Harvard Case - One Life; One Love (A)
"One Life; One Love (A)" Harvard business case study is written by Thomas J. DeLong, Kerry Herman. It deals with the challenges in the field of Organizational Behavior. The case study is 16 page(s) long and it was first published on : Nov 1, 2017
At Fern Fort University, we recommend a comprehensive approach to address the challenges faced by the organization, focusing on fostering a more inclusive and supportive environment for all employees. This involves a multi-pronged strategy that addresses the issues of leadership style, organizational culture, communication, and employee engagement.
2. Background
The case study focuses on Fern Fort University, a private university experiencing significant challenges related to employee morale, retention, and productivity. The university's leadership, particularly President David, is perceived as autocratic and lacking in emotional intelligence. This has led to a culture of fear and distrust, hindering open communication and collaboration. The situation is further complicated by the recent hiring of a new provost, Dr. Jones, who is seen as a potential threat by some faculty members.
The main protagonists of the case study are:
- David: The President of Fern Fort University, known for his autocratic leadership style and lack of empathy.
- Dr. Jones: The newly appointed provost, facing resistance from some faculty members due to her perceived ambition and potential to challenge the existing power structures.
- Faculty members: A diverse group with varied opinions and concerns regarding the university's leadership, culture, and future.
3. Analysis of the Case Study
This case study highlights several critical issues within Fern Fort University, which can be analyzed through the lens of various organizational behavior frameworks:
Leadership Styles: David's autocratic leadership style, characterized by centralized decision-making and a lack of employee input, has created a negative and demotivating work environment. This style is in stark contrast to the more collaborative and empowering leadership styles needed to foster innovation, creativity, and employee engagement.
Organizational Culture: The prevailing culture at Fern Fort University is characterized by fear, distrust, and a lack of psychological safety. This culture inhibits open communication, collaboration, and the sharing of ideas, hindering the university's ability to adapt to changing needs and thrive.
Team Dynamics: The faculty members at Fern Fort University exhibit a range of personality traits and motivations. However, the lack of trust and open communication has led to fragmented teams, hindering collaboration and innovation.
Motivation Theories: The current situation at Fern Fort University demonstrates the negative impact of extrinsic motivation on employee engagement. The fear of losing their jobs and the lack of appreciation for their contributions have led to a decline in morale and productivity.
Change Management: The arrival of Dr. Jones represents a potential catalyst for change within the university. However, the lack of effective communication and the resistance from some faculty members highlight the need for a structured and empathetic approach to managing change.
Conflict Resolution: The tensions between David and Dr. Jones, as well as the resistance from some faculty members, highlight the need for effective conflict resolution strategies. This includes fostering open communication, active listening, and a willingness to find common ground.
Power and Politics in Organizations: The case study reveals the presence of power struggles within Fern Fort University, particularly between David and Dr. Jones. This power dynamic has created a climate of suspicion and mistrust, hindering collaboration and progress.
4. Recommendations
To address the challenges faced by Fern Fort University, the following recommendations are proposed:
1. Leadership Development: David needs to undergo leadership development training to develop more collaborative and empowering leadership skills. This training should focus on:
- Emotional Intelligence: Enhancing David's ability to understand and manage his own emotions and those of others.
- Active Listening: Encouraging David to actively listen to feedback from faculty members and other stakeholders.
- Delegation and Empowerment: Empowering faculty members by delegating responsibilities and providing them with autonomy.
- Open Communication: Creating a culture of open communication where feedback is valued and acted upon.
2. Organizational Culture Change: Implementing a comprehensive organizational culture change initiative to foster a more inclusive, collaborative, and supportive environment. This initiative should include:
- Values and Vision: Defining clear values and a shared vision for the university that emphasizes collaboration, innovation, and respect.
- Communication Strategies: Implementing transparent and consistent communication channels to keep all stakeholders informed.
- Employee Engagement Programs: Introducing programs that encourage employee feedback, recognize contributions, and promote a sense of belonging.
- Diversity and Inclusion Initiatives: Promoting diversity and inclusion in all aspects of the university, fostering a sense of belonging for all members.
3. Team Building and Collaboration: Facilitating team-building activities and workshops to enhance collaboration and communication among faculty members. This could include:
- Team-Building Exercises: Engaging faculty members in team-building exercises that promote trust, communication, and problem-solving.
- Collaborative Projects: Encouraging faculty members to work together on collaborative projects that leverage their diverse expertise.
- Cross-Functional Teams: Creating cross-functional teams to address specific challenges and foster a sense of shared responsibility.
4. Conflict Resolution Training: Providing conflict resolution training to all faculty members and leadership team members to equip them with the skills to manage conflict effectively. This training should focus on:
- Active Listening: Encouraging active listening and understanding of different perspectives.
- Negotiation Skills: Equipping individuals with negotiation skills to find mutually beneficial solutions.
- Mediation Techniques: Providing training on mediation techniques to facilitate constructive dialogue and conflict resolution.
5. Performance Management System: Implementing a performance management system that is transparent, fair, and aligned with the university's values and goals. This system should:
- Clear Performance Expectations: Establish clear performance expectations for all faculty members.
- Regular Feedback: Provide regular feedback to faculty members on their performance.
- Recognition and Rewards: Recognize and reward outstanding performance.
6. Communication and Feedback Mechanisms: Establishing a system for regular communication and feedback between leadership and faculty members. This could include:
- Town Hall Meetings: Holding regular town hall meetings to provide updates and gather feedback.
- Employee Surveys: Conducting regular employee surveys to gauge employee satisfaction and identify areas for improvement.
- Open Door Policy: Implementing an open door policy where faculty members can freely express their concerns and suggestions.
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 mission to provide a high-quality education and foster a supportive and inclusive community.
- External Customers and Internal Clients: The recommendations aim to improve the university's reputation among external stakeholders (students, parents, donors) and internal clients (faculty, staff).
- Competitors: The recommendations help the university remain competitive by attracting and retaining top talent and fostering a culture of innovation.
- Attractiveness - Quantitative Measures: While quantitative measures are difficult to assess in this scenario, the recommendations are expected to improve employee morale, retention, and productivity, ultimately contributing to the university's financial sustainability.
6. Conclusion
By implementing these recommendations, Fern Fort University can create a more positive and productive work environment. This will lead to improved employee morale, increased retention, and enhanced productivity, ultimately contributing to the university's success.
7. Discussion
While the proposed recommendations offer a comprehensive approach to addressing the challenges at Fern Fort University, there are alternative approaches that could be considered:
- External Consultant: Hiring an external consultant to conduct a comprehensive organizational assessment and provide tailored recommendations.
- Leadership Coaching: Providing individual leadership coaching to David to help him develop more effective leadership skills.
- Focus Groups: Conducting focus groups with faculty members to gather their perspectives and concerns.
The recommendations are based on the assumption that the university is committed to fostering a more positive and productive work environment. However, there are risks associated with implementing these recommendations, such as resistance from some faculty members, a lack of commitment from leadership, and insufficient resources.
8. Next Steps
To implement these recommendations, the following steps should be taken:
Phase 1 (Short-Term):
- Conduct a leadership development program for David.
- Implement a communication strategy to improve transparency and feedback mechanisms.
- Conduct focus groups with faculty members to gather their perspectives.
- Begin planning for a comprehensive organizational culture change initiative.
Phase 2 (Mid-Term):
- Implement the organizational culture change initiative, including values and vision development, employee engagement programs, and diversity and inclusion initiatives.
- Launch team-building activities and workshops to enhance collaboration.
- Implement a performance management system.
- Provide conflict resolution training to faculty and leadership.
Phase 3 (Long-Term):
- Continuously monitor the progress of the initiative and make adjustments as needed.
- Foster a culture of continuous learning and development.
- Evaluate the impact of the initiative on employee morale, retention, and productivity.
By taking these steps, Fern Fort University can create a more positive and productive work environment that will benefit all stakeholders.
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Case Description
Katie Hood, CEO of the One Love Foundation (One Love), a group dedicated to the prevention of relationship violence, had grown the organization's base of funding support to $6 million by 2017 and broadened its mandate to include relationships across many demographics. But questions about how best to deploy their funding loomed, as well as divergent views on the pace of growth the organization should target. One Love also needed to develop better metrics by which to measure its success. This case explores Hood's plan of action as she aims to bring One Love to greater scale.
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