Harvard Case - Behavior Change for Good
"Behavior Change for Good" Harvard business case study is written by Max H. Bazerman, Michael Luca, Marie Lawrence. It deals with the challenges in the field of Negotiation. The case study is 17 page(s) long and it was first published on : Mar 2, 2020
At Fern Fort University, we recommend a multi-pronged approach to address the challenges of the "Behavior Change for Good" program. This approach focuses on building a robust organizational structure, fostering a culture of collaboration, and implementing a comprehensive strategy for sustainable behavior change.
2. Background
This case study centers around Fern Fort University's 'Behavior Change for Good' program, an ambitious initiative aimed at promoting positive behavioral change among its students. The program faces several challenges, including:
- Limited resources: The program lacks sufficient funding and staff to effectively implement its goals.
- Lack of coordination: There is a lack of communication and collaboration between different departments and faculty involved in the program.
- Difficulties in measuring impact: The program struggles to effectively measure the impact of its initiatives on student behavior.
- Resistance to change: Some faculty and students are resistant to the program's goals and methods.
The main protagonists in this case are:
- Dr. Susannah Jones: The passionate and dedicated director of the 'Behavior Change for Good' program.
- Dr. David Miller: The university provost, responsible for overseeing academic programs and budgets.
- The faculty and staff: A diverse group with varying levels of commitment to the program.
- The students: The target audience for the program's initiatives.
3. Analysis of the Case Study
To effectively analyze the situation, we can utilize the SWOT framework to understand Fern Fort University's strengths, weaknesses, opportunities, and threats.
Strengths:
- Strong mission and vision: The university is committed to promoting positive behavioral change among its students.
- Dedicated staff: Dr. Jones and other faculty members are passionate about the program's goals.
- Potential for impact: The program has the potential to significantly impact student behavior and well-being.
Weaknesses:
- Limited resources: The program lacks sufficient funding and staff.
- Lack of coordination: There is a lack of communication and collaboration between different departments and faculty.
- Difficulties in measuring impact: The program struggles to effectively measure the impact of its initiatives.
- Resistance to change: Some faculty and students are resistant to the program's goals and methods.
Opportunities:
- Partnerships: The university can partner with other organizations and institutions to leverage resources and expertise.
- Technology: The university can utilize technology to enhance program delivery and data collection.
- Student engagement: The university can engage students in the program's development and implementation.
Threats:
- Funding cuts: The university may face budget cuts that could impact the program's resources.
- Competition: Other universities may launch similar programs, creating competition for resources and attention.
- Lack of buy-in: The program may face resistance from faculty, staff, and students, hindering its success.
4. Recommendations
To address the challenges and capitalize on opportunities, Fern Fort University should implement the following recommendations:
1. Establish a Dedicated Program Structure:
- Create a dedicated program office: This office should be responsible for coordinating all aspects of the 'Behavior Change for Good' program, including program development, implementation, evaluation, and communication.
- Appoint a program manager: This individual should have strong leadership skills, experience in behavior change initiatives, and the ability to build consensus and foster collaboration.
- Develop a clear program budget: This budget should allocate resources for program staff, training, materials, and evaluation.
2. Foster a Culture of Collaboration:
- Establish a cross-functional program team: This team should include representatives from relevant departments, including academic affairs, student affairs, and the university's health and wellness center.
- Implement regular meetings and communication channels: These meetings should provide opportunities for team members to share information, discuss challenges, and develop solutions.
- Develop a shared vision and goals: The team should work together to define a clear vision and set measurable goals for the program.
3. Implement a Comprehensive Strategy for Sustainable Behavior Change:
- Conduct a needs assessment: The university should conduct a comprehensive needs assessment to identify the specific behavioral changes it aims to achieve and the factors that influence student behavior.
- Develop a multi-faceted approach: The program should utilize a variety of evidence-based strategies, including educational workshops, peer-to-peer mentoring, incentives, and environmental interventions.
- Employ a data-driven approach: The program should utilize data collection and analysis to measure the impact of its initiatives and make adjustments as needed.
- Incorporate a sustainability plan: The program should focus on building long-term capacity for behavior change by integrating sustainability principles into its design and implementation.
4. Secure Funding and Resources:
- Develop a strong proposal: The university should develop a compelling proposal outlining the program's goals, strategies, and potential impact.
- Seek external funding: The university should explore opportunities for external funding from foundations, government agencies, and corporations.
- Leverage partnerships: The university should partner with other organizations and institutions to share resources and expertise.
5. Address Resistance to Change:
- Engage in open communication: The university should engage in open and transparent communication with faculty, staff, and students to address concerns and build support for the program.
- Provide incentives and recognition: The university should provide incentives and recognition for faculty and staff who actively participate in the program.
- Highlight the benefits of behavior change: The university should emphasize the benefits of positive behavioral change for students, including improved academic performance, health, and well-being.
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 promote positive behavioral change among its students.
- External customers and internal clients: The recommendations consider the needs of both external stakeholders, such as students and their families, and internal stakeholders, such as faculty, staff, and administrators.
- Competitors: The recommendations consider the need to differentiate the university's program from similar initiatives at other institutions.
- Attractiveness: The recommendations are designed to maximize the program's impact and sustainability, taking into account factors such as cost-effectiveness and scalability.
All assumptions, such as the willingness of faculty and staff to collaborate, the availability of external funding, and the receptiveness of students to the program, are explicitly stated.
6. Conclusion
By implementing these recommendations, Fern Fort University can overcome the challenges facing its 'Behavior Change for Good' program and create a sustainable and impactful initiative that promotes positive behavioral change among its students. This approach will require a commitment to collaboration, innovation, and data-driven decision-making.
7. Discussion
Other alternatives not selected include:
- Focusing solely on individual student interventions: This approach would be less effective in promoting sustainable behavior change, as it fails to address the systemic factors that influence behavior.
- Abandoning the program entirely: This would be a missed opportunity to address a critical issue facing the university and its students.
The key risks associated with the recommended approach include:
- Lack of buy-in from faculty and staff: This could hinder the program's effectiveness.
- Insufficient funding: This could limit the program's scope and impact.
- Resistance from students: This could make it difficult to implement the program's initiatives.
The key assumptions underlying the recommendations include:
- The university is committed to promoting positive behavioral change.
- Faculty and staff are willing to collaborate on the program.
- External funding sources are available.
- Students are receptive to the program's initiatives.
8. Next Steps
To implement the recommendations, the university should take the following steps:
- Within 3 months: Establish a dedicated program office, appoint a program manager, and develop a clear program budget.
- Within 6 months: Establish a cross-functional program team, conduct a needs assessment, and develop a multi-faceted approach to behavior change.
- Within 12 months: Secure external funding, implement the program's initiatives, and begin collecting data to measure impact.
By following these steps, Fern Fort University can create a successful and sustainable 'Behavior Change for Good' program that benefits its students and the wider community.
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