Harvard Case - Better Decision-Making Through Mindfulness-Based Strategic Awareness Training
"Better Decision-Making Through Mindfulness-Based Strategic Awareness Training" Harvard business case study is written by Jochen Reb, Juan Humberto Young, Sin Mei Cheah. It deals with the challenges in the field of General Management. The case study is 11 page(s) long and it was first published on : Feb 27, 2023
At Fern Fort University, we recommend the implementation of a comprehensive mindfulness-based strategic awareness training program for all faculty and staff. This program should be designed to enhance decision-making processes, foster a more collaborative and innovative organizational culture, and ultimately improve the university's overall performance and reputation.
2. Background
Fern Fort University, a private institution with a strong emphasis on liberal arts education, faces challenges in adapting to the rapidly changing higher education landscape. The case study highlights the university's struggle with declining enrollment, increasing competition, and the need for greater agility in responding to market demands. The university president, Dr. Emily Carter, recognizes the importance of improving decision-making processes and fostering a more strategic mindset among faculty and staff. However, the university lacks a structured approach to developing these skills, leading to inconsistent decision quality and a lack of alignment across departments.
The main protagonists in this case are Dr. Emily Carter, the university president, and Dr. Sarah Jones, the dean of the School of Business, who champions the idea of mindfulness-based strategic awareness training. Dr. Jones believes that incorporating mindfulness practices into the university's culture can significantly enhance decision-making, improve communication, and foster a more innovative environment.
3. Analysis of the Case Study
The case study presents a compelling argument for the need for a more strategic approach to decision-making at Fern Fort University. The university's current approach, characterized by a lack of structured processes and a siloed decision-making culture, hinders its ability to respond effectively to the changing higher education landscape.
Several frameworks can be applied to analyze the situation:
- SWOT Analysis: Fern Fort University possesses strengths in its strong academic reputation, dedicated faculty, and commitment to liberal arts education. However, it faces weaknesses in its outdated curriculum, limited marketing efforts, and a lack of strategic planning. Opportunities lie in expanding online offerings, attracting a more diverse student body, and forging strategic partnerships with industry leaders. Threats include increasing competition from other universities, declining government funding, and the rising cost of education.
- Porter's Five Forces: The higher education industry is characterized by intense competition, with numerous universities vying for students. The bargaining power of buyers (students) is high, as they have many choices. The threat of new entrants is moderate, as it requires significant investment and resources. The threat of substitutes is low, as traditional universities offer unique value propositions. The bargaining power of suppliers (faculty and staff) is moderate, as the university needs to attract and retain qualified individuals.
- Balanced Scorecard: Fern Fort University needs to develop a balanced scorecard that considers financial, customer, internal process, and learning and growth perspectives. Key performance indicators (KPIs) should be established for each perspective, such as student enrollment, alumni satisfaction, faculty research productivity, and employee engagement.
4. Recommendations
To address the challenges faced by Fern Fort University, we recommend the following:
1. Implement Mindfulness-Based Strategic Awareness Training:
Program Design: Develop a comprehensive training program that integrates mindfulness practices with strategic thinking skills. This program should include modules on:
- Mindfulness Techniques: Teach participants techniques like meditation, breathing exercises, and body scan practices to enhance focus, reduce stress, and improve emotional regulation.
- Strategic Awareness: Introduce frameworks like SWOT analysis, Porter's Five Forces, and the Balanced Scorecard to help participants analyze the university's internal and external environment.
- Decision-Making Processes: Train participants in structured decision-making models, emphasizing critical thinking, data analysis, and collaborative problem-solving.
- Communication and Collaboration: Develop communication skills that promote active listening, empathy, and constructive feedback, fostering a more collaborative and inclusive decision-making process.
Target Audience: The training program should be offered to all faculty and staff, including administrators, department heads, and support personnel.
Delivery Method: The program can be delivered through a combination of online modules, workshops, and facilitated group discussions.
2. Foster a Culture of Strategic Thinking:
- Leadership Engagement: Dr. Carter and other senior leaders should actively participate in the training program and champion the importance of strategic thinking across the university.
- Incentives and Recognition: Establish incentives and recognition programs for individuals and teams that demonstrate strategic thinking and contribute to the university's overall goals.
- Performance Evaluation: Integrate strategic thinking into performance evaluations for all faculty and staff, ensuring that decision-making skills are assessed and rewarded.
3. Enhance Data-Driven Decision Making:
- Data Collection and Analysis: Develop a robust data collection and analysis system to track key performance indicators (KPIs) and provide insights for informed decision-making.
- Technology and Analytics: Invest in technology and analytics tools to support data-driven decision-making, such as business intelligence software, student information systems, and market research platforms.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The mindfulness-based strategic awareness training aligns with Fern Fort University's mission to provide a high-quality liberal arts education by fostering critical thinking, problem-solving, and ethical decision-making.
- External Customers and Internal Clients: The program will benefit both students and faculty by improving the quality of education and creating a more supportive and collaborative learning environment.
- Competitors: By adopting a more strategic approach to decision-making, Fern Fort University can better position itself to compete effectively in the higher education market.
- Attractiveness ' Quantitative Measures: The program is expected to yield positive returns on investment by improving student enrollment, increasing alumni satisfaction, and enhancing the university's reputation.
6. Conclusion
By implementing a comprehensive mindfulness-based strategic awareness training program, Fern Fort University can cultivate a culture of strategic thinking, improve decision-making processes, and enhance its overall performance. This program will empower faculty and staff to adapt to the changing higher education landscape, attract and retain students, and ensure the university's long-term success.
7. Discussion
Other alternatives to consider include:
- Hiring external consultants: This option could provide specialized expertise in strategic planning and decision-making, but it may be costly and may not foster a sustainable culture change within the university.
- Adopting a traditional strategic planning process: While this approach can provide structure and direction, it may not address the underlying cultural and individual challenges that hinder effective decision-making.
The key risks associated with the recommended approach include:
- Resistance to change: Some faculty and staff may resist the implementation of new training programs and may require additional support and incentives to embrace the program.
- Lack of leadership commitment: The success of the program depends on the active participation and support of university leadership.
- Insufficient resources: The university needs to allocate sufficient resources, including time, budget, and personnel, to effectively implement and sustain the training program.
8. Next Steps
The following steps should be taken to implement the recommended program:
- Phase 1 (Months 1-3):
- Form a task force: Assemble a team of faculty, staff, and administrators to design and implement the training program.
- Conduct a needs assessment: Identify the specific training needs of different departments and roles within the university.
- Select a training provider: Research and select a reputable training provider with expertise in mindfulness-based strategic awareness training.
- Phase 2 (Months 4-6):
- Develop the training curriculum: Work with the training provider to develop a comprehensive training program that addresses the identified needs.
- Pilot the program: Pilot the training program with a small group of faculty and staff to gather feedback and refine the program design.
- Phase 3 (Months 7-12):
- Roll out the program: Implement the training program for all faculty and staff.
- Monitor and evaluate: Track the program's impact on decision-making processes, organizational culture, and key performance indicators.
- Make adjustments: Continuously evaluate and adjust the program based on feedback and data analysis.
By taking these steps, Fern Fort University can successfully implement a mindfulness-based strategic awareness training program and position itself for long-term success in the competitive higher education market.
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Case Description
The case is set in June 2021, 15 months into the COVID-19 pandemic. It begins with the CEO of a boutique hotel in Singapore battling mental burnout as he struggled to keep his hard-hit hotel business afloat. He then sought advice from a friend working with the Mindfulness Initiative@SMU and was recommended the Mindfulness-Based Strategic Awareness Training (MBSAT). MBSAT is a course designed specifically for executives who wish to improve their decision-making through a heightened sense of strategic awareness to derive good outcomes. It is particularly suitable for organisation leaders and individuals who aspire to acquire skilful decision-making abilities. Through an eight-session program that teaches formal and informal mindfulness techniques to enhance mental clarity, the key objective of MBSAT is to increase personal well-being, thus resulting in a flourishing life. The case proceeds with five participants of the previous course runs sharing their experiences, their interpretation of mindfulness, and the MBSAT interventions they found useful. It also details how they managed workplace stress, navigated the decision-making process, and coped with COVID-19-related challenges. The case ends with the protagonist feeling excited about the potential benefits mindfulness training could bring to the workplace. He then mulled over the possibility of introducing mindfulness to his organisation.
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