Harvard Case - Difficult Conversations and Dealing with Challenging Situations at Work: The Questionable Contributions
"Difficult Conversations and Dealing with Challenging Situations at Work: The Questionable Contributions" 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 presented in the case study. This approach will focus on fostering a culture of open communication, constructive feedback, and accountability. We will prioritize the development of leadership skills, particularly in managing difficult conversations and promoting a healthy work environment.
2. Background
This case study revolves around Fern Fort University, a private, liberal arts university facing difficulties due to the questionable contributions of its faculty. The case highlights the challenges of dealing with underperforming employees, particularly when they are senior faculty members with significant tenure protection. The main protagonists are Dr. David Brown, the university president, and Dr. Susan Taylor, a tenured professor who has been making questionable contributions to the university. The case explores the complexities of managing difficult conversations, navigating power dynamics, and ensuring a fair and equitable work environment.
3. Analysis of the Case Study
This case study can be analyzed using frameworks from organizational behavior, leadership, and change management.
Organizational Behavior:
- Organizational Culture: Fern Fort University seems to have a culture that emphasizes academic freedom and autonomy, potentially leading to a reluctance to address underperformance and a lack of accountability among faculty.
- Power and Influence: Dr. Taylor, with her tenure, holds significant power and influence, making it challenging for Dr. Brown to address her issues directly.
- Group Dynamics: The case highlights the potential for groupthink and a lack of critical evaluation within the faculty, contributing to the acceptance of Dr. Taylor's questionable contributions.
- Leadership Styles: Dr. Brown's leadership style appears to be more passive and avoidant, leading to a lack of clear expectations and consequences for underperformance.
Leadership:
- Leadership Qualities: Dr. Brown needs to demonstrate stronger leadership qualities like courage, decisiveness, and the ability to have difficult conversations.
- Leadership Development: Dr. Brown needs to develop his leadership skills, particularly in conflict resolution, performance management, and change management.
Change Management:
- Resistance to Change: Any attempt to address Dr. Taylor's behavior will likely face resistance from her and potentially other faculty members who may support her.
- Communication and Transparency: Dr. Brown needs to communicate clearly and transparently with all stakeholders about the need for change and the expected outcomes.
- Employee Engagement: Dr. Brown needs to engage faculty members in the change process and ensure they feel heard and valued.
4. Recommendations
- Develop a Clear Performance Management System: Implement a comprehensive performance management system that clearly defines expectations, provides regular feedback, and outlines consequences for underperformance. This system should be applied consistently across all faculty members, regardless of tenure status.
- Foster Open Communication and Feedback: Encourage a culture of open communication and constructive feedback within the university. Implement mechanisms for faculty members to provide feedback to each other and to leadership, creating a safe space for honest discussions.
- Invest in Leadership Development: Provide Dr. Brown and other key leaders with training and development opportunities focused on managing difficult conversations, conflict resolution, and performance management. This will equip them with the skills to handle sensitive situations effectively.
- Address Dr. Taylor's Performance Directly: Dr. Brown needs to confront Dr. Taylor about her questionable contributions, using a structured and empathetic approach. He should clearly articulate his concerns, outline the university's expectations, and offer support for improvement.
- Create a Faculty Review Committee: Establish a faculty review committee composed of respected and experienced faculty members to assess the performance of all faculty members, including those with tenure. This committee can provide a more objective and impartial evaluation of Dr. Taylor's contributions.
- Consider Alternative Solutions: If Dr. Taylor's performance does not improve despite interventions, consider alternative solutions such as reassignment to a different role, reduced teaching load, or even, in extreme cases, termination. However, these options should be pursued as a last resort and with careful consideration of legal and ethical implications.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The recommendations align with Fern Fort University's mission of providing high-quality education and fostering a culture of academic excellence.
- External Customers and Internal Clients: The recommendations address the needs of both students and faculty, ensuring a positive learning experience and a supportive work environment.
- Competitors: The recommendations are designed to enhance Fern Fort University's competitiveness in the higher education market by attracting and retaining talented faculty and students.
- Attractiveness: The recommendations are likely to improve the university's reputation, attract top-tier faculty, and increase student enrollment, ultimately leading to financial benefits.
6. Conclusion
Fern Fort University is facing a critical situation that requires decisive action. By implementing the recommended strategies, the university can foster a culture of accountability, improve faculty performance, and ensure a positive learning environment for its students.
7. Discussion
Alternative solutions include ignoring the issue, hoping it will resolve itself, or attempting to appease Dr. Taylor with minimal consequences. However, these options are unlikely to address the root cause of the problem and could further damage the university's reputation.
Key assumptions include the willingness of faculty members to embrace change, the availability of resources for leadership development, and the university's commitment to implementing a comprehensive performance management system.
8. Next Steps
- Immediate Action: Dr. Brown should schedule a meeting with Dr. Taylor to address her performance concerns.
- Short-Term Implementation: Within the next three months, the university should implement a new performance management system and begin leadership development programs.
- Long-Term Implementation: Over the next year, the university should establish a faculty review committee, continue to monitor faculty performance, and make necessary adjustments to its policies and procedures.
By taking these steps, Fern Fort University can navigate this challenging situation and create a more positive and productive environment for its faculty and students.
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