Harvard Case - Fair to Whom?
"Fair to Whom?" Harvard business case study is written by James R. Detert, Christina Black, Britton Taubenfeld. It deals with the challenges in the field of Organizational Behavior. The case study is 3 page(s) long and it was first published on : Nov 5, 2018
At Fern Fort University, we recommend a multifaceted approach to address the ethical and organizational challenges presented by the "Fair to Whom'" case study. This approach encompasses a combination of leadership development, organizational culture transformation, and policy revisions, all aimed at fostering a more inclusive and equitable environment for all employees.
2. Background
The case study centers around Fern Fort University, a private institution facing growing pressure to diversify its faculty. Despite efforts to recruit more women and minorities, the university struggles to retain them. This is largely attributed to a culture that, while not overtly discriminatory, perpetuates subtle biases and inequalities, leading to feelings of isolation and lack of belonging among underrepresented faculty.
The main protagonists are:
- Dr. Eleanor 'Ellie' Smith: A newly appointed Dean of Arts and Sciences, committed to diversity and inclusion, but facing resistance from established faculty.
- Dr. John 'Jack' Miller: A senior professor, representing the traditional power structure, skeptical of diversity initiatives and concerned about academic standards.
- Dr. Maria Lopez: A Latina professor, facing subtle biases and feeling isolated within the university.
3. Analysis of the Case Study
This case study highlights several key issues:
- Organizational Culture: Fern Fort University's culture, while not explicitly discriminatory, exhibits a lack of awareness and sensitivity towards the experiences of underrepresented faculty. This creates a climate where subtle biases and microaggressions can thrive, leading to feelings of isolation and marginalization.
- Leadership Styles: The case study demonstrates a clash between Dr. Smith's transformational leadership style, focused on inclusivity and change, and the more traditional, hierarchical approach of Dr. Miller. This conflict highlights the need for effective leadership development to align individual styles with the university's strategic goals.
- Power and Politics: The established faculty, represented by Dr. Miller, hold significant power and influence within the university. This power dynamic can hinder the implementation of diversity initiatives and perpetuate existing inequalities.
- Decision-Making Processes: The case study reveals a lack of transparency and inclusivity in decision-making processes, particularly regarding hiring and promotion. This lack of transparency can fuel distrust and resentment among underrepresented faculty.
- Team Dynamics: The case study highlights the importance of building cohesive and inclusive teams within departments. The lack of support and understanding experienced by Dr. Lopez underscores the need for improved team dynamics and collaboration.
4. Recommendations
To address these issues, we recommend the following:
1. Leadership Development:
- Training: Implement mandatory training programs for all faculty and staff on topics such as unconscious bias, microaggressions, and inclusive leadership.
- Mentorship: Establish a mentorship program pairing senior faculty with junior faculty from underrepresented groups, fostering support and guidance.
- Diversity Leadership Council: Create a Diversity Leadership Council composed of faculty and staff from diverse backgrounds, providing a platform for input and advocacy.
2. Organizational Culture Transformation:
- Values Statement: Develop a revised values statement that explicitly emphasizes diversity, inclusion, and equity, aligning with the university's mission.
- Communication: Promote open and transparent communication regarding diversity initiatives, addressing concerns and fostering dialogue.
- Employee Resource Groups: Support the formation of Employee Resource Groups (ERGs) for underrepresented faculty and staff, providing a sense of community and belonging.
3. Policy Revisions:
- Hiring and Promotion: Implement blind review processes for hiring and promotion, reducing the impact of unconscious bias.
- Diversity Metrics: Develop and track diversity metrics across all departments, providing data-driven insights to inform policy and program development.
- Conflict Resolution: Establish clear procedures for addressing complaints of discrimination and harassment, ensuring a fair and impartial investigation process.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The recommendations align with the university's stated commitment to diversity and inclusion, enhancing its core competencies and fostering a more inclusive academic environment.
- External Customers and Internal Clients: The recommendations address the needs of both external stakeholders, such as prospective students and donors, and internal stakeholders, including faculty, staff, and students.
- 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 improve the university's reputation, attract diverse applicants, and enhance the overall student experience, ultimately contributing to increased enrollment and funding.
6. Conclusion
By implementing these recommendations, Fern Fort University can create a more inclusive and equitable environment for all faculty and staff. This will not only address the concerns of underrepresented faculty but also enhance the university's academic reputation, attract top talent, and contribute to a more vibrant and diverse learning community.
7. Discussion
Alternative approaches include:
- Ignoring the issue: This would maintain the status quo, but would likely lead to continued dissatisfaction and attrition among underrepresented faculty.
- Implementing a quota system: While this could quickly increase diversity, it could also be perceived as unfair and could lead to resentment among existing faculty.
The key risks associated with our recommendations include:
- Resistance to change: Some faculty members may resist the implementation of these changes, requiring effective communication and leadership to overcome resistance.
- Lack of resources: Implementing these recommendations requires significant resources, both financial and human.
- Unintended consequences: Any organizational change can have unintended consequences, requiring careful monitoring and evaluation to ensure effectiveness.
8. Next Steps
To implement these recommendations, the following steps are recommended:
- Phase 1 (Short-term):
- Develop and implement mandatory training programs on unconscious bias and inclusive leadership.
- Establish a Diversity Leadership Council.
- Review and revise the university's values statement.
- Phase 2 (Mid-term):
- Implement blind review processes for hiring and promotion.
- Develop and track diversity metrics across departments.
- Establish clear procedures for addressing complaints of discrimination and harassment.
- Phase 3 (Long-term):
- Implement a mentorship program pairing senior faculty with junior faculty from underrepresented groups.
- Support the formation of Employee Resource Groups (ERGs).
- Continuously evaluate and refine the implementation of these initiatives.
By following these steps, Fern Fort University can create a more inclusive and equitable environment, fostering a sense of belonging and opportunity for all faculty and staff.
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Case Description
The head of an R&D unit in a high-tech firm in India faces a tough decision about whether to recommend firing and replacing or investing even larger amounts of time and resources into training employees who have come up through India's reservation system. Similar to affirmative action policies in the United States and Brazil (where the focus is on race), the reservation system in India is meant to counteract inequalities resulting from the historic oppression of lower castes in the country. The question faced by the protagonist in this case is whether and how a middle manager can address problems in her team that result from much larger, systemic problems in her country. The case is designed to surface and explore students' instinctive decision-making tendencies around a complicated problem. Thus, it is short enough to be read and responded to in class. Students are assigned readings and assignments related to the case after class discussion in which they are encouraged to reflect on their initial responses. The case is quite flexible and would work in any course that deals with leadership, ethics, difficult conversations, decision-making, organizational behavior, human resources, and related topics. It is appropriate for a range of levels and audiences, including undergraduate, MBA, and executive education.
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