As an introverted leader, Susan Duffy was well aware of the misalignment between her quiet, often lead-from-behind style and society's definition of leadership (gregarious, direct, extroverted). Over her 35 years, as she progressed into increasingly senior roles, she had developed strategies to address that misalignment: flexing, managing others' perceptions, negotiating the conditions she needed to contribute. By doing so she had successfully innovated, built support for her ideas, and executed in health care, construction, nonprofits, and academia. Duffy was now considering her next career move and wanted to be strategic about it. By reviewing her career history, she planned to identify the metrics essential for that next position. Specifically, who was she as a leader; and what job elements did she need to be motivated and satisfied? The third determinant, where, was the most salient for Duffy: where would she find an organizational culture that would recognize, value, and support her quiet introverted leadership style? Finding that organizational fit would be critical in enabling her to lead and make her best contribution.

The Conboy case can be used to examine the leadership and change strategies and behaviors critical in establishing one's credibility, crafting a vision for change, building agreement across stakeholders, generating urgency, and overcoming resistance. It also uniquely offers the ability to discuss the options available to a leader whose change effort may not be successful after expending significant social capital. While the case is situated in academia, many of the challenges Conboy faces as she becomes the new Provost of a small college in 2013 are salient across most industries. External challenges include a shrinking customer base, changing customer demands, increased demands for a higher ROI on tuition investment, intensified competition and unsustainable price wars. Internally, most employees were largely unaware of those external challenges, and were therefore frustrated by and suspicious of senior administrators' unilateral decisions to cut staffing and change the 'product'. The culture was marked by turf protection and silos. After initially conducting a 'listening tour', Conboy concludes that the general education curriculum, the courses all undergraduates are required to take, needs to be radically transformed. She is also convinced that the college could not afford to wait to build and then launch the change in a "normal" 2-3 year timeline. With plummeting admissions numbers, change had to start with the next entering class of students. The first hurdle in making that happen was to garner the formal approval of the faculty through a vote held December 2014.

In early 2006, Helen Drinan, Senior Vice President of Human Resources, Caritas Christi Health Care System (CCHCS), Boston, received two sexual harassment charges against the organization's CEO and President, Robert Haddad. While she knew she was legally charged with acting, she faced a complicated situation: one, the hospital system was owned and operated by the Archdiocese of Boston with Cardinal O'Malley as the Chairman of the Board for the system; and two, these charges came after the priest molestation cases which rocked the Catholic Church of Boston. In Case A, Drinan presented the well-documented results from an independent investigator into the sexual harassment charges against Haddad. Although Drinan's investigator presented clear evidence as to Haddad's guilt, the Cardinal decided to launch a second investigation, using the Church's lawyers. Drinan, interpreting this action as a delaying or avoidance tactic, decided that she must act. But, what should she say, to whom and how should she frame this critical conversation? In Case B, students read the letter Drinan sent to O'Malley, voicing her values. There is an extensive Epilogue that the instructor can report from or hand out to students that brings the case to a conclusion.