First-year Columbia Business School student Kristen Peters hoped her summer internship with Taylor Reed (TR) would lead to a job offer in private wealth management. Yet mid-way through the internship, Peters received poor feedback, with TR executives citing her low energy and disregard for the firm's rules by checking her phone during classroom time. Vowing to improve her image, Peters completed extra work and extended her networking efforts. By summer's end, Peters remained unsure whether a job offer would be forthcoming. In this case students examine Peters' performance and TR's culture before discussing strategies for building influence. This two-part case series asks students to identify Peter's goals, detect office politics, and discuss how she handles the company culture. It concludes that jobs often possess both meritocratic and political components.
First-year Columbia Business School student Kristen Peters hoped her summer internship with Taylor Reed (TR) would lead to a job offer in private wealth management. Yet mid-way through the internship, Peters received poor feedback, with TR executives citing her low energy and disregard for the firm's rules by checking her phone during classroom time. Vowing to improve her image, Peters completed extra work and extended her networking efforts. By summer's end, Peters remained unsure whether a job offer would be forthcoming. In this case students examine Peters' performance and TR's culture before discussing strategies for building influence. This two-part case series asks students to identify Peter's goals, detect office politics, and discuss how she handles the company culture. It concludes that jobs often possess both meritocratic and political components.
Henry Silva, a soon-to-be Columbia MBA graduate and aspiring change agent, wrestled with the decision about whether to join New Power LLC, an innovative start-up energy company, as the director of special projects. In this new capacity, he would be responsible for the transformation of the company culture with the goal of creating a more dynamic and productive work environment. What steps would be necessary to win over employees and to implement a successful change agenda?
First-year Columbia Business School student Kristen Peters hoped her summer internship with Taylor Reed (TR) would lead to a job offer in private wealth management. Yet mid-way through the internship, Peters received poor feedback, with TR executives citing her low energy and disregard for the firm's rules by checking her phone during classroom time. Vowing to improve her image, Peters completed extra work and extended her networking efforts. By summer's end, Peters remained unsure whether a job offer would be forthcoming. In this case students examine Peters' performance and TR's culture before discussing strategies for building influence. This two-part case series asks students to identify Peter's goals, detect office politics, and discuss how she handles the company culture. It concludes that jobs often possess both meritocratic and political components.
Describes an ill-fated effort to institute a total quality program. Using the vantage point of one of the managers selected to be a quality instructor, the case traces the rise and fall of the quality effort during its very brief existence over the course of six months. Allows students to identify many things that can undermine implementation of change: lack of corporate commitment, overly formalized programs, inflated expectations, lack of initial successes, etc. A rewritten version of an earlier case.
Reveals the course of action that Xerox took after discovering that its Leadership Through Quality program had not met all expectations. Reinforces the message that change is an ongoing and continuous effort, and that companies never achieve all of their change goals.
Provides an evaluation of the "Leadership Through Quality" effort at Xerox. The assessment includes both negative and positive factors based on extensive interviews and surveys. Based on this assessment, a plan of action is determined and presented which was endorsed by senior management. Students will be asked to consider whether these mid-course corrections are appropriate. Allows students to see how long major changes take to occur and how much effort is involved to sustain and deepen change.
Describes the innovative use of a cross-level team as a tool for driving change at a troubled AT&T plant. After the team is disbanded, the case raises questions about the group's achievements, and about how well the organization is positioned to tackle the changes that still lie ahead. Teaching Objective: To raise issues relative to teamwork and empowerment and encourage students to examine what it takes for an organization to embrace long-term, continuous change.
Describes some critical challenges involved in creating employee empowerment. In the context of General Electric's efforts to debureaucratise the company, employees were encouraged to become more "self-confident". This effort, called "Workout," was introduced all over the company. At one plant site, GE Silicone, an empowered steering committee helped to organize and lead problem-solving teams. However, one team decision was in conflict with a management decision and created a conflict in authority. Can be used to identify some of the natural ambiguities and tensions related to empowerment.
Highlights the challenges of implementing major change in an organization. It first describes the common pitfalls so that implementors will be "forewarned." Next, it characterizes the guidelines for successful implementation as the "ten commandments", while offering a step-by-step approach for managers. Also concludes that implementation is a combination of science and art, of planning and flexibility. The role of the middle manager as implementor is stressed throughout.
Examines the experiences of being a "recipient" of change and how to help individuals cope with change. The first part describes how people typically respond to changes likening it to a loss experience. The second part describes what organizations can do to help individuals through difficult transitions, while the third part identifies what individuals can do for themselves. Finally, raises the challenges for individuals to deal with multiple and continuous change.
Describes the leadership role of Northwest Airlines' chairman and his key organizational development "lieutenant" during five years of major change and pressure--1985-89. During this time the airline was confronted with major customer service problems, the merger with Republic, and the crash of one of its planes. Highlights the roles, responsibilities, and tactics of Steve Rothmeier and Ken Myers during this turbulent period. Can be used to evaluate leadership in times of difficult pressures, the different styles of change that each embodies and advocates, and the results of their actions.
Describes three middle managers acting in the role of change agents. Highlights their personal roles and their "moods" at two points in the course of introducing major cultural change. While their comments are only six months apart, they have reached a more pessimistic and sobering phase of the change process. It allows students to see how dynamic a change effort is, how the degree of optimism can shift, and what the major concerns are for change agents--in both the middle of the organization and in the middle of change.
Describes an ill-fated effort to institute a total quality program. Using the vantage point of one of the managers selected to be a quality instructor, the case traces the rise and fall of the quality effort during its very brief existence over the course of six months. Allows students to identify many things that can undermine implementation of change: lack of corporate commitment, overly formalized programs, inflated expectations, lack of initial successes, etc.
Describes the initial entry challenges faced by Dennis Hightower after being assigned the task to revitalize and reposition Walt Disney Co. of Europe in preparation for 1992. Allows students to consider the challenges of cultural heterogeneity, Disney traditions, and the culture of local autonomy in each of the European franchises. Students will be asked to develop an action plan for changing the direction and the working relationships in Europe.
Describes the "Leadership Through Quality" effort undertaken by Xerox in the 1980s. Includes the history of Xerox in the 1970s and its need to make major changes in quality by the 1980s. Most of the remainder of the case details the step-by-step process by which Xerox created and designed the strategy called "Leadership Through Quality" to change its basic culture and its performance on quality from 1983-86.
Describes the challenge of creating, communicating, and committing to a "vision" for an organization. Visions are characterized as a critical building block for stimulating a successful major change in an organization. Considers characteristics of a good vision, an effective visionary, and a process for giving commitment to a vision.
Describes 15 years of change at Navistar. Highlights changes in strategy, name, products, services, size, human resources policies, and programs. Underscores the brisk pace and scope of changes. Students are asked to categorize the types of change, evaluate them, and consider how well Navistar is positioned to deal with future change challenges.