Harvard Case - Assigned Leaders Group Discussion Exercise: Assessing Your Leadership Skills
"Assigned Leaders Group Discussion Exercise: Assessing Your Leadership Skills" Harvard business case study is written by E Weinberg, Jean Phillips. 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 : Jun 26, 2012
At Fern Fort University, we recommend a comprehensive approach to leadership development that addresses the unique needs of the assigned leaders in the "Assigned Leaders Group Discussion Exercise: Assessing Your Leadership Skills" case study. This approach will focus on enhancing their leadership skills, fostering a collaborative and inclusive environment, and promoting a culture of continuous learning and development.
2. Background
This case study focuses on a group of assigned leaders at Fern Fort University who are tasked with leading a discussion exercise aimed at assessing their leadership skills. The exercise involves a series of scenarios that challenge the leaders to apply their knowledge and skills in various leadership situations. The case highlights the diverse backgrounds and experiences of the participants, as well as their varying levels of comfort and confidence in their leadership abilities.
The main protagonists of the case study are the assigned leaders themselves, each representing a unique perspective and leadership style. Their individual strengths and weaknesses, as well as their interactions with one another, are crucial elements in understanding the dynamics of the group and the effectiveness of their leadership.
3. Analysis of the Case Study
The case study provides a valuable opportunity to analyze the complexities of leadership in a higher education setting. Several key aspects require careful consideration:
1. Leadership Styles and Team Dynamics: The assigned leaders exhibit a range of leadership styles, from directive to collaborative. Understanding these styles and their impact on team dynamics is crucial. Some leaders might be more comfortable taking charge and providing clear direction, while others might prefer a more participatory approach. This diversity can lead to both productive discussions and potential conflicts.
2. Communication Patterns and Group Behavior: The effectiveness of the group discussion exercise depends heavily on the communication patterns and group behavior of the participants. Open and honest communication, active listening, and respectful dialogue are essential for fostering a positive and productive learning environment.
3. Motivation Theories and Employee Engagement: The case study implicitly highlights the importance of employee engagement and motivation. The assigned leaders are responsible for creating an environment where participants feel valued, respected, and motivated to contribute their ideas and perspectives. Understanding the underlying motivation theories can help leaders tailor their approach to maximize engagement and performance.
4. Organizational Culture and Change Management: The case study suggests that Fern Fort University is undergoing a period of change. The assigned leaders are expected to embrace this change and lead their teams through it. Understanding the existing organizational culture and its impact on change management is crucial for successful implementation of new initiatives.
5. Power and Influence: The case study implicitly addresses the issue of power and influence within the group. Some individuals might have more experience or seniority, which can affect their influence on the group dynamics. Leaders must navigate these power dynamics effectively to ensure that all voices are heard and considered.
6. Decision-Making Processes: The assigned leaders are responsible for facilitating discussions and reaching decisions as a group. Understanding different decision-making processes and their strengths and weaknesses is essential for making informed and effective decisions.
7. Emotional Intelligence: The case study highlights the importance of emotional intelligence in leadership. Leaders need to be aware of their own emotions and those of others, and to manage their emotions effectively to foster a positive and productive environment.
4. Recommendations
To address the challenges and opportunities presented in the case study, we recommend the following:
1. Leadership Development Program: Fern Fort University should implement a comprehensive leadership development program for all assigned leaders. This program should focus on developing core leadership competencies, such as:
- Communication Skills: Effective communication is essential for building trust, fostering collaboration, and motivating teams. The program should include training on active listening, clear and concise communication, and conflict resolution.
- Emotional Intelligence: Leaders need to be self-aware and understand the emotions of others. The program should include training on emotional intelligence, including self-awareness, self-regulation, empathy, and social skills.
- Decision-Making Skills: Leaders need to be able to make informed and effective decisions. The program should include training on various decision-making models and frameworks, including data analysis, risk assessment, and stakeholder engagement.
- Change Management: Leaders need to be able to navigate organizational change effectively. The program should include training on change management strategies, including communication, stakeholder engagement, and resistance management.
- Team Building: Leaders need to be able to build and manage high-performing teams. The program should include training on team building techniques, including conflict resolution, collaboration, and delegation.
2. Collaborative Learning Environment: Fern Fort University should create a collaborative learning environment where assigned leaders can share their experiences, learn from one another, and develop their leadership skills together. This can be achieved through:
- Peer Coaching: Pair assigned leaders with one another for peer coaching sessions, where they can provide feedback and support to each other.
- Mentorship Program: Establish a mentorship program where experienced leaders can provide guidance and support to newer leaders.
- Group Discussion Forums: Create online or in-person forums where assigned leaders can engage in discussions, share best practices, and learn from each other's experiences.
3. Continuous Learning and Development: Fern Fort University should encourage a culture of continuous learning and development for all assigned leaders. This can be achieved through:
- Professional Development Opportunities: Provide access to professional development opportunities, such as workshops, conferences, and online courses, to enhance leadership skills.
- Performance Feedback and Coaching: Implement a system of regular performance feedback and coaching to provide constructive feedback and support for leadership development.
- 360-Degree Feedback: Utilize 360-degree feedback to gather feedback from peers, superiors, and subordinates, providing a comprehensive view of leadership performance.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The recommendations align with the core competencies required for effective leadership at Fern Fort University, such as communication, collaboration, and change management. They also support the university's mission of fostering a learning-centered environment and promoting student success.
- External Customers and Internal Clients: The recommendations address the needs of both external customers (students and their families) and internal clients (faculty, staff, and administrators). By enhancing leadership skills, the recommendations aim to improve the overall experience and outcomes for all stakeholders.
- Competitors: The recommendations are designed to position Fern Fort University as a leader in higher education by attracting and retaining high-quality faculty and staff, and by providing a positive and supportive learning environment for students.
- Attractiveness ' Quantitative Measures if Applicable: The recommendations are expected to have a positive impact on key performance indicators, such as student satisfaction, faculty retention, and overall institutional effectiveness. While quantitative measures are difficult to assess in the short term, the long-term benefits of a strong leadership development program are significant.
Assumptions:
- The assigned leaders are committed to developing their leadership skills and contributing to the success of Fern Fort University.
- The university has the resources and commitment to implement the recommended leadership development program.
- The participants in the group discussion exercise are open to feedback and willing to learn from their experiences.
6. Conclusion
By implementing a comprehensive approach to leadership development, Fern Fort University can empower its assigned leaders to become more effective and confident in their roles. This will contribute to a positive and productive learning environment for students, faculty, and staff, and will enhance the university's reputation as a leader in higher education.
7. Discussion
Alternatives Not Selected:
- Informal Leadership Development: While informal leadership development can be valuable, it is not as structured or comprehensive as a formal program. Informal approaches may not provide the necessary skills and knowledge to address the specific challenges facing assigned leaders at Fern Fort University.
- External Leadership Training: While external training can provide valuable insights and perspectives, it may not be tailored to the specific needs of Fern Fort University. Internal leadership development programs can be more cost-effective and can be customized to address the unique challenges and opportunities facing the university.
Risks and Key Assumptions:
- Resistance to Change: Some assigned leaders may resist the implementation of a new leadership development program. Overcoming resistance will require effective communication, stakeholder engagement, and a clear articulation of the program's benefits.
- Resource Constraints: Implementing a comprehensive leadership development program requires significant resources, including time, money, and personnel. Fern Fort University must ensure that it has the resources available to support the program's implementation.
- Lack of Commitment: The success of the program depends on the commitment of both the assigned leaders and the university leadership. Without strong commitment from all stakeholders, the program is unlikely to be successful.
8. Next Steps
The following steps should be taken to implement the recommended leadership development program:
Timeline:
- Month 1: Form a task force to develop the leadership development program.
- Month 2: Conduct a needs assessment to identify the specific leadership skills and knowledge gaps among assigned leaders.
- Month 3: Develop a curriculum for the leadership development program, including training modules, workshops, and coaching sessions.
- Month 4: Pilot the leadership development program with a small group of assigned leaders.
- Month 5: Gather feedback from the pilot group and refine the program based on their input.
- Month 6: Roll out the leadership development program to all assigned leaders.
Key Milestones:
- Develop a comprehensive leadership development program curriculum.
- Secure funding and resources for the program.
- Implement a pilot program and gather feedback.
- Roll out the program to all assigned leaders.
- Track the program's impact on leadership skills and organizational effectiveness.
By taking these steps, Fern Fort University can create a culture of leadership excellence and ensure that its assigned leaders are equipped to meet the challenges and opportunities of the 21st century.
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Case Description
The purpose of this exercise is to assess students' group leadership and followership skills. Participants prepare for the exercise individually by reading six mini-cases that describe people-management challenges and then selecting a solution for these challenges from the options provided at the end of each case. During the exercise, participants are randomly assigned to discussion groups of five to six members, where each person serves as a leader for one case and as a participant for the remaining five case discussions. The discussions give participants the opportunity to exhibit effective leader and follower group behaviours and to demonstrate their oral communication, judgment, and decision-making skills. Self-assessment and group observation forms are provided.
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