Free Difficult Conversations and Dealing with Challenging Situations at Work: The Friend Who Asked for Feedback Case Study Solution | Assignment Help

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Written by Gary F. Smith
Publish Date: 2024-11-03

Harvard Case - Difficult Conversations and Dealing with Challenging Situations at Work: The Friend Who Asked for Feedback

"Difficult Conversations and Dealing with Challenging Situations at Work: The Friend Who Asked for Feedback" Harvard business case study is written by Boris Groysberg, Ann Leamon. 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 : Dec 22, 2015

At Fern Fort University, we recommend a multi-pronged approach to address the challenging situation between Sarah and her friend, Emily. This approach focuses on improving communication, fostering a culture of constructive feedback, and promoting personal growth and development.

2. Background

This case study focuses on Sarah, a recent graduate working as a research assistant at Fern Fort University. She is struggling with her friend Emily's performance and feels obligated to provide feedback due to their close friendship. Emily, on the other hand, is unaware of Sarah's concerns and is experiencing difficulties in her role. The case highlights the complexities of navigating personal relationships within a professional setting, particularly when it comes to delivering critical feedback.

3. Analysis of the Case Study

This case study can be analyzed through the lens of organizational behavior, specifically focusing on:

  • Team Dynamics: The lack of clear communication and expectations between Sarah and Emily has created a dysfunctional team dynamic, impacting their work performance and overall team morale.
  • Communication Patterns: Sarah's hesitancy to provide direct feedback and Emily's lack of awareness of her performance issues exemplify ineffective communication patterns within the team.
  • Motivation Theories: Emily's lack of motivation and engagement can be attributed to various factors, including unclear performance expectations, lack of feedback, and potentially a mismatch between her skills and the role's requirements.
  • Change Management: Sarah's attempt to address Emily's performance issues represents a form of change management, which can be challenging due to the pre-existing friendship dynamic.
  • Conflict Resolution: The situation highlights the need for effective conflict resolution strategies to address the performance issues while preserving the friendship.

4. Recommendations

  1. Open and Honest Communication: Sarah should initiate a direct and honest conversation with Emily, focusing on specific examples of Emily's performance and its impact on the team.
  2. Constructive Feedback: Sarah should provide specific, actionable, and timely feedback, avoiding personal attacks and focusing on improving Emily's performance.
  3. Active Listening: Sarah should actively listen to Emily's perspective, understanding her challenges and seeking solutions collaboratively.
  4. Performance Management Framework: The university should implement a clear performance management framework that includes regular feedback sessions, performance goals, and opportunities for professional development.
  5. Mentorship and Support: The university should provide mentorship and support programs to help new graduates like Emily acclimate to the workplace and develop their skills.
  6. Professional Boundaries: Sarah and Emily should establish clear professional boundaries, separating their friendship from their work relationship.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  • Core Competencies and Consistency with Mission: Improving communication and performance management aligns with the university's mission of fostering a supportive and productive research environment.
  • External Customers and Internal Clients: Effective team performance benefits both internal clients (faculty and researchers) and external clients (funding agencies and collaborators).
  • Competitors: Attracting and retaining talented research assistants is crucial for the university's competitive advantage.
  • Attractiveness: Implementing these recommendations will improve employee engagement, reduce turnover, and enhance the university's reputation as a desirable workplace.

6. Conclusion

By fostering open communication, providing constructive feedback, and implementing a robust performance management framework, Fern Fort University can address the challenges presented in this case study and create a more supportive and productive environment for its research assistants.

7. Discussion

Alternatives:

  • Ignoring the issue: This option would likely lead to continued performance issues and potentially damage the friendship.
  • Seeking intervention from a supervisor: This could be a viable option, but it may strain the friendship and potentially damage Emily's reputation.

Risks and Key Assumptions:

  • Risk of damaging the friendship: Open communication and constructive feedback may strain the friendship, requiring careful navigation.
  • Assumption of Emily's willingness to improve: The recommendations assume Emily is open to feedback and willing to improve her performance.

8. Next Steps

  1. Immediate Action: Sarah should schedule a meeting with Emily to discuss her performance concerns.
  2. Short-Term: The university should implement a training program on constructive feedback and communication skills for all research assistants.
  3. Long-Term: The university should develop a comprehensive performance management system that includes regular feedback, performance goals, and opportunities for professional development.

By taking these steps, Fern Fort University can create a more supportive and productive environment for its research assistants, fostering a culture of open communication and continuous improvement.

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