Case Study 3: Building a Coalition
Keller Graduate School of Management
MGMT 591: Leadership and Organizational Behavior
March 22, 2015
Part 1: Group Development
The five-stage group-development model consists of: forming, storming, norming, performing, and adjourning. (Robbins 275)
Forming stage. In this first stage, the team is getting to know each other, their backgrounds, work experience, and learning about their strengths and weaknesses. Informal leaders may start to emerge during this stage, and it’s important for management to recognize them. They are getting oriented with their surroundings as well as details about the task at hand. Management should be setting the ...view middle of the document...
Hopefully they feel satisfied about their accomplishments, and they can walk away with new professional/personal friendships. Management need to capture any lessons learned, record new processes, and complete all close out actions.
In the case study, the group is still stuck in the FORMING stage. Candidates for the development team have been submitted and there’s no indication in the case study that any decision has been made. These three (3) large organizations have a common goal and willing to put forth a lot of effort and resources but are faced with obstacles:
Washington D.C. public school system consisting of educational administrators and teachers who want to “ensure the new jobs will be unionized and will operate in a way consistent with current school board policies. They are very concerned that if Woodson assumes too dominant a role, the school board won’t be able to control the operations of the new system.” (Robbins 629)
Woodson Foundation, the large non-profit social service agency who prides themselves on their focus on using hard data to measure performance for all their initiatives (which is not at all consistent with the school district culture). (Robbins 629)
National Coalition for Parental Involvement in Education (NCPIE) who are “acting on behalf of the PTA” and “driven by a mission to increase parental control.” They are “strongly committed to celebrating diversity along racial, gender, ethnic, and disability status categories. Its members are most interested in the process by which changes are made, ensuring everyone has the ability to weigh in.” (Robbins 629-630)
Although the issues have been identified and the objective is clear, it doesn’t appear that any of the recommended personnel from those above-listed organizations have been selected for assignment:
To create an experimental after-school program that will operating plan for improving school performance.
To be financially self-sufficient, drawing on resources from the Foundation (logistical support, program development and measurement staff) and the school district (classrooms and teaching staff).
The HR reps from each of the vested organizations need to be conscious of how to put together a highly effective team. When considering personnel from their candidate pool, they must research and evaluate their skills, knowledge, experience and personalities. The HR reps should be searching for team members who want to be part of this effort, have great intellect, and have successful experience working serving customers in a diverse environment. Along with technical knowledge, the team members must have leadership traits such as trustworthiness, communication, good interpersonal/people skills, know how to use resources wisely, be able to problem-solve as well as be decisive. They should also be conscientious of how the other members, open-minded and flexible in case the team has to adjust their course of action due to unforeseen changes. (Robbins 325)