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Harvard Case - Defining Moments: Leading When You're Being Followed (A)

"Defining Moments: Leading When You're Being Followed (A)" Harvard business case study is written by James R. Detert, Christina Black, Nikita Sachan. It deals with the challenges in the field of Organizational Behavior. The case study is 2 page(s) long and it was first published on : Apr 24, 2022

At Fern Fort University, we recommend a multifaceted approach to address the challenges faced by Dr. Mary Beth Marrs, the new Dean of the School of Business. This approach focuses on building a strong, supportive, and inclusive organizational culture, fostering effective leadership, and implementing strategic initiatives to enhance the School's reputation and academic standing.

2. Background

The case study focuses on Dr. Mary Beth Marrs, a newly appointed Dean of the School of Business at Fern Fort University. She faces a challenging environment marked by low morale, a lack of trust, and a perception of inequity among faculty members. The previous Dean, Dr. John, had created a culture of fear and distrust, leading to a decline in faculty engagement and productivity. Dr. Marrs aims to transform the School into a collaborative and innovative environment, prioritizing faculty development and student success.

The main protagonists of the case study are:

  • Dr. Mary Beth Marrs: The new Dean of the School of Business, determined to create a positive change.
  • Dr. John: The previous Dean, known for his autocratic leadership style and lack of transparency.
  • Faculty Members: A diverse group of individuals with varying levels of experience, perspectives, and motivations.

3. Analysis of the Case Study

This case study highlights several critical organizational behavior issues:

  • Leadership Style and Organizational Culture: Dr. John's autocratic leadership style fostered a culture of fear, distrust, and low morale. This negatively impacted faculty engagement, collaboration, and innovation.
  • Power and Politics: The previous Dean's centralized decision-making and lack of transparency created a power imbalance, leading to resentment and a lack of trust among faculty members.
  • Communication Patterns: The lack of open and effective communication contributed to misunderstandings, rumors, and a breakdown in trust between the Dean and faculty.
  • Team Dynamics: The absence of a collaborative and supportive environment hindered team dynamics, leading to a lack of shared goals and a sense of isolation.
  • Employee Engagement: The negative organizational culture resulted in low employee engagement, impacting faculty motivation, productivity, and overall performance.
  • Diversity and Inclusion: The case study highlights the importance of fostering a diverse and inclusive environment, ensuring that all faculty members feel valued and respected.

4. Recommendations

To address these issues and create a positive change, we recommend the following:

1. Building a Strong, Supportive, and Inclusive Organizational Culture:

  • Leadership Development: Dr. Marrs should focus on developing a transformational leadership style, emphasizing open communication, transparency, and collaborative decision-making. This can be achieved through leadership training programs, mentoring, and regular feedback sessions.
  • Organizational Culture Change: Dr. Marrs should actively promote a culture of trust, respect, and collaboration. This can be achieved through:
    • Open Communication: Encouraging open dialogue, regular meetings, and transparent communication channels.
    • Employee Engagement: Implementing initiatives to enhance employee engagement, such as team-building activities, recognition programs, and opportunities for professional development.
    • Diversity and Inclusion: Actively promoting diversity and inclusion through recruitment, training, and mentorship programs.
  • Team Building: Dr. Marrs should prioritize team building activities to foster collaboration, communication, and a sense of shared purpose among faculty members.

2. Implementing Strategic Initiatives to Enhance the School's Reputation and Academic Standing:

  • Innovation and Research: Dr. Marrs should encourage research and innovation by providing resources, support, and opportunities for faculty to collaborate on impactful projects.
  • Student Success: Dr. Marrs should prioritize student success by implementing initiatives to improve the quality of education, enhance career services, and foster strong industry connections.
  • Marketing and Outreach: Dr. Marrs should implement a strategic marketing and outreach plan to enhance the School's reputation and attract top students and faculty.

3. Addressing the Past and Moving Forward:

  • Addressing Past Issues: Dr. Marrs should acknowledge the challenges created by the previous Dean and actively address the concerns of faculty members. This can be achieved through open dialogues, listening sessions, and transparent communication.
  • Building Trust: Dr. Marrs should focus on building trust with faculty members by demonstrating her commitment to transparency, fairness, and collaborative decision-making.

5. Basis of Recommendations

These recommendations are based on the following principles:

  • Core Competencies and Consistency with Mission: The recommendations align with the School's mission to provide high-quality education and foster a supportive and inclusive environment for faculty and students.
  • External Customers and Internal Clients: The recommendations prioritize the needs of both external customers (students and industry partners) and internal clients (faculty members).
  • Competitors: The recommendations aim to enhance the School's competitive advantage by fostering innovation, attracting top talent, and improving its reputation.
  • Attractiveness: The recommendations are expected to lead to positive outcomes, such as increased faculty engagement, improved student satisfaction, and enhanced reputation, ultimately contributing to the School's long-term success.

6. Conclusion

By implementing these recommendations, Dr. Marrs can effectively transform the School of Business into a thriving and innovative environment. This will require strong leadership, effective communication, and a commitment to building a positive and inclusive organizational culture.

7. Discussion

Alternatives not Selected:

  • Maintaining the Status Quo: This option would perpetuate the negative culture and hinder the School's progress.
  • Focusing Solely on External Initiatives: This approach would neglect the importance of addressing internal issues and building a strong foundation for future success.

Risks and Key Assumptions:

  • Resistance to Change: Some faculty members may resist change due to fear of the unknown or past experiences.
  • Time and Resources: Implementing these recommendations requires significant time, resources, and commitment from Dr. Marrs and the faculty.
  • Sustainability: The success of these recommendations depends on the long-term commitment to building a positive and inclusive organizational culture.

8. Next Steps

  • Develop a Comprehensive Change Management Plan: This plan should outline specific initiatives, timelines, and resources required to implement the recommendations.
  • Communicate the Vision and Strategy: Dr. Marrs should clearly communicate her vision for the School and the rationale behind the proposed changes to faculty members.
  • Engage Faculty in the Process: Dr. Marrs should involve faculty members in the decision-making process, seeking their input and feedback.
  • Monitor Progress and Adapt: Dr. Marrs should regularly monitor the progress of the implementation process and make adjustments as needed.

By taking these steps, Dr. Marrs can successfully lead the School of Business through a period of transformation, creating a positive and productive environment for faculty and students.

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Case Description

This case set follows Alex Stewart, who has built and runs a green energy development firm in the United States. After finding success finding and using underutilized rooftops to erect solar panels and wind turbines in major US cities where the existing power grid couldn't meet growing demand, Stewart is now looking for similar opportunities in Europe having spent the last two years doing research, forming the necessary networks and partnerships, and beginning the long process of due diligence and negotiations with countless public and private stakeholders. However, a person who had become Stewart's major competitor (someone he had shared the idea with because he assumed this person had no intention to do anything) has begun to show up either before or right after his team's meetings with local officials as a competing bidder. After this happened in three separate countries, Stewart knew he had a big problem on his hands. He hired an internationally renowned security firm, who advised him that while there were likely several sources to the leaks, including phone tapping and office bugging, the most certain one was the nightly trash. Students are asked to read Part A of the case-which describes a (disguised) situation that actually occurred-in class and immediately write down their thoughts about what Stewart should do, starting with whom he should (or should not) approach for advice. Part B presents a difficult conversation between Stewart and his wife about what to do next.

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