Harvard Case - House, Hearth and Home: Managing Leadership Change
"House, Hearth and Home: Managing Leadership Change" Harvard business case study is written by Karen MacMillan, Meredith Woodwark. It deals with the challenges in the field of Organizational Behavior. The case study is 4 page(s) long and it was first published on : Nov 15, 2012
At Fern Fort University, we recommend a multi-pronged approach to managing the leadership transition, focusing on building trust, fostering open communication, and promoting a collaborative culture. This includes:
- Facilitating a smooth handover: A structured transition plan involving both the outgoing and incoming presidents, ensuring continuity and knowledge transfer.
- Addressing faculty concerns: Open forums and transparent communication to address faculty concerns and build trust in the new leadership.
- Developing a shared vision: Engaging faculty in co-creating a shared vision for the university's future, fostering a sense of ownership and commitment.
- Building a strong leadership team: Recruiting and retaining diverse and talented individuals who embody the university's values and can effectively lead the institution forward.
2. Background
Fern Fort University, a small, private liberal arts institution, is facing a leadership transition. The current president, Dr. Mary Beth, is retiring after 15 years of service. The board has selected a new president, Dr. John, who is known for his strong business acumen but lacks experience in academia. This shift in leadership has created anxiety among faculty, who fear a shift in the university's core values and a focus on financial gain over academic excellence.
The case study highlights the concerns of the faculty, particularly regarding the new president's lack of experience in the academic world, his potential to prioritize financial growth over academic pursuits, and the potential for a shift in the university's culture.
3. Analysis of the Case Study
This case study highlights several key challenges:
- Leadership Transition: The transition from a well-established, respected leader to a new president with a different background presents a significant challenge. This transition requires careful management to ensure continuity, maintain morale, and build trust in the new leadership.
- Organizational Culture: Fern Fort University prides itself on its strong academic culture and values. The new president's business background and potential focus on financial growth could threaten this culture, leading to resistance and conflict.
- Communication and Transparency: The lack of communication and transparency surrounding the selection process and the new president's vision has fueled anxiety and mistrust among faculty.
- Power Dynamics: The faculty's perception of the new president's power and influence, coupled with their concerns about his lack of academic experience, creates a power imbalance that needs to be addressed.
- Decision-Making Processes: The case highlights the importance of involving faculty in decision-making processes, particularly those that affect the university's academic mission.
Frameworks:
- Lewin's Change Management Model: This model can be used to understand the stages of change (unfreeze, change, refreeze) and identify strategies to manage resistance and facilitate the transition.
- Tuckman's Stages of Group Development: This framework can be applied to understand the dynamics of the faculty group and how they respond to the new leadership.
- Maslow's Hierarchy of Needs: This framework can be used to understand the faculty's motivations and concerns, particularly regarding their need for security, belonging, and self-actualization.
4. Recommendations
Facilitating a Smooth Handover:
- Joint Transition Team: Form a joint transition team consisting of representatives from the board, senior administration, and faculty to facilitate a smooth handover. This team should be responsible for:
- Knowledge Transfer: Ensuring the new president is briefed on key university operations, policies, and academic programs.
- Communication Plan: Developing a communication plan to keep faculty informed about the transition process and the new president's vision.
- Addressing Concerns: Providing a platform for faculty to voice their concerns and receive clear responses from the new president.
- Mentorship Program: Pair the new president with a seasoned faculty member or administrator to provide guidance and insights into the university's culture and academic priorities.
- Joint Transition Team: Form a joint transition team consisting of representatives from the board, senior administration, and faculty to facilitate a smooth handover. This team should be responsible for:
Addressing Faculty Concerns:
- Open Forums and Town Hall Meetings: Host regular open forums and town hall meetings to provide opportunities for faculty to engage with the new president, ask questions, and express their concerns.
- Transparency and Communication: The new president should communicate his vision for the university clearly and transparently, emphasizing his commitment to academic excellence and the university's core values.
- Faculty Advisory Council: Establish a faculty advisory council to provide regular feedback and input on key decisions, fostering a sense of shared governance and ownership.
Developing a Shared Vision:
- Strategic Planning Process: Involve faculty in a comprehensive strategic planning process to develop a shared vision for the university's future. This process should be inclusive, participatory, and focused on aligning the university's goals with its core values.
- Visioning Workshops: Organize visioning workshops to facilitate open dialogue and brainstorming among faculty, staff, and students, fostering a sense of collective ownership in the university's future direction.
Building a Strong Leadership Team:
- Diverse and Inclusive Hiring: Prioritize hiring and retaining diverse and talented individuals who embody the university's values and can effectively lead the institution forward. This includes seeking out candidates with both academic and leadership experience.
- Leadership Development Programs: Invest in leadership development programs for faculty and staff, equipping them with the skills and knowledge to lead effectively and contribute to the university's success.
5. Basis of Recommendations
These recommendations are based on the following principles:
- Core Competencies and Consistency with Mission: The recommendations prioritize maintaining the university's core competencies in academic excellence and ensuring that all decisions align with its mission.
- External Customers and Internal Clients: The recommendations acknowledge the importance of engaging with both external customers (students and alumni) and internal clients (faculty and staff) to build trust and foster a sense of community.
- Competitors: The recommendations emphasize the need to stay competitive in the higher education landscape by attracting and retaining top talent, fostering innovation, and adapting to changing student needs.
- Attractiveness: The recommendations aim to enhance the university's attractiveness to students, faculty, and donors by fostering a vibrant and supportive academic environment.
6. Conclusion
By implementing these recommendations, Fern Fort University can navigate the leadership transition effectively, address faculty concerns, and build a strong foundation for future success. A collaborative and transparent approach, emphasizing open communication, shared decision-making, and a commitment to academic excellence, will be crucial in fostering a positive and productive environment for all stakeholders.
7. Discussion
Alternatives:
- Autocratic leadership: This approach could lead to resistance and resentment among faculty, hindering the university's progress.
- Ignoring faculty concerns: This approach could erode trust and morale, leading to a decline in faculty engagement and student satisfaction.
Risks and Assumptions:
- Resistance to change: Faculty may resist the new president's vision and leadership style, creating challenges for the transition process.
- Lack of commitment from the new president: The new president may not fully embrace the university's values and academic priorities, leading to a disconnect with faculty and students.
Options Grid:
| Option | Advantages | Disadvantages | Risks |
|---|---|---|---|
| Collaborative approach | Builds trust, fosters engagement, promotes shared ownership | Requires time and effort, potential for conflict | Resistance to change, lack of commitment from the new president |
| Autocratic approach | Efficient decision-making, clear direction | Lack of input, potential for resentment | Resistance, decline in morale, loss of faculty expertise |
| Ignoring faculty concerns | Avoids conflict, maintains status quo | Erodes trust, hinders progress | Decline in morale, loss of faculty engagement, student dissatisfaction |
8. Next Steps
- Form the joint transition team: Within the next month, the board should assemble the joint transition team, including representatives from the board, senior administration, and faculty.
- Host the first open forum: Within the next two months, the new president should host the first open forum for faculty to engage with him and express their concerns.
- Develop a communication plan: Within the next three months, the transition team should develop a comprehensive communication plan to keep faculty informed about the transition process and the new president's vision.
- Initiate the strategic planning process: Within the next six months, the university should initiate a comprehensive strategic planning process involving faculty, staff, and students.
By taking these steps, Fern Fort University can ensure a smooth and successful leadership transition, fostering a positive and productive environment for all stakeholders.
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Case Description
The owner and general manager of a large retail establishment faced a dilemma about whether his long-time yard manager was still the right person for the job. The business increasingly depended on providing superior customer service in order to compete in the market. Recently, the owner had placed a personal friend in the operation as an assistant to the yard manager. This new addition had shown a real talent for developing employees and driving performance improvements. As a result, customer service feedback had drastically improved. The owner realized that the assistant had become the real leader of the yard. He wondered how to keep the momentum of the changes going while still showing due respect to a loyal employee.
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