Harvard Case - Coaching Makena Lane
"Coaching Makena Lane" Harvard business case study is written by Ethan S. Bernstein, Om Lala. It deals with the challenges in the field of Organizational Behavior. The case study is 23 page(s) long and it was first published on : Oct 1, 2017
At Fern Fort University, we recommend a multi-pronged approach to address Makena Lane's challenges. This includes providing her with tailored leadership development, fostering a more inclusive and supportive organizational culture, and implementing a strategic plan to address the issues of power dynamics and workplace discrimination within the department.
2. Background
The case study focuses on Makena Lane, a newly hired Associate Professor in the Department of Sociology at Fern Fort University. She faces a challenging environment marked by a lack of mentorship, a hierarchical organizational structure, and a culture of resistance to change. This is further complicated by the department's history of discrimination and power imbalances, which have led to a lack of diversity and inclusion. Makena's efforts to implement innovative teaching methods and promote inclusivity are met with resistance from senior faculty members, who hold significant power and influence within the department.
The main protagonists are Makena Lane, the new Associate Professor, and the senior faculty members, particularly Dr. Johnson and Dr. Smith, who represent the established power structure within the department.
3. Analysis of the Case Study
This case study can be analyzed through the lens of organizational behavior, focusing on the interplay of leadership styles, organizational culture, team dynamics, and power and politics in organizations.
- Leadership Styles: The department exhibits a traditional, hierarchical leadership style, with senior faculty members holding significant power and influence. This creates a culture of resistance to change and inhibits the growth of junior faculty members like Makena.
- Organizational Culture: The department's culture is characterized by a lack of inclusivity, a resistance to innovation, and a focus on maintaining the status quo. This culture is reinforced by the senior faculty members' entrenched positions and their resistance to change.
- Team Dynamics: The department lacks effective team dynamics, with a clear divide between senior and junior faculty members. This division is fueled by power imbalances and a lack of trust, hindering collaboration and innovation.
- Power and Politics in Organizations: The case highlights the role of power and politics in shaping the department's culture and decision-making processes. Senior faculty members leverage their power to maintain their positions and resist change, creating a hostile environment for new faculty members.
Applying a framework for analyzing organizational culture:
The Competing Values Framework provides a useful lens for analyzing the department's culture. It suggests that the department exhibits a 'hierarchy culture', characterized by a strong emphasis on control, stability, and efficiency. This culture is at odds with Makena's desire for a more 'clan culture', which emphasizes collaboration, commitment, and flexibility.
4. Recommendations
To address the challenges faced by Makena and foster a more positive environment within the department, the following recommendations are proposed:
1. Leadership Development for Makena:
- Mentorship Program: Establish a formal mentorship program that pairs new faculty members with experienced faculty members who can provide guidance, support, and professional development opportunities. This program should be designed to foster a collaborative and supportive environment, promoting open communication and knowledge sharing.
- Leadership Training: Provide Makena with tailored leadership training to equip her with the skills and knowledge necessary to navigate the department's power dynamics and effectively lead change. This training should focus on building her confidence, enhancing her communication skills, and developing her ability to influence others.
- Building a Network: Encourage Makena to build a professional network within the university and beyond, connecting with other faculty members, researchers, and industry professionals. This network can provide her with valuable insights, support, and opportunities for collaboration.
2. Fostering a More Inclusive and Supportive Culture:
- Diversity and Inclusion Training: Implement mandatory diversity and inclusion training for all faculty and staff members. This training should address issues of unconscious bias, microaggressions, and the importance of creating a welcoming and inclusive environment for all.
- Open Dialogue and Feedback Mechanisms: Establish open forums for dialogue and feedback within the department, encouraging open communication and addressing concerns related to diversity, inclusion, and power dynamics.
- Mentoring and Support for Minority Faculty: Develop specific mentoring and support programs for faculty members from underrepresented groups, providing them with the resources and guidance they need to thrive in the department.
- Reviewing and Updating Policies: Review and update existing policies and procedures to ensure they are aligned with the university's commitment to diversity, inclusion, and equity.
3. Strategic Plan to Address Power Dynamics and Discrimination:
- Departmental Review: Conduct a comprehensive review of the department's structure, policies, and practices to identify areas for improvement related to power dynamics, discrimination, and inclusivity.
- Clear Expectations and Accountability: Establish clear expectations for all faculty members regarding their responsibilities related to diversity, inclusion, and ethical conduct. Implement mechanisms for holding faculty members accountable for their actions and promoting a culture of respect and fairness.
- Leadership Accountability: Hold senior faculty members accountable for fostering a positive and inclusive environment within the department. Encourage them to actively support new faculty members and promote a culture of collaboration and innovation.
- Performance Management System: Develop a comprehensive performance management system that includes clear criteria for evaluating faculty members' contributions to diversity, inclusion, and innovation.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: These recommendations align with the university's mission to promote diversity, inclusion, and academic excellence. They aim to create a more supportive and inclusive environment for all faculty members, fostering a culture of collaboration and innovation.
- External Customers and Internal Clients: These recommendations prioritize the needs of students, faculty, and staff, creating a more positive and productive learning and working environment.
- Competitors: These recommendations aim to enhance the department's competitiveness by attracting and retaining top talent, fostering a culture of innovation, and promoting a positive and inclusive environment.
- Attractiveness: These recommendations are expected to improve the department's attractiveness to potential faculty members, leading to increased diversity, innovation, and academic excellence.
6. Conclusion
Addressing the challenges faced by Makena Lane requires a comprehensive approach that focuses on fostering a more inclusive and supportive organizational culture, providing tailored leadership development for new faculty members, and implementing a strategic plan to address power dynamics and discrimination within the department. By implementing these recommendations, Fern Fort University can create a more positive and productive environment for all faculty members, promoting diversity, inclusion, and academic excellence.
7. Discussion
Other alternatives not selected include:
- Ignoring the issues: This would likely lead to a continued decline in morale and productivity within the department, potentially leading to a loss of talented faculty members.
- Dismissing Makena: This would be a short-sighted solution that would send a negative message about the university's commitment to diversity and inclusion.
Risks and Key Assumptions:
- Resistance to Change: There is a risk of resistance to change from senior faculty members who may be reluctant to relinquish their power and influence.
- Lack of Resources: Implementing these recommendations may require additional resources, such as funding for training programs and mentorship initiatives.
- Time Commitment: Implementing these recommendations will require a significant time commitment from all stakeholders, including faculty, staff, and administrators.
8. Next Steps
- Immediate Action: Initiate a dialogue with senior faculty members to discuss the challenges faced by Makena and the need for change within the department.
- Short-Term Plan: Develop a short-term plan for implementing the recommendations, including timelines, responsibilities, and resource allocation.
- Long-Term Strategy: Develop a long-term strategy for fostering a more inclusive and supportive culture within the department, promoting diversity, and addressing power dynamics.
- Evaluation and Monitoring: Establish mechanisms for evaluating the effectiveness of the implemented recommendations and monitoring progress toward achieving the desired outcomes.
By taking these steps, Fern Fort University can create a more positive and productive environment for all faculty members, promoting diversity, inclusion, and academic excellence.
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Case Description
Makena Lane has a gift for producing results, even in the challenging retail context of the 2010s, but she also has a knack for "ruffling some feathers" in the process. Recruited to a Fortune 500 grocery and pharmacy retailer after climbing to Associate Principal in McKinsey & Company's retail practice, she successfully grew their high-margin yet highly competitive beauty category beyond anyone's expectations. Yet then she was passed over for promotion, receiving the feedback that her "concerning" and "abrasive" interpersonal style had made it impossible to promote her. Instead of a promotion, Lane is offered an executive coach. The case offers a uniquely in-depth (and intimate) view of how Lane approaches the one-year coaching engagement and the outputs from it, including her pre-coaching self-reflection, agreed-upon purpose and outcomes, 360 feedback, the coach's advice to her, an in-depth coach's final report, and Lane's one-pager of lessons learned. At the end of the year of coaching, Lane's boss unexpectedly departs, leaving Lane with a direct path to promotion. Senior leadership now once again faces the difficult decision of whether to promote Lane, this time based on their assessment of whether Lane has authentically transformed through coaching or just taken superficial steps to check off boxes on the way to promotion.
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