Free Leadership Styles Case Study Solution | Assignment Help

MBA Staff Writer
Written by Gary F. Smith
Publish Date: 2024-11-03

Harvard Case - Leadership Styles

"Leadership Styles" Harvard business case study is written by Konstantin Korotov. It deals with the challenges in the field of Organizational Behavior. The case study is 6 page(s) long and it was first published on : Nov 11, 2013

At Fern Fort University, we recommend a multi-pronged approach to address the leadership challenges highlighted in the case study. This includes a comprehensive leadership development program, a shift towards a more collaborative and inclusive organizational culture, and a clear communication strategy to foster transparency and trust.

2. Background

The case study focuses on Fern Fort University, a private institution facing challenges stemming from a top-down leadership style and a lack of communication and collaboration. The main protagonists are Dr. Henry, the newly appointed president, and the faculty, who are increasingly dissatisfied with the current leadership approach. The case highlights the tension between traditional hierarchical structures and the need for more participative leadership styles in a modern academic environment.

3. Analysis of the Case Study

The case study presents a complex situation where various organizational behavior concepts are at play. Here's a breakdown:

Leadership Styles: Dr. Henry's autocratic leadership style, while effective in his previous role, is not conducive to the academic environment. This is leading to a lack of employee engagement, decreased morale, and resistance to change.

Organizational Culture: The university's culture is characterized by a strong emphasis on hierarchy and a lack of transparency. This creates a sense of distrust and hinders open communication, leading to a disconnect between leadership and faculty.

Team Dynamics: The lack of collaboration and communication between faculty and administration is creating silos and hindering the university's ability to respond effectively to challenges.

Motivation Theories: Dr. Henry's approach fails to recognize the intrinsic motivation of faculty members, who are driven by intellectual curiosity and a desire for autonomy. This lack of recognition is contributing to a decline in morale and job satisfaction.

Change Management: The implementation of new initiatives, such as the online learning platform, is met with resistance due to a lack of communication and involvement of the faculty in the decision-making process.

Power and Politics in Organizations: The case highlights the potential for power struggles between different departments and the impact of political maneuvering on the university's overall direction.

4. Recommendations

4.1. Leadership Development Program:

  • Objective: To equip leaders with the skills and knowledge necessary to adopt a more collaborative and inclusive leadership style.
  • Content: The program should focus on:
    • Transformational Leadership: Emphasize the importance of inspiring and motivating others, building trust, and fostering a shared vision.
    • Emotional Intelligence: Develop leaders' self-awareness, empathy, and ability to manage their emotions effectively.
    • Communication Skills: Enhance leaders' ability to communicate effectively, listen actively, and build strong relationships.
    • Conflict Resolution: Train leaders in conflict management techniques to address disagreements constructively.
  • Implementation: The program should be tailored to the specific needs of Fern Fort University and involve both individual coaching and group workshops.

4.2. Cultivating a Collaborative and Inclusive Culture:

  • Objective: To create an environment where faculty feel valued, respected, and empowered to contribute to the university's success.
  • Strategies:
    • Open Communication: Foster open dialogue between leadership and faculty through regular meetings, town hall sessions, and online forums.
    • Shared Decision-Making: Involve faculty in the decision-making process for key initiatives, such as curriculum development and technology adoption.
    • Empowerment: Delegate authority to faculty members, allowing them to take ownership of their work and contribute to the university's strategic goals.
    • Diversity and Inclusion: Promote a diverse and inclusive environment that values different perspectives and experiences.

4.3. Clear Communication Strategy:

  • Objective: To ensure that all stakeholders are informed about the university's vision, goals, and initiatives.
  • Strategies:
    • Transparent Communication: Communicate information openly and honestly, addressing concerns and questions promptly.
    • Regular Updates: Provide regular updates on the university's progress and challenges through various channels, including email, newsletters, and faculty meetings.
    • Two-Way Communication: Create opportunities for feedback and dialogue, ensuring that faculty voices are heard and considered.

5. Basis of Recommendations

These recommendations are based on the following:

  • Core Competencies and Consistency with Mission: The recommendations align with the university's mission of fostering intellectual growth and promoting a vibrant academic community.
  • External Customers and Internal Clients: The recommendations address the needs of both external stakeholders, such as students and donors, and internal stakeholders, such as faculty and staff.
  • Competitors: The recommendations aim to enhance the university's competitiveness by attracting and retaining top faculty and fostering a culture of innovation.
  • Attractiveness: The recommendations are expected to lead to improved employee engagement, increased morale, and a more positive perception of the university, which will ultimately contribute to its success.

6. Conclusion

By implementing these recommendations, Fern Fort University can create a more collaborative and inclusive environment that fosters trust, transparency, and innovation. This will lead to increased employee engagement, improved decision-making, and a stronger academic community.

7. Discussion

Other alternatives to consider include:

  • Hiring an external consultant: This could provide an objective perspective on the university's leadership challenges and offer tailored recommendations for improvement.
  • Implementing a formal performance management system: This could provide a structured framework for evaluating employee performance and providing feedback.

Risks and Key Assumptions:

  • Resistance to change: There may be resistance from some faculty members to the proposed changes.
  • Time and resources: Implementing these recommendations will require time and resources.
  • Leadership commitment: The success of these recommendations depends on the commitment and support of the university's leadership.

8. Next Steps

  • Develop a detailed implementation plan: This should include specific timelines, milestones, and resource allocation.
  • Communicate the plan to all stakeholders: This will ensure transparency and build buy-in for the proposed changes.
  • Monitor progress and make adjustments as needed: Regular evaluation and feedback will ensure that the recommendations are implemented effectively.

By taking these steps, Fern Fort University can successfully address its leadership challenges and create a more vibrant and thriving academic community.

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Case Description

The six vignettes in this case present situations that call for the application of one of the six leadership styles: coercive, pacesetting, authoritative, affiliative, democratic, and coaching. The vignettes, each demonstrating a correct, incorrect, or possible use of a particular style, can be used in class for the purpose of developing students' leadership style, diagnostic skills, as a group discussion material, or as test material for post-class examination. Each of the vignettes is a generalized experience story based on examples shared by participants in executive education programs run over the course of the author's eight years of teaching the leadership styles model as presented by Goleman (2000) at a leading European business school. The vignettes have been tested within the context of MBA and executive MBA programs, and executive education courses for high potentials, middle managers, and board level executives.

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