NYU Stern School of Business

Undergraduate College

MGMT-UB.0001.003 (C50.0001): MGMT & ORGANIZ ANALYSIS

Fall 2012

Instructor Details

Kilduff, Gavin



KMC 7-63


Course Meetings

MW, 2:00pm to 3:15pm

KMC 5-140

Final Exam:

Schedule exceptions
    Class will not meet on:
    Class will meet on:


Course Description and Learning Goals

Why do some organizations succeed while others flounder? As students of business, it is critically important for you to have an understanding of the key factors that contribute to organizational success, and the role that managers play in helping their organizations be successful.  The better that you understand these issues, the more effective you will be in your future careers.

The primary objective of the course is to help students understand the elements that contribute to organizational success, as well as some of the common impediments to high performance. We will focus on how organizations position themselves for success within their external environment, and how they organize and motivate their people.  More specifically, the course will explore how organizational leaders develop winning strategies, and then design their organization in a way that aligns structures, social relationships, tasks, human resource practices, and people to achieve those strategies. In exploring these issues, we will identify the challenges that organizational leaders and managers face as they try to make good decisions in the face of a constantly evolving industry environment, competing goals and agendas, and an increasingly diverse and global workforce.

A second objective of the course is to strengthen students’ managerial and leadership potential by equipping them with an understanding of how complex organizations operate and of how effective managers operate. Regardless of your major or your future career plans, such an understanding will enable you to work more effectively within an organizational context, whether that context is a small start-up company, a family business, a large financial institution, or a non-for-profit institution.  In other words, the course will provide you with tools and skills that you can use to increase your own personal career success.

The structure of the course encourages learning in multiple ways: through in-class discussions, exercises, case analyses, and team projects. These approaches provide opportunities for students to enhance their analytic and interpersonal skills, both of which are essential to effective management and to success in the workplace.


Course Outline



Sep 5

Course Introduction & Overview

·         Read: The A/B Test http://www.wired.com/business/2012/04/ff_abtesting/all/





Sep 10

Frameworks for Understanding Organizations

·         Read & Prepare: Big Spaceship case (CP)

·         DUE:Big Spaceship HW




Sep 12

Strategy I

·         Read: Five forces (BB)

·         Read: What is strategy? (BB)

DUE:Online Survey (complete by midnight 9/12, link to be sent in email and posted on BB)




Sep 17

Strategy II

·         Read & prepare: Netflix case (CP)

·         Read & prepare: Netflix: Streaming Away From DVDs (CP)



Sep 19

Strategy III

·         Read & prepare: Southwest case (CP)

·         DUE:Southwest HW




Sep 24

 Structure and Design I

·         Read: Designing adaptive organizations part 1 (BB) (read up to pg. 168, stop at “Organizing for Horizontal Coordination.”)




Sep 26

Structure and Design II

·         Read: Designing adaptive organizations part 2 (BB) (pg. 168 - end)

·         DUE:Organizational structure HW




Oct 1

Organizational Culture I

·         Read: Leading by Leveraging Culture (BB)

·         Revisit Southwest case and prepare to discuss the org. culture



Oct 3

Organizational Culture II

·         Read: Smile factory case, pp. 11, 16-17 (BB)

·         DUE:Culture HW




Oct 8

Organizational Culture III

·         Read: How to be creative: http://tinyurl.com/cn8r7l7




Oct 10

Leadership & Organizational Change I

·         Read: Leading Change (BB)

·         DUE:Big 5 personality survey




Oct 15

No Class




Oct 17

Leadership & Organizational Change II

·         Read and prepare: NYPD New case (CP)

·         DUE:NYPD New HW




Oct 22

Team formation & final project kick-off  (all students required to attend)

·         DUE:Individual Essay (hardcopy due in class; also submit via BB)

·         Come to class with ideas for organizations to study – you will form team based on common interests



Oct 24

EXAM 1 (covers all classes and readings to this point)




Oct 29

Motivation and Incentives I

·         Read: The folly of rewarding A while hoping for B (BB)

·         Read: Motivation: The not-so-secret ingredient of high performance (CP), up to “Intrinsic rewards generally motivate best” (page 5)

·         DUE:Complete online motivation survey (by midnight 10/28 – i.e., prior to class)



Oct 31

Motivation and Incentives II

·         Read: Motivation: The not-so-secret ingredient of high performance (CP), page 5 – end

·         Read: Latest Game Theory: http://tinyurl.com/4ylcnyp

·         DUE:Motivation HW



Nov 5

Guest Speaker – Entrepreneurship



Nov 7

Groups and Teams I

·         Read & complete: After the crash (BB)

·         DUE:Bring to class two completed copies of your individual rankings for ‘After the crash’ – one for HW credit, the other for the in-class exercise



Nov 12

Groups and Teams II

·         Read and prepare: Army Crew Team case (CP)

·         DUE:Army Crew Team HW



Nov 14

Groups and Teams III



Nov 19

Judgment & Decision Making I

·         Read: Delusions of success (BB)

·         Read: The deliberation without attention effect (BB)



Nov 21

Judgment & Decision Making II

·         Read and prepare: Mount Everest case (CP)

·         DUE:Mount Everest HW



Nov 26

Persuasion, Power & NetworksI (Persuasion & influence)

·         Read: Harnessing the science of persuasion (BB)



Nov 28

Persuasion, Power & Networks II(Power & Politics)

·         Read & prepare:Donna Dubinsky at Apple case (CP)

·         DUE:Donna Dubinsky HW



Dec 3

Persuasion, Power & NetworksIII (Networks)

·         DUE:Personal networking HW



Dec 5

EXAM 2 (covers all classes and readings after Exam 1)



Dec 10

Team project presentations (all students required to attend)



Dec 12

Team project presentations (all students required to attend)


Dec 16

DUE:Final project report (due by midnight, on Blackboard and hardcopy in Prof Kilduff’s mailbox)


Required Course Materials

Course Blackboard (BB) site:  http://sternnewclasses.nyu.edu – Lecture slides, announcements, and some course readings and materials will be posted on BB. You are expected to check the BB site regularly for announcements and upload assignments to the site.

Required readings can be found in 1) the course reading packet (“CP”) available at the NYU Bookstore and 2) on the course Blackboard site (“BB”). The course schedule (below) indicates where each reading is located and when it should be read.


Assessment Components



        Individual Work (75%)                                                      Team Work (25%)


     Exam 1                                             20%                           Final Project                             17.5%

     Exam 2                                             20%                           Final Presentation                    7.5%

     Individual Essay                               15%                          

     Participation                                                  13%

     Homework                                        5%

     Organizational Research Assignment            2%



Exams (20% each)

This course has two exams, both held in class.  The first will held be on October 24th, and the second will be held on December 5th.  The second exam is not cumulative; it will cover only material after the first exam.  Please ensure ahead of time that you will be able to attend these exams.  Make-ups for the exams will not be arranged unless you have written documentation of an emergency that prevents you from being present during the scheduled test time.  Students whose class performance may be affected by a disability should notify me early in the term and make arrangements with the Moses Center (http://www.nyu.edu/csd) to accommodate their needs.

Individual Essay (15%)

Each student will write an essay, due in class on October 22nd.  Instructions for this assignment can be found on Blackboard under ‘Course Documents’.  The essay should not exceed 1100 words.  Late assignments, no matter what the reason, will be subject to a 2% penalty for every six hours the assignment is late.


Class Participation (13%)

Class participation is a critical component of this course.  First and foremost, you are expected to participate in class discussions.  Participation quality is important; sheer quantity in insufficient.  Quality in-class comments do one or more of the following: (1) go beyond the facts of a particular reading or case into why and how it matters, (2) provide links between the topic under discussion with other cases, lectures, or outside situations, (3) extend, build upon, or constructively critique others’ contributions, (4) present alternative perspectives and points worthy of further discussion or debate.  You should listen carefully to your fellow students and avoid making redundant comments.


Your goal should be to contribute in a meaningful way to each class discussion, not simply talk for the sake of talking. If, however, you find that you have not spoken in two consecutive classes, this is an indication that you need to speak up.  If you are shy or have language challenges, I encourage you to write down comments or questions when you read for class and then offer those comments or pose those questions at an appropriate time in class.  I will also offer points of discussion in advance of each of the cases we cover.  Being able to contribute meaningfully to discussions is vital to career success across disciplines, and I urge you to use this semester to develop this important skill.  Also keep in mind that it is impossible to receive an A in this class if you do not participate.


Your participation grade will be determined in part by evaluations made by myself and the Teaching Fellow (9%), and in part by evaluation from your peers (4%).  For the former, you will receive up to 5 points for each day of class.  One point will be given for attending and being on time; additional points will be given for participation in class discussion.  For the latter, each of you will complete an online survey at the end of the semester in which you will rate the quality of your classmates’ contributions.  Drawing on the collective wisdom of all members of the course helps ensure that each student‘s contribution to class discussion is assessed by many sets of eyes and ears and interpretive points of view.  All peer evaluations will remain anonymous and confidential.


There is also a discussion board on the Blackboard site that allows you to post and discuss articles or videos (news, interviews, research, etc.) that are relevant to the topics we discuss in class.  This will serve primarily to supplement our in-class discussion and encourage greater engagement of the course topics.  In addition, students can earn a slight amount of additional participation credit for posting on the discussion board – up to 1 bonus participation point per article or response posted, with a maximum of 3 points for the semester in this manner.  However, please don’t let this maximum prevent you from continuing to post and participate.  Please keep in mind that this is a small amount of participation credit and will not serve as a adequate replacement for participation in class.  Contributions to the discussion board can be made up to December 10.


Homework (5%)

Throughout the semester, you will be assigned a series of short written assignments and online surveys.  These homework assignments will be worth between 1 and 3 points each.  Homework is due at the beginning of class; any assignments handed in more than 5 minutes after the start of class will only receive half credit.  If you are unable to attend class, you may email your homework assignment to the Teaching Fellow, but it must be time-stamped no later than 5 minutes after the start of class to receive full credit.  Assignments handed in more than 48 hours late will receive no credit. 


Organizational Research Requirement (2%)

You can obtain credit for the Organizational Research Assignment by choosing one of two options designed to enrich your understanding of academic management research and its contribution to the formulation of sound management practice (as well as to the reputation of NYU Stern). Detailed information on the assignment is provided below.


Working in teams is an important part of this course. Although some class time may be devoted to working on team assignments, most of the teamwork portion will be completed outside of class. Students with serious time constraints are advised to register for this course in a semester when their schedule is more conducive to team meetings.

Students will self-select into six person teams on October 22nd, based on their interest in studying similar organizations and scheduling constraints.  (Additional constraints on team size may depend on class enrollment – when in doubt follow the directions received in class).  Students may change teams up until November 7th, but changing teams requires written permission of each member of the new team they are entering.


Final Project and Presentation

Student teams are required to complete a final team research project, in which you will analyze an organization of your choice and propose solutions to an issue it is currently facing.  The goal is to apply course concepts, frameworks, and models to understand the organization in depth.  The deliverables include: a 9 – 14 page final report due December 16th,and an 11-minute presentation on either December 10th or 12th.  Attendance is mandatory for allstudents during all group presentations, as you will be helping to score your fellow students.  Teams may submit an optional 1-page draft executive summary for feedback from Prof. Kilduff on November 14th.  More detailed instructions for this project are available on Blackboard under ‘Course Documents.’



At NYU Stern we seek to teach challenging courses that allow students to demonstrate differential mastery of the subject matter. Assigning grades that reward excellence and reflect differences in performance is important to ensuring the integrity of our curriculum.  In core courses, our faculty have adopted a standard of rigor for teaching where: 

Note that while we use these ranges as a guide, the actual distribution for this course (as well as each individual grade) will depend upon how well each student actually performs in this course.  Please see www.stern.nyu.edu/undergraduate/grading"Teaching and Grading at the NYU Stern Undergraduate College” for more information. 



In line with Grading Guidelines for the NYU Stern Undergraduate College, the process of assigning of grades is intended to be one of unbiased evaluation.  This means that students are encouraged to respect the integrity and authority of the professor’s grading system and discouraged from pursuing arbitrary challenges to it.  Typically, therefore, regrades are not provided.  If, however, you believe that an error was made during grading, you may appeal the grading decision.  This is only available for exams, as the individual essays and team projects do not have clear right or wrong answers.

In order to appeal an exam grade, you must write a memo describing the perceived error and submit it within one week of receiving the grade.  Regrades may entail a review of your entire exam, meaning that your grade could decrease as well as increase.  These policies exist to make grading as fair as possible across all students.


The Organizational Research Requirement is worth 2% of your grade (see Class Participation section). Sound management practice is informed by academic research, where studies are conducted to examine basic psychological processes that play out in the workplace. In class we will discuss the research process in management and organizational science. You can obtain credit for the Organizational Research Assignment through either of the following two options (you choose Option 1 or Option 2 – you will not get credit for doing both), and it is designed to enrich your understanding of the value of research to the formulation of sound management practice.

Option 1: Subject Pool Lab Participation. The first option is participation in the Management Department Subject Pool. This gives you an opportunity to be part of management research in action and later evaluate it with the advantage of firsthand experience. With this option, you will be a participant in a 1-hour session of research experiment(s) currently being conducted by Management Department faculty. (Note that while the people running the studies are usually Ph.D. students or other research assistants, they are conducting the research for or with members of the Management Department faculty, who supervise them closely.) When you show up for a study, someone at the lab will seat you and record your attendance in the sign-up system so that you receive credit for this assignment, but note that your responses in the experiment cannot be connected to your identity in any way. Once these studies are finished, you will receive written debriefings. 

Participation in the Subject Pool is easy and should be enjoyable for most students. It only requires signing up for a session, showing up at the Stern Behavioral Lab (Tisch LC-26), and following instructions. However, while the experiments are usually fun, you should take them seriously and provide honest and careful responses to all questions you are comfortable answering. Sign-ups will occur on-line several days before the scheduled experiments – which will run April 4 – 8.  Please note that the web-based sign-up sheets do not reveal the identity of yourself or anyone else who will be participating in the experiment. I will announce when sign-ups become available for the experiment. 

At the beginning the experimental session, you will be informed of what the study is about, what your rights are as a participant in the study, and any risks or benefits of participation in the experiment. You will be asked to read and sign a consent form, stating that you agree to participate in the experiment. You will be given one copy of the consent form to keep. If you prefer not to participate in the experiment or it you withdraw from the study once you begin, you may complete the research proposal assignment described below (“Option 2”) and will receive the same credit as if you had completed the experiment. 

Please see me if you are under 18 and would like to participate in the lab research (“Option 1”) for your class requirement. It is a Federal law and University requirement that you provide a signed consent form from your parent or legal guardian before you can be a research participant. I will provide you with a copy of the parental consent form for each experiment, which must be read and signed by your parent or legal guardian. The form must then be returned to me prior to your participating in the experiment. (Note that you do not need parental consent if you this Research Proposal “Option 2” assignment described below.)

Option 2: Research Proposal Report. The other option is to write a research proposal. The assignment involves writing a report on a research proposal and will give you additional experience with organizational research and its application to management practice. The assignment is due the last day of the semester, May 9 by 5PM in my mailbox. No exceptions will be made, so please plan ahead.

To complete this assignment, refer to the article “Theory and research: Tools for learning about behavior in organizations” on Blackboard. Based on the material covered in class and that reading, this assignment involves developing a research question and designing a study (either an experiment or a survey) to test that research question. Your research question should draw on class material, current events, or personal experience, and any topic that is relevant to MOA is fine. Your question should also define the focus of the study you design and the report you write. Prepare a two-page report (double-spaced) that clearly describes your research question and the proposed study you would design in order to test your hypothesis, addressing the following questions:

1.         What is your proposed question / hypothesis?

2.         Why is it interesting and important for management practice?

3.         How will you test your question (including the sample, research approach and design, data

collection and measurement)?

4.         What are the strengths/weaknesses of this method for answering your question/ testing your hypothesis?

Note that you do not need to actually collect any data – just write up a description for a study that answers the four questions above.


Group Projects

Guidelines for Group Projects

Business activities involve group effort. Consequently, learning how to work effectively in a group is a critical part of your business education.

Every member is expected to carry an equal share of the group’s workload. As such, it is in your interest to be involved in all aspects of the project. Even if you divide the work rather than work on each piece together, you are still responsible for each part. The group project will be graded as a whole:   its different components will not be graded separately. Your exams may contain questions that are based on aspects of your group projects.

It is recommended that each group establish ground rules early in the process to facilitate your joint work including a problem-solving process for handling conflicts. In the infrequent case where you believe that a group member is not carrying out his or her fair share of work, you are urged not to permit problems to develop to a point where they become serious. If you cannot resolve conflicts internally after your best efforts, they should be brought to my attention and I will work with you to find a resolution.

You will be asked to complete a peer evaluation form to evaluate the contribution of each of your group members (including your own contribution) at the conclusion of each project. If there is consensus that a group member did not contribute a fair share of work to the project, I will consider this feedback during grading.



At NYU Stern we seek to teach challenging courses that allow students to demonstrate their mastery of the subject matter.  In general, students in undergraduate core courses can expect a grading distribution where: 

Note that while the School uses these ranges as a guide, the actual distribution for this course and your own grade will depend upon how well you actually perform in this course.



The process of assigning grades is intended to be one of unbiased evaluation. Students are encouraged to respect the integrity and authority of the professor’s grading system and are discouraged from pursuing arbitrary challenges to it.

If you believe an inadvertent error has been made in the grading of an individual assignment or in assessing an overall course grade, a request to have the grade re-evaluated may be submitted. You must submit such requests in writing to me within 7 days of receiving the grade, including a brief written statement of why you believe that an error in grading has been made.


Professional Responsibilities For This Course



In-class contribution is a significant part of your grade and an important part of our shared learning experience. Your active participation helps me to evaluate your overall performance.
You can excel in this area if you come to class on time and contribute to the course by:




Classroom Norms


Stern Policies

General Behavior
The School expects that students will conduct themselves with respect and professionalism toward faculty, students, and others present in class and will follow the rules laid down by the instructor for classroom behavior.  Students who fail to do so may be asked to leave the classroom. 


Collaboration on Graded Assignments
Students may not work together on graded assignment unless the instructor gives express permission. 


Course Evaluations
Course evaluations are important to us and to students who come after you.  Please complete them thoughtfully.


Academic Integrity

Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:

The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:

Undergraduate College: http://www.stern.nyu.edu/uc/codeofconduct
Graduate Programs: http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505

To help ensure the integrity of our learning community, prose assignments you submit to Blackboard will be submitted to Turnitin.  Turnitin will compare your submission to a database of prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications.  Additionally, your document will become part of the Turnitin database.


Recording of Classes

Your class may be recorded for educational purposes


Students with Disabilities

If you have a qualified disability and will require academic accommodation of any kind during this course, you must notify me at the beginning of the course and provide a letter from the Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations they recommend.  If you will need to take an exam at the CSD, you must submit a completed Exam Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed accommodation.


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