Harvard Case - Tracy Chan: "We Need to Talk"
"Tracy Chan: "We Need to Talk"" Harvard business case study is written by Paul Bigus, Jana Seijts. It deals with the challenges in the field of Organizational Behavior. The case study is 17 page(s) long and it was first published on : Jun 9, 2011
At Fern Fort University, we recommend a multifaceted approach to address the challenges Tracy Chan faces. This includes fostering a more inclusive and collaborative organizational culture, implementing a strategic change management process, and providing targeted leadership development opportunities for Tracy and her team.
2. Background
This case study focuses on Tracy Chan, a newly appointed Dean of the School of Business at Fern Fort University. She faces a complex situation: her team is resistant to change, her predecessor's leadership style created a siloed and competitive environment, and she needs to navigate a difficult relationship with the university's president.
The main protagonists are Tracy Chan, the new Dean, and the existing faculty and staff of the School of Business. The case highlights the challenges of leading change in a complex organization, particularly when facing resistance from those accustomed to a different leadership style.
3. Analysis of the Case Study
This case study can be analyzed through the lens of several frameworks, including:
Organizational Culture: The School of Business exhibits a culture of competition and individual achievement, fostered by the previous Dean's leadership. This culture is evident in the siloed departments, lack of collaboration, and resistance to change.
Leadership Styles: The previous Dean's autocratic leadership style created a culture of fear and mistrust. Tracy's more collaborative approach is met with resistance, highlighting the need for a change in leadership style and a shift in organizational culture.
Change Management: Tracy's attempts to implement change are met with significant resistance, demonstrating the importance of a structured change management process. This process should involve clear communication, stakeholder engagement, and addressing concerns and anxieties.
Team Dynamics: The existing faculty and staff exhibit a lack of trust and collaboration, hindering the effectiveness of the team. Tracy needs to build trust, foster collaboration, and create a sense of shared purpose.
Power and Politics: The university's president holds significant power and influence, creating a challenging dynamic for Tracy. She needs to navigate this relationship effectively to gain support for her initiatives.
Motivation Theories: The case highlights the importance of understanding employee motivation. The existing culture has likely demotivated employees, leading to a lack of engagement and resistance to change. Tracy needs to implement strategies that motivate employees and foster a sense of purpose.
4. Recommendations
1. Implement a Strategic Change Management Process:
- Develop a clear vision and strategy: Tracy should clearly articulate her vision for the School of Business, emphasizing collaboration, innovation, and student success.
- Communicate effectively: Open and transparent communication is crucial. Tracy should regularly communicate the rationale for changes, address concerns, and solicit feedback.
- Engage stakeholders: Tracy should actively engage faculty, staff, and students in the change process. This includes forming working groups, conducting surveys, and holding town hall meetings.
- Provide training and support: Offer training programs to help faculty and staff adapt to new processes and technologies. Provide ongoing support to address challenges and ensure successful implementation.
- Recognize and reward progress: Acknowledge and celebrate successes, both big and small, to reinforce desired behaviors and motivate further progress.
2. Foster a More Inclusive and Collaborative Organizational Culture:
- Promote cross-functional collaboration: Encourage collaboration between departments and faculty members through joint projects, shared resources, and cross-disciplinary initiatives.
- Develop a shared sense of purpose: Articulate a clear mission and values that emphasize collaboration, innovation, and student success.
- Embrace diversity and inclusion: Create an inclusive environment that values different perspectives, backgrounds, and experiences.
- Implement team-building activities: Encourage team building exercises and social events to foster camaraderie and build trust.
3. Provide Targeted Leadership Development Opportunities:
- Leadership coaching: Provide Tracy with executive coaching to enhance her leadership skills, particularly in navigating change, managing conflict, and building relationships.
- Leadership training: Offer leadership development programs for faculty and staff, focusing on collaborative leadership, communication, and change management.
- Mentorship program: Establish a mentorship program to connect experienced faculty with new hires, providing guidance and support.
4. Address the Relationship with the University President:
- Open and honest communication: Tracy should engage in open and honest communication with the president, clearly articulating her vision and seeking support for her initiatives.
- Build a strong relationship: Seek opportunities to collaborate with the president on shared goals, demonstrating her commitment to the university's overall success.
- Seek feedback and guidance: Regularly seek feedback from the president, acknowledging her expertise and seeking guidance on navigating the university's political landscape.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: The recommendations align with Fern Fort University's mission of providing high-quality education and fostering a collaborative and inclusive learning environment.
- External customers and internal clients: The recommendations focus on improving the experience of students, faculty, and staff, ensuring their needs are met.
- Competitors: The recommendations aim to enhance the School of Business's competitiveness by fostering innovation, attracting top talent, and providing a dynamic learning environment.
- Attractiveness: The recommendations are expected to lead to improved student satisfaction, increased faculty engagement, and enhanced reputation for the School of Business.
6. Conclusion
By implementing these recommendations, Tracy Chan can successfully navigate the challenges she faces, foster a more collaborative and inclusive organizational culture, and lead the School of Business towards a brighter future.
7. Discussion
Alternative approaches could include:
- Hiring external consultants: This could provide expertise in change management, organizational development, and leadership development. However, it could be costly and may not be feasible in the short term.
- Implementing a more autocratic leadership style: This could lead to faster implementation of change but could also create a culture of fear and resentment.
Key assumptions include:
- Tracy's commitment to change: The success of these recommendations depends on Tracy's commitment to implementing the changes and fostering a new culture.
- Faculty and staff willingness to adapt: The recommendations assume that faculty and staff are willing to embrace change and contribute to a more collaborative environment.
8. Next Steps
- Develop a detailed implementation plan: Outline specific actions, timelines, and resources required to implement the recommendations.
- Communicate the plan to stakeholders: Share the plan with faculty, staff, and students, ensuring transparency and buy-in.
- Monitor progress and adjust as needed: Regularly review the progress of implementation and make adjustments as necessary to ensure the success of the initiative.
By taking these steps, Tracy Chan can successfully lead the School of Business through a period of significant change, creating a more collaborative, innovative, and student-centric environment.
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Case Description
Tracy Chan, managing director of the Student Learning and Writing Services (SLWS) at St. Charles University in Calgary Alberta was faced with a difficult situation. Her newest employee Michael Hinske, had just emailed her a list of faculty members he had contacted to educate on the SLWS graduate writing initiatives. Chan quickly noticed that the faculty names were contacts that had already been initiated. There was no indication that Hinske had made any attempt to discuss the program with other faculties on campus. Since joining the team six months earlier Hinske's mandate for the academic year was to create a series of workshops and liaison with different faculties on campus. Due to restructuring the funding request for the position originally made by Chan was resubmitted under Nicole Duncan, the associate director of the Faculty Educational Development Office (FEDO). The result was the approval of a position that would see the SLSW receive a staff member four days per week and one day per week in the FEDO. Duncan wanted to have a direct role in the recruiting since she was to be responsible for the overseeing of the budget for the initiative. She called Chan to inform her that a resume from Michael Hinske had been sent directly to her and that it should be included in the pile if potential candidates. After the interview process Duncan stated that the best candidate for the position was Hinske. Chan stated her hesitation with the candidate given that he lacked any formal training in writing theory and the disciplines of writing at the university level. However, Duncan stated that she wanted the job filled before she went on vacation and Hinske should be given the job. Problems started when Hinske asked for other team member's presentations and curriculum material. Over the next two months Chan and other staff members noticed that Hinske seemed distant.
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