measure should be piloted with a select group of faculty to gather feedback and make necessary adjustments.
- Monitor and Evaluate: Once implemented, the performance measure should be continuously monitored and evaluated to assess its effectiveness and identify areas for improvement.
By following these steps, Sarah can effectively implement the new performance measure and contribute to the university's overall success.
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Case Description
Presented in the form of a comic book, this two-part case follows the efforts (or lack thereof) of Richard, the Quebec regional manager of Frippe, a cross-Canada chain of fashion boutiques, to implement a new performance indicator. Four years earlier, Mary, the founder's daughter, had taken over the reins of the company and repatriated production to Canada. Her next goal was to improve the customer experience with the help of a new performance indicator: the conversion rate. Richard was not fully on board with the idea and paid little attention to its implementation, but, at the end of the fiscal year, he had to submit a progress report to Mary.
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