Harvard Case - Recognizing Leadership Styles
"Recognizing Leadership Styles" Harvard business case study is written by Konstantin Korotov. It deals with the challenges in the field of Human Resource Management. The case study is 4 page(s) long and it was first published on : Oct 2, 2018
At Fern Fort University, we recommend a comprehensive approach to leadership development that addresses the unique needs of each leader while fostering a culture of collaboration and innovation. This approach will involve a combination of individual assessments, tailored training programs, and ongoing mentorship opportunities.
2. Background
Fern Fort University is a small, private university facing significant challenges in attracting and retaining top talent, particularly in leadership positions. The case study highlights the contrasting leadership styles of two key figures: Dr. Michaelson, the president, and Dr. Smith, the dean of the School of Business. Dr. Michaelson, a charismatic and visionary leader, prioritizes strategic initiatives and focuses on the big picture. Dr. Smith, a more detail-oriented and process-driven leader, emphasizes operational efficiency and compliance.
The university's leadership team is struggling to navigate the complexities of a changing higher education landscape, facing competition from larger institutions and a shrinking pool of qualified applicants. The case study emphasizes the need for a more cohesive and collaborative leadership approach to address these challenges.
3. Analysis of the Case Study
This case study can be analyzed through the lens of leadership styles and organizational culture.
Leadership Styles:
- Dr. Michaelson: His leadership style can be categorized as transformational ' he inspires and motivates his team by articulating a compelling vision for the future. However, his focus on the big picture sometimes leads to a lack of attention to detail and operational efficiency.
- Dr. Smith: His leadership style is more transactional ' he focuses on clear goals, performance metrics, and rewards for achieving those goals. This style can be effective in ensuring operational efficiency but can also create a more rigid and less innovative environment.
Organizational Culture:
The university's current culture reflects the contrasting leadership styles of Dr. Michaelson and Dr. Smith. This creates a fragmented culture with a lack of clear direction and a disconnect between strategic goals and operational execution.
Key Issues:
- Lack of leadership alignment: The contrasting leadership styles create tension and hinder collaboration.
- Limited leadership development: The university lacks a structured program for developing future leaders.
- Employee retention: The lack of a cohesive leadership approach and limited career advancement opportunities contribute to employee turnover.
- Innovation and agility: The university struggles to adapt to the changing higher education landscape due to a lack of innovation and agility.
4. Recommendations
To address these challenges, Fern Fort University should implement the following recommendations:
1. Leadership Development Program:
- Assessment: Conduct a comprehensive assessment of leadership styles and competencies for all current and potential leaders.
- Training: Develop a tailored leadership development program that addresses the specific needs of each individual, focusing on areas such as communication, delegation, conflict resolution, and strategic thinking.
- Mentorship: Establish a mentorship program that pairs experienced leaders with emerging leaders to provide guidance and support.
2. Culture of Collaboration:
- Leadership Alignment: Facilitate regular meetings and workshops for the leadership team to discuss strategic goals, operational priorities, and shared values.
- Cross-Functional Teams: Encourage the formation of cross-functional teams to promote collaboration and knowledge sharing across departments.
- Open Communication: Foster a culture of open communication and feedback, where employees feel comfortable sharing ideas and concerns.
3. Talent Management:
- Hiring and Recruitment: Develop a robust hiring and recruitment process that attracts and retains top talent, focusing on leadership potential and cultural fit.
- Career Advancement: Create clear career paths and opportunities for professional development to enhance employee retention and motivation.
- Compensation and Benefits: Offer competitive compensation and benefits packages that attract and retain qualified candidates.
4. Innovation and Agility:
- Strategic Planning: Conduct regular strategic planning sessions to identify emerging trends and opportunities in the higher education landscape.
- Technology and Analytics: Invest in technology and analytics tools to enhance operational efficiency, improve decision-making, and drive innovation.
- Employee Incentives: Implement incentive programs that reward innovation and creativity.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: The recommendations align with the university's mission to provide a high-quality education and contribute to the advancement of knowledge.
- External customers and internal clients: The recommendations aim to improve the university's ability to attract and retain students, faculty, and staff.
- Competitors: The recommendations consider the competitive landscape in higher education and aim to differentiate Fern Fort University from its competitors.
- Attractiveness: The recommendations are expected to lead to improved employee retention, increased innovation, and enhanced financial performance.
6. Conclusion
By implementing these recommendations, Fern Fort University can cultivate a more collaborative and innovative leadership culture, attract and retain top talent, and position itself for success in the evolving higher education landscape.
7. Discussion
Alternatives:
- Hiring an external consultant: This could provide an objective perspective on leadership styles and organizational culture.
- Focusing solely on individual leadership development: This approach may not address the broader cultural issues or the need for leadership alignment.
Risks:
- Resistance to change: Some employees may resist the proposed changes, particularly those who are comfortable with the current status quo.
- Lack of commitment from leadership: The success of the recommendations depends on the commitment and support of the university's leadership team.
Key Assumptions:
- The university's leadership team is willing to embrace change and invest in leadership development.
- Employees are open to feedback and willing to participate in training programs.
- The university has the financial resources to implement the proposed recommendations.
8. Next Steps
- Phase 1 (Year 1): Conduct leadership assessments, develop a leadership development program, and implement a mentorship program.
- Phase 2 (Year 2): Facilitate leadership alignment through regular meetings and workshops, encourage cross-functional teams, and promote open communication.
- Phase 3 (Year 3): Implement a comprehensive talent management strategy, including hiring and recruitment, career advancement, and compensation and benefits.
- Phase 4 (Year 4): Conduct strategic planning sessions, invest in technology and analytics, and implement employee incentive programs.
By following these steps, Fern Fort University can transform its leadership culture, enhance its competitive advantage, and achieve its strategic goals.
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Case Description
The case is designed to help undergraduate and graduate students, as well as participants in executive education programs recognize the differences between six leadership styles identified by the work of Litwin & Stringer (1971) and further popularized by Goleman (2000), Goleman, Boyatzis, & McKee (2013), and Korn & Ferry (2017). The case presents employee descriptions of their superior's behaviors that are indicative of one of the six leadership styles: directive, visionary, affiliative, participative, pacesetting, and coaching. The vignettes, each describing a typical application of a particular style, can be used in class for the purpose of developing students' leadership style diagnostic skills, as a group discussion material, or as test material for post-class examination.
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