Free Discrimination or Non-Performance? Case Study Solution | Assignment Help

Harvard Case - Discrimination or Non-Performance?

"Discrimination or Non-Performance?" Harvard business case study is written by Carol J Cumber, Jamie O'Brien. It deals with the challenges in the field of Human Resource Management. The case study is 13 page(s) long and it was first published on : Sep 1, 2015

At Fern Fort University, we recommend a comprehensive approach to address the concerns raised by the case study. This approach involves a multi-pronged strategy that focuses on robust talent management, diversity and inclusion, employee performance management, and organizational culture initiatives. We aim to create a workplace where all employees feel valued, respected, and empowered to perform at their best, while fostering a culture of inclusivity and fairness.

2. Background

This case study revolves around the situation at Fern Fort University, a private institution facing allegations of discrimination against female faculty members. The university's leadership is grappling with the issue, attempting to balance the need for addressing potential discrimination with the desire to maintain academic freedom and individual performance accountability. The main protagonists are:

  • Dr. Martha Jones: A tenured professor who has filed a formal complaint alleging discrimination.
  • Dr. David Smith: The Dean of the Faculty, tasked with investigating the complaint and addressing the concerns.
  • The University President: Ultimately responsible for upholding the university's values and ensuring a fair and inclusive environment.

3. Analysis of the Case Study

This case study presents a complex scenario where multiple factors intersect, making it challenging to determine the root cause of the alleged discrimination. To analyze the situation effectively, we can utilize the Organizational Behavior framework, focusing on the following key areas:

  • Individual Behavior: The case highlights the differing perspectives and experiences of Dr. Jones and other female faculty members, suggesting potential biases and perceptions of unfair treatment.
  • Group Dynamics: The case alludes to a potential 'boys' club' culture within the university's faculty, where women might face challenges in networking, mentorship, and career advancement.
  • Organizational Structure and Design: The university's structure and decision-making processes may contribute to the perception of bias, particularly if there is a lack of transparency and accountability in promotion and tenure decisions.
  • Organizational Culture: The case suggests a potential lack of diversity and inclusion within the university's culture, which could contribute to a hostile environment for female faculty members.

4. Recommendations

To address the concerns raised in the case study, we recommend the following actions:

1. Conduct a Thorough Investigation:

  • Independent Review: Engage an external, impartial third-party organization to conduct a thorough and unbiased investigation into Dr. Jones's allegations.
  • Data Collection: Collect data on faculty demographics, promotion rates, salary discrepancies, and other relevant metrics to identify potential disparities and patterns.
  • Employee Interviews: Conduct confidential interviews with female faculty members to gather their perspectives and experiences.

2. Implement Diversity and Inclusion Initiatives:

  • Diversity Training: Provide mandatory training programs for all faculty and staff on diversity, inclusion, unconscious bias, and respectful workplace communication.
  • Mentorship Programs: Establish mentorship programs that pair senior faculty with junior faculty members, particularly women, to provide support, guidance, and networking opportunities.
  • Recruitment Strategies: Implement proactive recruitment strategies aimed at attracting a diverse pool of candidates for faculty positions, including women from underrepresented groups.

3. Enhance Employee Performance Management:

  • Clear Performance Standards: Develop clear and objective performance criteria for faculty evaluation, ensuring that they are applied consistently across all departments and disciplines.
  • Regular Feedback: Implement regular performance feedback mechanisms to provide constructive feedback and support to faculty members, fostering a culture of continuous improvement.
  • Transparent Promotion Process: Establish a transparent and objective process for faculty promotion and tenure decisions, minimizing subjectivity and potential bias.

4. Foster a Culture of Inclusivity:

  • Leadership Commitment: Ensure that university leadership actively promotes diversity and inclusion, setting the tone for a welcoming and respectful workplace.
  • Employee Resource Groups: Encourage the formation of employee resource groups for women and other underrepresented groups to provide support, networking, and advocacy.
  • Open Communication: Create a culture of open communication and feedback, where employees feel comfortable raising concerns and sharing their experiences.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  • Core Competencies and Consistency with Mission: Fern Fort University's mission likely emphasizes academic excellence, intellectual freedom, and a commitment to diversity and inclusion. Our recommendations align with these core values.
  • External Customers and Internal Clients: Attracting and retaining top faculty talent is crucial for the university's reputation and academic success. Creating a fair and inclusive environment is essential for attracting and retaining diverse faculty members.
  • Competitors: Universities are increasingly competing for top talent, making it crucial to establish a reputation as an inclusive and equitable employer.
  • Attractiveness - Quantitative Measures: While difficult to quantify directly, the benefits of diversity and inclusion are well-documented, including improved decision-making, innovation, and employee satisfaction.
  • Assumptions: We assume that Fern Fort University is committed to addressing the concerns raised in the case study and is willing to invest in the necessary resources to implement our recommendations.

6. Conclusion

By implementing these recommendations, Fern Fort University can create a more inclusive and equitable environment for all faculty members, fostering a culture of respect, fairness, and academic excellence. This will not only address the concerns raised in the case study but also contribute to the long-term success of the university.

7. Discussion

Alternative approaches to address the concerns might include:

  • Focusing solely on individual performance: This approach risks overlooking systemic issues and potentially exacerbating the problem.
  • Ignoring the allegations: This approach could damage the university's reputation and lead to further legal challenges.

Key risks associated with our recommendations include:

  • Resistance to change: Some faculty members might resist the implementation of diversity and inclusion initiatives.
  • Insufficient resources: The university might not have the necessary resources to implement all of our recommendations effectively.

8. Next Steps

To implement these recommendations effectively, the university should establish a clear timeline with key milestones:

  • Month 1: Engage an external investigator and begin data collection.
  • Month 2: Conduct employee interviews and analyze data.
  • Month 3: Develop and implement diversity and inclusion training programs.
  • Month 6: Establish mentorship programs and review faculty performance criteria.
  • Year 1: Implement a transparent promotion process and monitor progress on diversity and inclusion initiatives.

By taking these steps, Fern Fort University can demonstrate its commitment to creating a fair and inclusive environment for all faculty members, fostering a culture of excellence and respect.

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Case Description

Dr. George Annan was hired as an assistant professor at Northern Plains University (NPU) in August of 2003. He was born in Kenya, Africa, and was of African descent. NPU was a predominantly white institution, and he joined a small department with faculty consisting of three additional men and one woman - all white, and with varying ranks from instructor to associate professor. Although initially evaluated as having achieved the level of performance "reasonably expected in an Assistant Professor," subsequent evaluations were increasingly negative, and he was informed that his performance did not meet the expectations required of faculty at NPU. His contract was terminated at the end of his second year. Department Head Mary Reed believed that she had provided adequate feedback and support so that this outcome could have been avoided - if he had listened to her. Annan contended that he was treated unfairly by being assigned introductory level classes that wasted his talents as a Ph.D., and because he was an African man surrounded by a predominantly white faculty and student body. He was threatening to sue NPU for discrimination. Although Department Head Reed felt that Annan had largely ignored her advice on how to improve his performance, she knew that she needed to prepare evidence to defend NPU in case Annan decided to pursue legal action. Her primary concern was that Annan would allege discrimination under Title VII of the Civil Rights Act of 1964, claiming he was discriminated against on the basis of race.

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