OB-II, SEM II Shackleton Case

Ernest

Leadership in Crisis: Ernest Shackleton and the Epic Voyage of the Endurance

Submitted To, Dr. Swarup Kumar Mohanty Associate Professor Organisational Behaviour II IMI Bhu aneswar

Submitted y, !roup III P!DM "#$" IMI % Bhu aneswar

By Group III, PGDM 12, IMI-B

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OB-II, SEM II Shackleton Case

Ernest

DECLARATION

It is hereby explicitly declared that this piece of work is purely based on our observation and analysis of the case. The facts and models used in this report are drawn from the study material mentioned in the references section. There has been no infringement on the copyrights of any other proprietary work of any form or content.

Group III | OB II | IMI-B

By Group III, PGDM 12, IMI-B

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OB-II, SEM II Shackleton Case

Ernest

TABLE OF CONTENTS

1. Executive Su

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3. C!%e( M!&!-e e&t Le%%o&% Re5ere&ce%

1. Executive Su

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The case presents the significance of unsurpassable face of leadership in times of crisis through the story of an English polar explorer, Sir Ernest Shackleton, who aimed at undertaking the imperial Trans tlantic Expedition, on the ship named Endurance, along with his twenty eight member team in By Group III, PGDM 12, IMI-B Page 3

OB-II, SEM II Shackleton Case

Ernest

!uly, "#"$. %ut the plan and aspirations of the crew could not materialise due to unpredictable and unforeseen circumstances, thereby propelling Shackleton to execute the gruelling task of keeping his team intact in terms of physical and moral endurance, especially after Endurance dived to its death knell on &ctober '(, "#"). The celebrated much-fanfare-gathered public-and-media-doe-eyed Shackleton party was immediately put under grave %itu!tio&!' 'e!.er%+ip *+ersey, "#(', crisis.

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$.1 Shackleton: " Leader or a #anager$
&as Shac'leton in(ee( a )ea(er* )et+s see. Ernest Shackleton was a visionary with unconventional ability to set and direct difficult goals and channeli-e all energies for the goal achievement with indomitable conviction and will power. +e possessed the i&te''i-e&ce to comprehend the complexities of every situation, especially in times of crisis and !.!pt!;i'it" to hostile circumstances. The eagerness to %ee, c+!&-e, different conception of work with high risk positions and higher pay offs and audacity to accomplish impossible goals is evident from his first ambitious plan to undertake the .ourney to south pole on an undiscovered and complex route though the continent of ntarctica. 2er%i%te&ce and per%ever!&ce enabled him to finance his voyage for the same. To his peers and seniors, Shackleton came across as a passionate, cooperative and sensitive person /Le!.er%+ip Tr!it%0 *!udge, '11', who did not mind 2uestioning old patterns.

$.$ Endurance under high pressure en%ironment

+e sustained e otio&!' co&tro' as evident from his optimistic approach in keeping the spirits of his team members high in adverse situations. *3or example, he engaged his team members productively throughout the winter months,. Shackleton harnessed trust among members like +urley, 4ild and 4orsley as an important element for framing and implementing strategies for the welfare of his team members following the wreckage of the ship *Endurance,. Shackleton5s i&%pir!tio&!' otiv!tio&, i&.ivi.u!'i<e. co&%i.er!tio& for every team member and concern for his team members helped the team cover the arduous voyage to the whaling station at South 6eorgia Island.

$.3 &inal Challenge and #a'or Transformation

+aving witnessed Shackleton transform every adversary into opportunity and lead the team through thick and thin, especially on the dangerous ice floes and on the .ourney to South 6eorgia island, many of them were inspired to undertake another ntarctic voyage with Shackleton. +ence, Ernest Shackleton was a tr!&%5or !tio&!' 'e!.er *%ass, "###, who, by setting an example in times of crisis, instilled compelling loyalty among his team members.

By Group III, PGDM 12, IMI-B

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OB-II, SEM II Shackleton Case

Ernest

$.# (ecision #aking and Leadership Styles

Shackleton as a leader, used different decision-making forms of the =roo ->etto&-?!-o Mo.e' *7room, '111,, depending on situation. +e consulte( *his core group of 4ild, 4orsley and +urley on decisive issues,, (elegate( *leadership to 4ild once when he went to South 6eorgia leaving half of the team behind,, facilitate( participative decision making and like in one instance, even unilaterally (eci(e( *the killing of pets aboard the boats due to pressing convenience shortage, Shackleton modulated his leadership style and behaviour in different milestones of the voyage * 2!t+ Go!' T+eor",*+ouse, "#8", as regards the criticality of the situation, readiness of the team members and task orientation. 3or example, Shackleton, in the initial weeks of the .ourney, exhibited .irective style by demanding un2uestioning loyalty and issuing orders to different team members as per their abilities. +e exhibited %upportive %t"'e o5 'e!.er%+ip with extreme concern for his team mates during the .ourney to Elephant Island and 6eorgia Island, p!rticip!tive %t"'e through consistent collaboration with 4ild, 4orsley and +urley in the decision making process and .e'e-!tio& %t"'e at the time of assigning responsibilities to 4ild for the team at the Elephant Island. +e was adept at resolving conflicts by exhibiting p!ter&!'i%tic 'e!.er%+ip and some form of tr!&%!ctio&!' 'e!.er%+ip in situations in order to calm the nerves of some team members *3or example, in the case of 9c:eish,.

'.) Le%el ) Leadership *;ollins, '11),

Sir Ernest Shackleton was a Leve' 6 Le!.er. +e had a -e&ui&e per%o&!' +u i'it" with a 5ierce re%o've to achieve his goal. +e did nothing for his personal glory, but all his efforts were passionately directed towards a greater cause for his country and his fellow-men.

Shackleton very well used the following drivers of <evel ) <eadership=

$.6.1 Fir%t !ho, T+e& !hat

This concept of >+!vi&- t+e ri-+t peop'e i& ;u%7 !&. i& ri-+t %e!t%@ distinctly reflected in Shackleton5s team hiring strategy and also in the recruitment advertisement published by him. ?ersonality traits like optimism, dogged perseverance, concern for others and discipline were given more importance ahead of scientific or seamanship expertise of the crew members. Shackleton selection criteria proved that he was a t!%, orie&te. and a re'!tio&%+ip orie&te. leader /C+ic!-o Sc+oo' o5 Le!.er%+ip0 *&S@, '11A,.

$.6.$ Stockdale *arado+

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OB-II, SEM II Shackleton Case

Ernest

This was a paradox that Shackleton faced day-in and day-out. +e had u&9!veri&- 5!it+ that he will prevail in the end, but at the same time, he never shied away from ;r!ve'" !ccepti&- and facing the ;rut!' 5!ct% of his very existence. Buring both the camping period on the ice floes the going was really tough for Shackleton and his men. They faced stifling cold, crippling spinal ailment >sciatia5, fast depleting food supplies and unending dark demoralising wait for the ice to melt. lso during Shackleton5s tireless persisting rescue attempts to return to Elephant Islands, the >Stockdale paradox5 characteristic of the <eader Shackleton was very clearly evident.

$.6.3 &ly,heel Concept

Shackleton was not a boasting big-bang flamboyant leader like mundsen. +is results never came out of blue or sheer pace. +e was a typical level ) leader who 9e&t o&-!&.-o&-!&.-o& with his efforts to pursue his ambition. !ust like pushing a giant heavy metal disc 3lywheel slowly steadily consistently over a long time to make big turns, Shackleton persisted with his relentless passionate positive efforts to return his crew members safely home. The cu u'!tive e55ect A;ui'.-up, of his long standing endurance, relentless efforts, perseverance, undying passion for his men and optimism finally brought him the ;re!,t+rou-+ in the end. +is well-wishers and team members not only believed in his mission, but also in his capability to accomplish his goal.

$.6.# -edgehog Concept

Shackleton, unlike the multi-talented mundsen did not know to ride sled dogs or ski or many other things that the latter could do. B+!t +e ,&e9 ;e%t 9!% t+e %e! , and the icy and pinching polar conditions. These were his forte. +e was the best of the lot in tough, life-wrenching situations. If there was anyone whom one could trust blindly for his leadership and fierce will in dire fight-for-survival conditions, it was Shackleton. <ike the hedgehog which did what it does best in the face of danger in the forest, Shackleton ,&e9 ex!ct'" 9+!t +e 9!% ;e%t !t and 9+!t +e 9!% &ot *like riding sleds,. +e relied on his strengths and survived the toughest of the missions.

3. C!%e( M!&!-e e&t Le%%o&%

The case on leadership in crisis teaches essential management lessons in the context of organi-ational leadership= i. ii. The leadership roles, leadership styles and behaviour vary with the task structure, nature of the organi-ational goals and maturity level of the organi-ational team members. n organi-ation in deep crisis needs a task oriented and relationship oriented leader at the senior level of management who creates vision and builds a culture of collaboration, trust and mutual respect in the organi-ation. 9otivation, participative decision making and confidence can harness greater employee productivity and sense of responsibility through common stake in organi-ational purpose. Page 6

iii.

By Group III, PGDM 12, IMI-B

OB-II, SEM II Shackleton Case

Ernest

Re5ere&ce%
1. %ass, %. 9., and Steidlmeier ?. *"###,, ,-thics. /haracter an( Authentic 0ransformational )ea(ership Behavior+. The <eadership Cuarterly, "1*',, ?p. "("-'"8. $. ;ollins, !. *'11),, >)evel 1 )ea(ership2 0he 0riumph of 3umility an( 4ierce 5esolve+ , +arvard %usiness Deview, (E*8,, ?p."EA-"$A. 3. +ersey, ?., and %lanchard, F. +. *"#(',, ,)ea(ership Style2 Attitu(es an( Behaviours+. Training and Bevelopment !ournal, EA *),, ?p. )1-)'. #. +ouse, D. !. *"#8",, ,Path !oal 0heory of )ea(er -ffectiveness+. Cuarterly, "A *E,, :G= ;ornell @niversity. dministrative Science

6. !udge, T. ., %ono, !. E., Ilies, D., and 6erhardt, 9. 4. *'11',, ,Personality an( )ea(ership2 A 6ualitative an( 6uantitative 5eview+. !ournal of pplied ?sychology, (8*$,, ?p. 8A)-8(1. 8. Foehn, :. 3., +elms, E., and 9ead, ?. *'1"1,, > )ea(ership in /risis2 -rnest Shac'leton an( 0he -pic 7oyage of the -n(urance+, +arvard %usiness School ;ase. :. :elson, B. <., Cuick, !. ;., and Fhandelwal, ?. *'1"',, O5!B. 'nd ed., Belhi= ;engage <earning, ?p. 'E1-')E. C. Dobbins, S., !udge, T., and 7ohra, :. *'1"',, Organisational Behaviour. "$th ed., Belhi= ?earson ?ublication, ?p. EA1-E((.

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