Harvard Case - Toby Johnson (A): Leading After School
"Toby Johnson (A): Leading After School" Harvard business case study is written by Boris Groysberg, Leslie Danford, Amy Lodge, Tereh Sayles. It deals with the challenges in the field of Organizational Behavior. The case study is 19 page(s) long and it was first published on : Mar 7, 2010
At Fern Fort University, we recommend Toby Johnson implement a comprehensive strategy to transform After School into a high-performing, innovative, and sustainable program. This strategy should focus on building a strong organizational culture, fostering a collaborative and empowered team, and implementing effective change management practices.
2. Background
Toby Johnson, the newly appointed director of Fern Fort University's After School program, faces a challenging situation. The program is struggling with low enrollment, lack of engagement, and a perceived lack of value among students and parents. Toby inherits a team with varying levels of experience, motivation, and commitment, and a program lacking a clear vision and direction.
The main protagonists are Toby Johnson, the new director, and his team, including veteran staff and new hires. The case study highlights the challenges of leading change, building a cohesive team, and navigating the complexities of organizational culture in a non-profit setting.
3. Analysis of the Case Study
This case study can be analyzed through the lens of Organizational Behavior, Leadership, and Change Management frameworks:
Organizational Behavior:
- Organizational Culture: After School's culture is characterized by a lack of clarity, inconsistent expectations, and a siloed approach. This is evident in the differing perspectives of the staff, the lack of a shared vision, and the absence of a clear communication strategy.
- Team Dynamics: The team is composed of individuals with varying levels of experience, motivation, and commitment. This diversity can be a strength, but it also presents challenges in terms of collaboration, communication, and decision-making.
- Leadership Styles: The previous director's leadership style, characterized by a lack of communication and direction, has contributed to the program's current state. Toby needs to adopt a more participative and transformational leadership style to inspire and motivate his team.
Leadership:
- Leadership Qualities: Toby possesses the necessary leadership qualities to turn the program around. He is passionate, committed, and has a clear vision for the future of After School. However, he needs to develop his communication skills, build trust with his team, and effectively delegate responsibilities.
- Leadership Styles: Toby needs to transition from a directive leadership style to a more collaborative and empowering approach. This will involve actively listening to his team, fostering open communication, and encouraging participation in decision-making.
- Motivation Theories: Toby can leverage various motivation theories to engage his team. He can utilize Maslow's Hierarchy of Needs to address basic needs like job security and recognition, while also focusing on higher-level needs like self-actualization through professional development and opportunities for growth.
Change Management:
- Resistance to Change: The staff's resistance to change is a significant challenge. Toby needs to address this by clearly communicating the need for change, involving the team in the process, and providing support and training.
- Communication Strategies: Toby needs to develop a clear and consistent communication strategy to keep the team informed and engaged. This includes regular meetings, open dialogue, and transparent decision-making.
- Organizational Learning: Toby can foster a culture of continuous learning by encouraging feedback, experimenting with new approaches, and celebrating successes. This will help the team adapt to change and become more innovative.
4. Recommendations
Phase 1: Building a Foundation (First 3 Months)
- Establish a Clear Vision and Mission: Toby should work with the team to develop a clear vision and mission statement for After School. This should outline the program's goals, values, and target audience.
- Conduct a Comprehensive Needs Assessment: Toby should conduct a thorough needs assessment to understand the needs of students, parents, and the community. This will help identify gaps in the program and inform future program development.
- Develop a Communication Plan: Toby should establish a clear and consistent communication plan. This should include regular team meetings, open forums for feedback, and transparent communication about program changes.
- Build Trust and Collaboration: Toby should focus on building trust and collaboration within the team. This can be achieved through team-building activities, regular check-ins, and creating a culture of open dialogue.
- Assess and Address Staff Concerns: Toby should address staff concerns related to the program's direction, workload, and professional development. This can involve open discussions, individual meetings, and addressing specific concerns.
Phase 2: Implementing Change (Months 4-9)
- Develop a Strategic Plan: Toby should work with the team to develop a strategic plan for After School. This plan should outline specific goals, objectives, and action steps for program improvement.
- Implement Program Enhancements: Based on the needs assessment and strategic plan, Toby should implement program enhancements to increase student engagement and address identified needs. This could include introducing new activities, expanding program offerings, or partnering with community organizations.
- Develop a Marketing and Outreach Strategy: Toby should develop a comprehensive marketing and outreach strategy to attract new students and increase program visibility. This could involve creating a website, utilizing social media, and partnering with local schools and community organizations.
- Empower the Team: Toby should empower the team by delegating responsibilities, fostering decision-making, and providing opportunities for professional development. This will create a sense of ownership and increase team engagement.
- Monitor and Evaluate Progress: Toby should regularly monitor and evaluate the program's progress towards achieving its goals. This will involve collecting data, analyzing results, and making adjustments as needed.
Phase 3: Sustaining Success (Months 10 onwards)
- Establish a Culture of Continuous Improvement: Toby should foster a culture of continuous improvement by encouraging feedback, experimenting with new approaches, and celebrating successes.
- Develop a Sustainable Funding Model: Toby should work with the university administration to develop a sustainable funding model for After School. This could involve exploring grant opportunities, partnering with sponsors, or increasing program fees.
- Expand Program Reach: Toby should explore opportunities to expand the program's reach to serve a wider audience. This could involve offering programs at different locations, partnering with other organizations, or developing online program offerings.
- Promote Diversity and Inclusion: Toby should actively promote diversity and inclusion within the program. This could involve recruiting staff from diverse backgrounds, creating inclusive program activities, and ensuring that all students feel welcome and valued.
- Celebrate Achievements: Toby should celebrate the program's achievements and recognize the contributions of the team. This will boost morale, foster a sense of accomplishment, and reinforce the program's positive impact on the community.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The recommendations are aligned with Fern Fort University's mission of providing educational opportunities for all students. They focus on enhancing the quality and accessibility of the After School program, ensuring its alignment with the university's core values.
- External Customers and Internal Clients: The recommendations address the needs of students, parents, and the community. They prioritize student engagement, program quality, and community outreach. They also consider the needs of the internal team, fostering a positive and productive work environment.
- Competitors: The recommendations acknowledge the competitive landscape of after-school programs. They aim to differentiate After School by offering unique and engaging program offerings, building strong community partnerships, and promoting a positive and inclusive environment.
- Attractiveness - Quantitative Measures: While the case study does not provide specific quantitative measures, the recommendations focus on increasing enrollment, student engagement, and program visibility. These measures can be tracked and evaluated to assess the program's effectiveness and impact.
6. Conclusion
By implementing these recommendations, Toby Johnson can transform After School into a high-performing, innovative, and sustainable program. This will involve building a strong organizational culture, fostering a collaborative and empowered team, and implementing effective change management practices. Through a combination of strategic planning, program enhancements, and effective communication, Toby can create a program that is valued by students, parents, and the community.
7. Discussion
Other Alternatives:
- Outsourcing Program Operations: This alternative would involve contracting with an external organization to manage the program's operations. This could be a cost-effective solution, but it could also lead to a loss of control and a disconnect between the program and the university's mission.
- Focusing on a Niche Market: This alternative would involve tailoring the program to a specific target audience, such as students with specific academic needs or interests. This could be a successful strategy, but it could also limit the program's reach and potential impact.
Risks and Key Assumptions:
- Staff Resistance to Change: One major risk is the potential for staff resistance to change. This can be mitigated by involving the team in the change process, providing clear communication, and addressing concerns.
- Funding Challenges: Another risk is the potential for funding challenges. This can be addressed by developing a sustainable funding model, exploring grant opportunities, and partnering with sponsors.
- Lack of Community Support: The program's success depends on community support. This can be fostered by actively engaging with the community, building strong partnerships, and promoting the program's value.
8. Next Steps
- Develop a detailed implementation plan: This plan should outline specific actions, timelines, and responsible individuals for each recommendation.
- Secure necessary resources: This includes securing funding, obtaining approval from university administration, and identifying potential partners.
- Communicate the plan to the team: This should be done in a clear and transparent manner, addressing any concerns and soliciting feedback.
- Monitor progress and make adjustments: Regular monitoring and evaluation are crucial to ensure the program's success and make necessary adjustments along the way.
By implementing these recommendations and taking a proactive approach to managing change, Toby Johnson can successfully lead After School towards a brighter future.
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Case Description
After completing her MBA in 2007, Toby Johnson, a former army pilot with the 18th Airborne Corps Rapid Deployment Force, joined PepsiCo's Leadership Development Program (LDP). For her first assignment with PepsiCo, Johnson accepted a position as a manufacturing-manager at a Frito-Lay plant in Williamsport, PA. The Williamsport plant had 200 employees and 54 million pounds of production per year. The case describes how Johnson took charge of the plant, and her action plan for implementing a new set of changes. During Johnson's tenure at Williamsport, the plant was nominated as a potential site for a company-wide transformative initiative. This initiative would entail major changes in the current team structure and incentive program within Frito-Lay. Johnson needed to think carefully about this change implementation.
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