Harvard Case - Elise Smart
"Elise Smart" Harvard business case study is written by Jeffrey Gandz, Elizabeth Spracklin. It deals with the challenges in the field of Organizational Behavior. The case study is 7 page(s) long and it was first published on : May 31, 2003
At Fern Fort University, we recommend a multi-pronged approach to address the challenges faced by Elise Smart and the university. This strategy focuses on fostering a more inclusive and supportive environment, promoting leadership development, and implementing effective change management practices.
2. Background
Elise Smart, a talented and ambitious professor at Fern Fort University, faces a complex situation. Despite excelling in her research and teaching, she experiences a lack of recognition and advancement opportunities. This is attributed to a perceived 'old boys' club' culture within the university, where male colleagues are favored for leadership roles and promotions. Elise also grapples with a lack of support from her department chair, who seems indifferent to her concerns and aspirations.
The case study highlights the pervasive challenges of gender bias and power dynamics within academic institutions. It also underscores the importance of leadership development, organizational culture, and change management in creating a more inclusive and equitable environment.
3. Analysis of the Case Study
This case study can be analyzed through the lens of organizational behavior and leadership theory.
Organizational Behavior:
- Organizational Culture: The university's culture appears to be resistant to change, with a strong emphasis on traditional norms and practices. This fosters a sense of in-group bias and hinders diversity and inclusion.
- Power and Influence: The 'old boys' club' dynamic demonstrates the influence of power structures and informal networks in shaping decision-making and career progression.
- Group Dynamics: The lack of support from Elise's department chair highlights the impact of group dynamics and leadership styles on individual experiences within an organization.
- Motivation Theories: Elise's frustration stems from a lack of recognition and intrinsic motivation. The university's current system fails to acknowledge her contributions and provide her with opportunities for growth.
Leadership Theory:
- Leadership Styles: The department chair's lack of support exemplifies a laissez-faire leadership style, which fails to provide guidance, mentorship, or support to employees.
- Transformational Leadership: The case study calls for a transformational leader who can inspire and motivate employees, challenge the status quo, and create a more inclusive and equitable environment.
4. Recommendations
1. Foster a Culture of Inclusion and Diversity:
- Diversity and Inclusion Training: Implement mandatory training programs for all faculty and staff on topics such as unconscious bias, inclusive leadership, and promoting diversity.
- Mentorship Program: Establish a robust mentorship program that pairs senior faculty with junior faculty, particularly women and underrepresented groups, to provide guidance, support, and career advancement opportunities.
- Transparent Promotion Criteria: Clearly define and communicate promotion criteria, ensuring that they are objective and transparent.
- Diversity Committees: Form committees dedicated to promoting diversity and inclusion, providing a platform for addressing concerns and implementing change initiatives.
2. Promote Leadership Development:
- Leadership Development Programs: Offer targeted leadership development programs for faculty and staff, focusing on skills such as communication, emotional intelligence, conflict resolution, and inclusive leadership.
- Mentorship and Coaching: Provide mentorship and coaching opportunities for aspiring leaders, helping them develop their skills and navigate the university's culture.
- Leadership Role Models: Showcase diverse leadership role models within the university, highlighting their contributions and inspiring others to strive for leadership positions.
3. Implement Effective Change Management Practices:
- Communication and Transparency: Communicate the university's commitment to diversity and inclusion, explaining the rationale behind change initiatives and seeking feedback from stakeholders.
- Employee Engagement: Actively engage employees in the change process, soliciting their input and concerns, and ensuring that they feel heard and valued.
- Performance Management: Implement robust performance management systems that recognize and reward contributions from all employees, regardless of gender or background.
- Leadership Support: Ensure that senior leadership actively champions the change process, demonstrating their commitment to creating a more inclusive and equitable environment.
5. Basis of Recommendations
These recommendations are based on a thorough analysis of the case study, considering the following factors:
- Core Competencies and Mission: These recommendations align with the university's mission to promote excellence in teaching and research, while fostering a diverse and inclusive community.
- External Customers and Internal Clients: The recommendations aim to create a more positive and supportive environment for all faculty and staff, enhancing their job satisfaction and commitment to the university.
- Competitors: By fostering a more inclusive and equitable environment, the university can attract and retain top talent, enhancing its competitiveness in the academic landscape.
- Attractiveness: The recommendations are expected to lead to increased employee engagement, improved morale, and reduced turnover, resulting in long-term benefits for the university.
6. Conclusion
By implementing these recommendations, Fern Fort University can create a more inclusive and equitable environment, fostering a culture of respect, collaboration, and shared success. This will not only benefit Elise Smart and other underrepresented faculty members but also enhance the overall well-being and performance of the university as a whole.
7. Discussion
Alternatives:
- Ignoring the issue: This would perpetuate the existing culture and hinder the university's progress in promoting diversity and inclusion.
- Implementing a tokenistic approach: This would fail to address the root causes of the problem and could create resentment among employees.
Risks:
- Resistance to change: Some faculty and staff may resist the proposed changes, citing tradition or concerns about their own positions.
- Lack of commitment from leadership: If senior leadership does not fully support the change process, it will be difficult to implement effectively.
Key Assumptions:
- The university is committed to fostering a more inclusive and equitable environment.
- Faculty and staff are willing to embrace change and participate in the process.
- Senior leadership will provide the necessary resources and support for the implementation of these recommendations.
8. Next Steps
- Form a task force: Assemble a diverse group of faculty, staff, and students to develop a comprehensive plan for implementing the recommendations.
- Develop a timeline: Establish a clear timeline for implementing the various initiatives, setting realistic milestones and deadlines.
- Allocate resources: Secure the necessary financial and human resources to support the implementation of the recommendations.
- Monitor progress: Regularly monitor the progress of the initiatives, collecting data and feedback to assess their effectiveness and make adjustments as needed.
By taking these steps, Fern Fort University can create a more inclusive and equitable environment, empowering all members of the community to thrive and contribute to the university's success.
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Case Description
Elise Smart must decide what performance assessment to give one of her employees who has, uncharacteristically, failed to meet one of her key objectives for the year. The situation is difficult for several reasons; the causes of the unacceptable performance are not clear; the employee has previously received excellent appraisals, including a recent one by the vice-president; and the employee was absent for a good part of the year on maternity leave. The various factors that influence sustained performance (ability, motivation, resources, role clarity, reinforcement) are examined, as well as steps leaders can take in improving performance of those for whom they are responsible.
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