Harvard Case - Army Crew Team
"Army Crew Team" Harvard business case study is written by Scott A. Snook, Jeffrey T. Polzer. It deals with the challenges in the field of Organizational Behavior. The case study is 11 page(s) long and it was first published on : Jan 31, 2003
At Fern Fort University, we recommend a comprehensive approach to address the challenges faced by the Army Crew Team, focusing on organizational culture, leadership development, and team dynamics. This approach involves a multi-faceted strategy that leverages change management techniques, employee engagement initiatives, and leadership styles that foster a high-performing, inclusive, and cohesive team environment.
2. Background
The Army Crew Team at Fern Fort University is facing a multitude of challenges, including low morale, lack of motivation, and a dysfunctional team dynamic. This stems from a combination of factors: the departure of the previous coach, the arrival of a new and inexperienced coach, and the team's struggle to adapt to a new training regimen. The case study highlights the tension between the team's expectations and the coach's leadership style, resulting in a breakdown in communication, trust, and overall team performance.
The main protagonists in this case are:
- Coach Miller: The new and inexperienced coach who is struggling to establish his authority and implement his vision.
- The Team: A group of athletes with varying levels of experience, motivation, and expectations.
- Captain Jones: The team captain who is trying to bridge the gap between the coach and the team, but is facing challenges in his role.
3. Analysis of the Case Study
This case study can be analyzed through the lens of organizational behavior and team dynamics, specifically focusing on:
- Leadership Styles: Coach Miller's leadership style is characterized by a lack of experience and a tendency to micromanage, creating a sense of distrust and resentment among the team. This contrasts with the more democratic leadership style preferred by the team.
- Organizational Culture: The team's culture is characterized by a lack of cohesion, trust, and shared purpose. The departure of the previous coach and the arrival of Coach Miller have disrupted the team's existing norms and values.
- Team Dynamics: The team is struggling to adapt to the new coach's training regimen and leadership style, leading to conflict and a breakdown in communication. This highlights the importance of group behavior and communication patterns in team performance.
- Motivation Theories: The team's lack of motivation can be attributed to a combination of factors, including a perceived lack of autonomy, a lack of recognition for their efforts, and a lack of trust in their coach. This underscores the need to implement employee motivation strategies that cater to the team's individual needs and aspirations.
4. Recommendations
To address the challenges faced by the Army Crew Team, we recommend the following:
1. Leadership Development for Coach Miller:
- Leadership Training: Coach Miller should undergo leadership training programs that focus on transformational leadership styles, emotional intelligence, and effective communication. This training should emphasize the importance of building trust, fostering a positive team culture, and empowering team members.
- Mentorship Program: Pair Coach Miller with a seasoned coach or mentor who can provide guidance and support, helping him navigate the challenges of leading a high-performance team.
- Feedback Mechanisms: Implement regular feedback mechanisms for Coach Miller, allowing him to receive constructive criticism and insights from the team and experienced coaches.
2. Building a Cohesive Team Culture:
- Team Building Activities: Organize team-building activities that focus on fostering trust, communication, and shared purpose. This could include activities that promote group dynamics, communication patterns, and organizational learning.
- Open Communication Channels: Establish open communication channels between the coach and the team, encouraging open and honest dialogue about expectations, concerns, and feedback.
- Shared Vision and Goals: Develop a shared vision and goals for the team, ensuring that everyone understands and is committed to achieving common objectives.
3. Enhancing Team Dynamics:
- Team Roles and Responsibilities: Clearly define team roles and responsibilities, ensuring that everyone understands their individual contributions to the team's success.
- Conflict Resolution Training: Provide the team with conflict resolution training, equipping them with the skills and tools to manage disagreements constructively and effectively.
- Diversity and Inclusion: Foster a culture of diversity and inclusion, recognizing and valuing the unique perspectives and contributions of each team member.
4. Employee Engagement Initiatives:
- Recognition and Rewards: Implement a system of recognition and rewards for team members who demonstrate exceptional performance, effort, and commitment. This could include public praise, individual awards, and opportunities for leadership development.
- Performance Management: Implement a comprehensive performance management system that provides regular feedback, goal setting, and opportunities for growth and development.
- Work-Life Balance: Encourage a healthy work-life balance for team members, recognizing that their well-being and personal lives are important factors in their overall performance.
5. Basis of Recommendations
These recommendations are based on the following principles:
- Core Competencies and Consistency with Mission: The recommendations align with the core values and mission of Fern Fort University, which emphasizes academic excellence, leadership development, and fostering a positive and inclusive community.
- External Customers and Internal Clients: The recommendations consider the needs of both the external stakeholders (e.g., alumni, sponsors) and the internal stakeholders (e.g., the team, the coach, the university).
- Competitors: The recommendations take into account the competitive landscape of rowing teams at other universities, aiming to create a high-performing team that can compete at a national level.
- Attractiveness ' Quantitative Measures: While quantitative measures are not directly applicable in this case, the recommendations are expected to lead to improved team performance, increased morale, and a more positive team culture.
Assumptions:
- The university is committed to supporting the Army Crew Team and providing the necessary resources for implementation.
- The team members are willing to embrace change and actively participate in the recommended initiatives.
- Coach Miller is open to receiving feedback, learning new leadership skills, and adapting his approach to the team's needs.
6. Conclusion
By implementing these recommendations, Fern Fort University can create a high-performing, cohesive, and inclusive Army Crew Team that is capable of achieving its full potential. This approach will foster a positive team culture, enhance team dynamics, and empower team members to achieve their best performance.
7. Discussion
Alternative Options:
- Replacing Coach Miller: This option could be considered if Coach Miller is unwilling or unable to adapt his leadership style and implement the recommended changes. However, this would require a thorough search for a new coach who possesses the necessary skills and experience to lead the team effectively.
- Disbanding the Team: This option is not recommended as it would be detrimental to the university's reputation and would deprive students of the opportunity to participate in a valuable extracurricular activity.
Risks and Key Assumptions:
- Resistance to Change: The team members may resist change, especially if they are accustomed to the previous coach's leadership style.
- Lack of Commitment: Coach Miller may not fully commit to the recommended leadership development program or may be unwilling to adapt his approach.
- Resource Constraints: The university may not have the necessary resources to fully implement all of the recommended initiatives.
8. Next Steps
- Immediate Action: Implement the open communication channels and team-building activities to address the immediate concerns and begin fostering a more positive team culture.
- Short-Term Goals: Enroll Coach Miller in a leadership development program and establish a mentorship program to support his growth and development.
- Long-Term Goals: Implement the performance management system, recognition and reward programs, and diversity and inclusion initiatives to create a sustainable high-performing team.
By taking these steps, Fern Fort University can create a transformative experience for the Army Crew Team, building a strong foundation for future success and fostering a culture of excellence and inclusivity.
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Case Description
The coach of the varsity Army crew team at West Point assembled his top eight rowers into the first crew team and the second tier of rowers into the second team using objective data on individual performance. As the second boat continually beat the first boat in races, the coach attempted to discern the team dynamics causing these aberrant results. By using very clean, objective performance data, the case makes clear that a team can be more (or less) than the sum of its individual parts, but allows students to analyze the factors that make this true.
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