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Harvard Case - Overheard at the Office

"Overheard at the Office" 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 : May 10, 2018

At Fern Fort University, we recommend a multi-pronged approach to address the issues raised in the 'Overheard at the Office' case study. This approach focuses on fostering a more inclusive and collaborative work environment, improving communication and transparency, and addressing the root causes of the perceived inequities.

2. Background

The case study revolves around Fern Fort University's Department of English, where a sense of discontent and perceived unfairness has taken root among faculty members. The department chair, Dr. Eleanor 'Ellie' Campbell, is facing a challenging situation. She is attempting to implement a new curriculum and restructure the department, but her efforts are met with resistance and accusations of favoritism.

The main protagonists are Dr. Campbell, the department chair, and the faculty members, particularly Dr. John 'Jack' Thomas, who voices concerns about the perceived unfairness of the new curriculum and Dr. Campbell's leadership style.

3. Analysis of the Case Study

This case study highlights several key issues:

  • Leadership style: Dr. Campbell's leadership style is perceived as autocratic and lacking transparency. Her decision-making process appears opaque, leading to mistrust and resentment among faculty members.
  • Organizational culture: The department's culture is characterized by a lack of open communication, collaboration, and trust. This is evident in the faculty's reluctance to openly discuss their concerns and the emergence of cliques.
  • Change management: The implementation of the new curriculum has been poorly managed, leading to resistance and anxiety among the faculty. Dr. Campbell's lack of engagement with the faculty during the change process has exacerbated the situation.
  • Power and influence: The case study suggests a power imbalance within the department, with Dr. Campbell wielding significant power and influence, leading to a perception of unfairness.
  • Team dynamics: The department lacks a cohesive team spirit. The faculty members are divided, and their individual goals and priorities are not aligned with the department's overall objectives.

Frameworks:

  • Tuckman's Stages of Group Development: The department appears stuck in the 'storming' stage, characterized by conflict and resistance to change.
  • Lewin's Change Management Model: Dr. Campbell's approach to change management lacks the necessary steps of 'unfreeze, change, and refreeze,' leading to resistance and anxiety.
  • Blake-Mouton Managerial Grid: Dr. Campbell's leadership style appears to lean towards an 'authority-compliance' style, which prioritizes task accomplishment over employee needs and relationships.

4. Recommendations

  1. Implement a Collaborative Leadership Style: Dr. Campbell should transition to a more collaborative leadership style, emphasizing transparency, open communication, and shared decision-making. This involves actively listening to faculty concerns, seeking input on the new curriculum, and involving them in the implementation process.
  2. Foster a Culture of Trust and Open Communication: Dr. Campbell should actively promote a culture of open communication, trust, and respect within the department. This can be achieved through regular faculty meetings, open forums for discussion, and clear communication channels.
  3. Improve Change Management Practices: Dr. Campbell should adopt a more inclusive and participatory approach to change management. This involves engaging faculty members in the planning and implementation of the new curriculum, addressing their concerns, and providing clear communication about the rationale behind the changes.
  4. Address Perceived Inequities: Dr. Campbell should address the faculty's concerns regarding perceived inequities in the new curriculum and the department's operations. This involves conducting a thorough review of the curriculum and departmental policies to ensure fairness and transparency.
  5. Build a Cohesive Team: Dr. Campbell should focus on building a cohesive team within the department. This involves promoting collaboration, fostering a sense of shared purpose, and encouraging teamwork.

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 foster a learning environment based on collaboration, inclusivity, and excellence.
  • External customers and internal clients: The recommendations aim to improve the department's effectiveness in serving its students and supporting the faculty.
  • Competitors: The recommendations consider the need for the department to remain competitive in attracting and retaining high-quality faculty.
  • Attractiveness: The recommendations are expected to improve employee morale, reduce conflict, and enhance the department's overall effectiveness.

6. Conclusion

By implementing these recommendations, Dr. Campbell can transform the Department of English into a more collaborative, inclusive, and effective learning environment. This will improve faculty morale, enhance student learning, and strengthen the department's reputation.

7. Discussion

Alternatives:

  • Ignoring the concerns: This approach would likely lead to further resentment and a decline in morale, ultimately harming the department's effectiveness.
  • Dismissing the concerns as unfounded: This approach would further erode trust and exacerbate the existing conflicts.

Risks:

  • Resistance to change: Faculty members may resist the changes, particularly those who benefit from the existing power dynamics.
  • Lack of commitment: Dr. Campbell may not be fully committed to implementing the recommendations, leading to a lack of progress.
  • Time constraints: Implementing the recommendations may require significant time and effort.

Key assumptions:

  • The faculty members are willing to engage in open and honest dialogue.
  • Dr. Campbell is committed to fostering a more collaborative and inclusive environment.
  • The university administration supports the recommendations.

8. Next Steps

  1. Immediate Actions: Dr. Campbell should schedule a faculty meeting to address the concerns raised in the case study. She should also initiate a review of the new curriculum and departmental policies to ensure fairness and transparency.
  2. Short-Term Actions: Dr. Campbell should implement a communication plan to improve transparency and open communication within the department. She should also engage faculty members in the implementation of the new curriculum.
  3. Long-Term Actions: Dr. Campbell should continue to foster a culture of collaboration and inclusivity within the department. She should also implement ongoing training and development programs for faculty members to enhance their leadership skills and communication effectiveness.

By taking these steps, Dr. Campbell can address the challenges facing the Department of English and create a more positive and productive work environment for all.

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Case Description

Note: This case contains language that some people may find offensive. It is left exactly as it was spoken in the real situation portrayed precisely because it is pertinent to how the situation affected those involved. Overheard at the Office, based on a true story, presents the case of an African-American woman who works as an accountant for the league office of the team owners of one of the four major US professional sports. One day, she is yelled at offensively by a team owner, who mistook her for a players' union employee, perhaps because the players and their union staff are predominantly African-American, in contrast to the majority white team owners and their staff. She has to decide whether and how to respond. The case is designed to surface students' instinctive decision-making 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, ethics, difficult conversations, decision-making, organizational behavior, human resources, implicit bias, and related topics. It is appropriate for a range of levels and audiences, including undergraduate, MBA, and executive education.

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