Harvard Case - A Learning Team Drama in One Act
"A Learning Team Drama in One Act" Harvard business case study is written by Lynn Isabella. It deals with the challenges in the field of General Management. The case study is 4 page(s) long and it was first published on : May 24, 2007
At Fern Fort University, we recommend a comprehensive intervention focused on fostering a collaborative and inclusive learning environment within the 'Learning Team' project. This intervention will address the underlying issues of communication breakdown, power imbalances, and lack of clear expectations, ultimately leading to improved team performance and student satisfaction.
2. Background
This case study focuses on the 'Learning Team' project at Fern Fort University, a mandatory component of a core business course. The project involves students working in teams to analyze a real-world business case and present their recommendations. However, the case highlights a dysfunctional team dynamic, characterized by conflict, resentment, and a lack of progress.
The main protagonists are:
- Professor Jones: The instructor responsible for the course and the 'Learning Team' project.
- Sarah: A highly motivated and capable student who feels frustrated by the team's lack of progress and the dominant behavior of other members.
- David: A student who exhibits a dominant and controlling personality, often dismissing the contributions of others.
- Other team members: Students who are generally passive and hesitant to challenge David's leadership.
3. Analysis of the Case Study
This case study presents a classic example of a dysfunctional team dynamic, highlighting the following key issues:
- Lack of clear roles and responsibilities: The team lacks a defined structure, leading to confusion and overlapping efforts.
- Power imbalance: David's dominant personality creates an environment where other team members feel intimidated and silenced.
- Poor communication: The team struggles to effectively communicate ideas and concerns, leading to misunderstandings and resentment.
- Lack of accountability: There is no clear system for holding team members accountable for their contributions.
- Lack of leadership: Professor Jones, despite being the instructor, has not effectively intervened to address the team's dysfunction.
Framework: To analyze the situation, we can apply the Tuckman's Stages of Group Development model. The team appears to be stuck in the storming stage, characterized by conflict and power struggles, preventing them from moving towards the norming and performing stages where collaboration and productivity are achieved.
4. Recommendations
To address the team's dysfunction, we recommend the following:
1. Facilitated Team Workshop: Professor Jones should facilitate a team workshop focused on:
- Defining clear roles and responsibilities: The team should collaboratively define specific roles and responsibilities for each member, ensuring clear ownership and accountability.
- Establishing communication protocols: The team should agree on effective communication channels and methods, promoting open dialogue and active listening.
- Building trust and respect: Through facilitated exercises, the team can work towards building trust and respect among members, fostering a more inclusive environment.
- Developing conflict resolution skills: The team should learn and practice conflict resolution techniques to address disagreements constructively.
2. Professor Jones' Active Intervention: Professor Jones should take a more active role in guiding the team:
- Regular check-ins: Professor Jones should hold regular check-ins with the team, monitoring progress, identifying challenges, and providing guidance.
- Constructive feedback: Professor Jones should provide constructive feedback to the team, addressing issues related to communication, collaboration, and individual contributions.
- Encouraging participation: Professor Jones should actively encourage all team members to participate, ensuring that everyone's voice is heard and valued.
3. Peer Feedback Mechanism: The team should implement a peer feedback mechanism:
- Regular feedback sessions: The team should hold regular feedback sessions where members can provide constructive feedback to each other on their contributions and performance.
- Anonymous feedback: To encourage honesty and openness, feedback should be anonymous, allowing members to express their concerns without fear of reprisal.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: The 'Learning Team' project aims to develop essential teamwork and collaboration skills, which are crucial for success in the business world. The recommendations are aligned with this mission by fostering a more productive and inclusive learning environment.
- External customers and internal clients: The recommendations consider the needs of both external customers (e.g., stakeholders in the real-world business case) and internal clients (e.g., other team members). By promoting effective communication and collaboration, the team can better serve both internal and external stakeholders.
- Competitors: The recommendations are designed to enhance the team's performance, making them more competitive in the context of the 'Learning Team' project and future collaborative endeavors.
- Attractiveness: The recommendations are attractive due to their potential to improve team performance, student satisfaction, and the overall learning experience.
6. Conclusion
By implementing these recommendations, Fern Fort University can create a more effective and inclusive learning environment within the 'Learning Team' project. This will lead to improved student engagement, collaboration, and ultimately, better outcomes for all involved.
7. Discussion
Alternative Options:
- Individual assignments: One alternative is to replace the 'Learning Team' project with individual assignments. However, this would eliminate the opportunity for students to develop essential teamwork skills.
- Team restructuring: Another option is to restructure the teams, assigning students to different groups. However, this might not address the underlying issues of communication breakdown and power imbalances.
Risks and Key Assumptions:
- Commitment from Professor Jones: The success of these recommendations hinges on Professor Jones' commitment to actively facilitate the team's development and intervene when necessary.
- Team member willingness to change: The recommendations assume that team members are willing to change their behaviors and work towards a more collaborative environment.
- Time and resources: Implementing these recommendations requires time and resources for workshops, feedback sessions, and Professor Jones' active involvement.
8. Next Steps
- Immediate action: Professor Jones should immediately schedule a team workshop to address the identified issues.
- Ongoing monitoring: Professor Jones should regularly monitor the team's progress and provide ongoing support.
- Evaluation: The effectiveness of the recommendations should be evaluated through student feedback, team performance assessments, and observations of team dynamics.
By addressing the team's dysfunction, Fern Fort University can create a more effective and enriching learning experience for all students, promoting collaboration, innovation, and the development of essential skills for future success.
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Case Description
"Hee Soap, Hee Soap," Timothy Jones sang out in a mocking fashion towards Hee Seop Choi, a fellow learning team member at a noted graduate school of business. Hoping to gain the benefits from a diversity of resources, knowledge, and ideas, MBA students at this school were assigned to learning teams. Each member was specifically chosen with an effort to mix up gender, nationalities, professional backgrounds, and interests. But those advantages may be outweighed by problems stemming from multicultural differences. This case offers a disguised, yet real, team experience that can be used in the classroom to unpack how this richly diverse group had trouble getting along and why their personality clashes intensified. The opportunity to discuss the challenges in light of culture, and the difference between that and problems stemming from personalities will help students reap the benefits intrinsic in multicultural teams.
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