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Harvard Case - Improving Class Contribution: Annie's Low Score

"Improving Class Contribution: Annie's Low Score" Harvard business case study is written by Karen MacMillan, Abby Xiong. 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 : Sep 13, 2018

At Fern Fort University, we recommend a multifaceted approach to address Annie's low class contribution, encompassing both individual support and systemic changes. This approach will involve fostering a more inclusive and supportive classroom environment, addressing Annie's specific needs and challenges, and implementing strategies to enhance her engagement and participation.

2. Background

This case study focuses on Annie, a student in Professor Smith's marketing class at Fern Fort University. Despite being a bright and capable student, Annie struggles to contribute actively in class. Professor Smith is concerned about Annie's lack of engagement and wants to help her improve. The case explores the potential causes for Annie's reluctance to participate, including factors like her personality, classroom dynamics, and Professor Smith's teaching style.

3. Analysis of the Case Study

The case study presents a complex scenario involving individual and systemic factors contributing to Annie's low class participation.

Individual Factors:

  • Personality: Annie's personality might be introverted, making her hesitant to participate in group settings.
  • Confidence: She might lack confidence in her understanding of the material or fear being judged by her peers.
  • Learning Style: Annie's learning style might be more suited to independent study or small group discussions, rather than large classroom lectures.

Systemic Factors:

  • Classroom Dynamics: The classroom environment might be intimidating or unwelcoming for Annie, leading to her reluctance to participate.
  • Professor Smith's Teaching Style: Professor Smith's teaching style might not be conducive to fostering diverse participation, potentially excluding students like Annie who prefer different learning approaches.
  • Group Dynamics: The existing group dynamics in the class could be exclusionary or discouraging for Annie, further hindering her active participation.

Applying Relevant Frameworks:

  • Organizational Behavior: This framework helps understand the individual and group dynamics within the classroom, including personality traits, group behavior, and communication patterns.
  • Leadership Styles: Professor Smith's leadership style and its impact on classroom dynamics are crucial to analyze.
  • Motivation Theories: Understanding Annie's motivation and what drives her engagement is essential to tailor interventions effectively.
  • Change Management: Implementing changes in the classroom environment requires careful planning and consideration of potential resistance to change.

4. Recommendations

Individual Level:

  • Individualized Support: Professor Smith should meet with Annie one-on-one to understand her specific challenges and concerns. This conversation should be non-judgmental and focus on building a supportive relationship.
  • Tailored Learning Strategies: Professor Smith should offer Annie alternative ways to demonstrate her understanding, such as written assignments, individual presentations, or online discussions.
  • Confidence Building: Professor Smith can encourage Annie by acknowledging her contributions, providing positive feedback, and creating opportunities for her to share her insights in smaller settings.

Systemic Level:

  • Inclusive Classroom Environment: Professor Smith should actively foster an inclusive classroom environment where all students feel comfortable participating. This can be achieved by:
    • Diverse Teaching Methods: Incorporating a variety of teaching methods like group work, case studies, and interactive exercises to cater to different learning styles.
    • Open Communication: Encouraging open communication and active listening in the classroom, ensuring everyone feels heard and respected.
    • Positive Classroom Culture: Creating a positive and supportive classroom culture where students feel safe to express their ideas and ask questions.
  • Group Dynamics: Encourage collaborative learning and group activities, promoting a sense of belonging and teamwork.
  • Feedback Mechanisms: Implement regular feedback mechanisms to solicit student input and address any concerns regarding the classroom environment.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  • Core Competencies and Consistency with Mission: Fern Fort University's mission is to provide a high-quality education that fosters student growth and development. These recommendations align with this mission by promoting inclusivity, individual support, and a positive learning environment.
  • External Customers and Internal Clients: Students are the primary customers of the university, and their success is paramount. These recommendations aim to improve student engagement and satisfaction.
  • Competitors: By creating a more supportive and inclusive learning environment, Fern Fort University can differentiate itself from competitors and attract top talent.
  • Attractiveness: These recommendations are likely to enhance student satisfaction and retention, leading to positive outcomes for the university.

6. Conclusion

Addressing Annie's low class contribution requires a multifaceted approach that considers both individual and systemic factors. By fostering an inclusive classroom environment, providing individualized support, and implementing strategies to enhance engagement, Fern Fort University can create a more positive and productive learning experience for all students.

7. Discussion

Alternative Approaches:

  • Peer Mentoring: Pairing Annie with a more outgoing student as a mentor could help her feel more comfortable participating.
  • Technology Integration: Utilizing technology to facilitate online discussions or collaborative projects could provide alternative avenues for Annie to engage.

Risks and Key Assumptions:

  • Resistance to Change: Some students might resist changes to the classroom environment, requiring careful planning and communication.
  • Time Commitment: Implementing these recommendations requires a significant time commitment from Professor Smith, potentially impacting other teaching responsibilities.
  • Effectiveness: The effectiveness of these recommendations depends on Annie's willingness to participate and Professor Smith's commitment to creating a more inclusive and supportive learning environment.

8. Next Steps

  • Immediate Action: Professor Smith should schedule a meeting with Annie to discuss her concerns and explore ways to support her.
  • Short-Term Goals: Professor Smith should implement a few simple changes to the classroom environment, such as incorporating more group work and providing opportunities for individual contributions.
  • Long-Term Goals: Fern Fort University should consider implementing a more comprehensive program to address student engagement and create a more inclusive and supportive learning environment across all departments.

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Case Description

A business student received a low rating on class contribution from her leadership professor. She struggled to understand how this low rating happened, as she thought she had contributed in every class. She then lost the motivation to participate in class discussions, but considered developing a plan of action to address the problem. What strategies would help her to increase her contributions in class and improve her grades?

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