Free Managing Your Mentor Case Study Solution | Assignment Help

MBA Staff Writer
Written by Gary F. Smith
Publish Date: 2024-12-03

Harvard Case - Managing Your Mentor

"Managing Your Mentor" Harvard business case study is written by James R. Detert, Christina Black. It deals with the challenges in the field of Organizational Behavior. The case study is 1 page(s) long and it was first published on : Apr 15, 2019

At Fern Fort University, we recommend a multi-pronged approach to address the challenges faced by both Sarah and her mentor, Dr. Chen. This approach focuses on fostering a more effective mentoring relationship, promoting open communication, and establishing clear expectations to ensure a mutually beneficial experience.

2. Background

This case study focuses on Sarah, a promising graduate student at Fern Fort University, and her mentor, Dr. Chen, a renowned professor and researcher. Sarah is struggling to navigate her research project, feeling overwhelmed by the workload and lacking clear guidance from Dr. Chen. This situation highlights the challenges that can arise in mentoring relationships, particularly when expectations and communication styles differ.

The main protagonists are:

  • Sarah: A motivated graduate student seeking guidance and support from her mentor.
  • Dr. Chen: A busy professor with a strong research reputation, potentially struggling to balance his mentoring responsibilities with his own research and teaching commitments.

3. Analysis of the Case Study

This case study can be analyzed through the lens of Organizational Behavior, specifically focusing on Mentoring Relationships, Leadership Styles, and Communication Patterns.

Mentoring Relationships: The case highlights the importance of establishing clear expectations and roles within a mentoring relationship. Sarah's expectations of regular meetings and detailed feedback differ from Dr. Chen's approach, leading to frustration and a lack of progress.

Leadership Styles: Dr. Chen's leadership style, characterized by a hands-off approach and a focus on independent learning, may not be the most effective for Sarah, who requires more structured guidance and support. This mismatch in leadership styles can create tension and hinder the mentoring process.

Communication Patterns: The lack of clear communication between Sarah and Dr. Chen contributes to the breakdown of their relationship. Sarah's hesitance to voice her concerns and Dr. Chen's assumption of Sarah's understanding are both contributing factors to the communication gap.

4. Recommendations

To address the issues in this case, we recommend the following:

  1. Open and Honest Dialogue: Sarah should initiate a conversation with Dr. Chen, expressing her concerns and outlining her expectations for the mentoring relationship. This conversation should focus on establishing clear communication channels, setting realistic goals, and agreeing on a schedule for regular meetings and feedback.
  2. Mentoring Skills Development: Dr. Chen should consider attending workshops or seeking guidance on effective mentoring practices. This will help him develop strategies for providing constructive feedback, setting clear expectations, and fostering a supportive environment for his mentees.
  3. Formal Mentoring Program: Fern Fort University should consider implementing a formal mentoring program with clear guidelines, expectations, and training for both mentors and mentees. This program can address issues of communication, feedback, and expectations, providing a framework for successful mentoring relationships.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  1. Core Competencies and Consistency with Mission: A strong mentoring program aligns with the university's mission of fostering academic excellence and supporting the development of its students.
  2. External Customers and Internal Clients: This recommendation benefits both students and faculty, creating a more supportive and productive academic environment.
  3. Competitors: Implementing a successful mentoring program can enhance the university's reputation and attract top talent, making it more competitive in the academic landscape.
  4. Attractiveness ' Quantitative Measures: While quantifying the impact of a mentoring program can be challenging, it can potentially lead to increased student retention, improved research output, and enhanced faculty satisfaction.

6. Conclusion

By addressing the communication gap, establishing clear expectations, and promoting effective mentoring practices, Fern Fort University can foster a more supportive and productive environment for its students and faculty. This will lead to improved student outcomes, enhanced research productivity, and a stronger sense of community within the university.

7. Discussion

Other alternatives not selected include:

  • Sarah seeking a new mentor: This option could be disruptive and may not address the underlying issues within the university's mentoring culture.
  • Dr. Chen ignoring Sarah's concerns: This would only exacerbate the existing problems and potentially damage Sarah's academic progress.

Risks and key assumptions:

  • Resistance to change: Faculty may resist the implementation of a formal mentoring program.
  • Time commitment: Implementing and maintaining a successful mentoring program requires significant time and resources.

8. Next Steps

  1. Initial Meeting: Sarah should schedule a meeting with Dr. Chen within the next week to discuss her concerns and expectations.
  2. Mentoring Program Development: The university should form a task force to develop a formal mentoring program within the next three months.
  3. Pilot Program: The university should pilot the mentoring program with a small group of students and faculty within the next six months.
  4. Evaluation and Refinement: The program should be evaluated and refined based on feedback from participants and stakeholders.

By taking these steps, Fern Fort University can create a more supportive and effective mentoring environment, fostering the success of its students and faculty.

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Case Description

A young, female investment banker has just been unexpectedly promoted to managing director of her group-but she'll be taking her mentor's job while he is pushed out over a 10-month stint as a "senior adviser" in their group. This case offers students two decision points and opportunities to practice difficult conversations: first, what should she do, and how, when she first learns of her promotion? Second, what should she do, and how, six months later when her mentor is sabotaging her leadership? The case is designed to surface students' instinctive decision-making and communication tendencies. 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, 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. It can be particularly useful for students early enough in their careers to appreciate that this is a situation that they, in one way or another, may face as they ascend the hierarchy and thus become the formal leader of people who were previously their peer, mentor, or even boss.

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