NYU Stern School of Business

Undergraduate College

MGMT-UB.0001.004 (C50.0001): MGMT & ORGANIZ ANALYSIS

Spring 2013

Instructor Details

Hays, Nicholas

nhays@stern.nyu.edu

212-998-0176

TBD

Tisch, 701A

 

Course Meetings

TR, 8:00am to 9:15am

Tisch T-UC24


Final Exam:

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

 

Course Description and Learning Goals

***THE SYLLABUS IS A TEMPLATE TO GIVE STUDENTS AN IDEA OF WHAT THE COURSE WILL LOOK LIKE. ALL DETAILS ARE SUBJECT TO CHANGE AND MANY WILL LIKELY CHANGE (although not dramatically).***

 

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

Week 1: Introduction

– Course Overview

– Framework for understanding organizations

– Case Discussion (Big Spaceship)

 

Week 2: Strategy Formulation & Implementation

            –   Lecture

            –   Case Discussion (Netflix)

 

Week 3: Aligning Organizational Structure

            –   Lecture

            –   Case Discussion (SMA: Micro-Electroic Products Division)

 

Week 4: Using Organizational Culture to Achieve Competitive Advantage

            –   Lecture

            –   Case Discussion (Duane Morris)

 

Week 5: Leadership and the Process of Organizational Change

            –   Lecture

            –  Case Discussion (NYPD New)

 

Week 6 (Class 1): Midterm Exam

 

Week 6 (Class 2): Leveraging Groups and Teams

            –   Lecture

            –   Case Discussion (The Team That Wasn't)

 

 Week 7: Innovation & Creativity

            –   Lecture

            –   Case Discussion (Coolburst)

 

Week 8: Spring Break

 

Week 9: Power, Status & Influence

            –   Lecture

            –   Case Discussion (Xerox)

 

Week 10: Conflict and Negotiation

            –   Lecture

            –   Case Discussion (Socaba.com)

 

Week 11: Midterm exam

 

Week 12: Managerial Judgment and Decision Making

            –   Lecture

            –   Case Discussion (PB Technologies)


Week 13: Motivation and Incentives

            –   Lecture

            –   Case Discussion (Lincoln Electric)

 

Week 14: Managing Employee Performance

            –   Lecture

            –  Case Discussion (Wolfgang Keller)

 

Week 15: Group Presentations

 

Required Course Materials

Required readings can be found in the online coursepack. To purchase the coursepack for $XX.XX, visit this link: http://cb.hbsp.harvard.edu/cb/access/XXXXXX and register for an account. The course schedule indicates when each reading should be read.

 

Note: readings in the coursepack are TBD. Students will be given the link to the coursepack on the first day of class.

 

Assessment Components

Midterm Exam 1 (20%) / Midterm Exam 2 (20%) – This course has two in-class exams. Exam 1 will be held in-class on March 5, 2013, and Exam 2 will be held in-class on April 18, 2013. Make-ups for the exams will not be arranged unless you have written documentation of an emergency that prevented you from being present during the scheduled test time.

Individual Case Write-up (10%)– In the individual case assignment, you will analyze a case by analyzing the basic situation or problem using concepts and frameworks discussed in readings and/or in class and recommend a set of proposed actions, identifying strengths and weaknesses of the proposal. The essay should not exceed five pages (Times New Roman, 12-point, double-spaced with page numbers, one-inch margins).

You may choose from three case options (see table below) that represent different modules of the course: organizations, groups and teams, or individuals. This will allow each student to select the topic that of greatest interest and provides flexibility and the workload of the course because deadlines vary by topic. For whichever module you choose, you should integrate multiple course concepts from the module that pertain to the case. However, you may not wish to integrate all topics from a given module as this can diminish the quality and depth of your analysis.
 

Module Case Due Date
Organizations TBD February 28, 2013
Groups and Teams TBD April 9, 2013
Individuals TBD May 2, 2013

 

Because there is significant flexibility in topic and timing, submitting an earlier assignment is welcome (note that the third case assignment option is due five days prior to the team project presentations) and late assignments will not be accepted (seriously, they won’t).

Short Response Assignments (5%) -- Throughout the course, there will be a number of short response assignments related to specific topics or readings to help you prepare for the class discussion. Assignments will be described in the course before they are due. Short assignments should be no longer than 500 words long (about two paragraphs). In addition, one short assignment will consist of an anonymous survey about your social network.

Your answers on these assignments will be read and evaluated, but not graded. Instead, you will receive credit for having turned them in (assuming what you write is relevant and intelligible). Late assignments (up to 24 hours after original due date) will be accepted for half credit. The assignments are meant to allow you to reflect on content and spur thoughtful discussion in class, as well as to establish a direct line of communication between us so that I can identify topics that need further clarification or coverage in class. 

Class Participation (13%) – Roughly half of this course will comprise of case studies, such that in a typical week, the Monday class will be a lecture, and the Wednesday class will be a case study discussion that is related to the previous (Monday) lecture. In other words, a large portion of this class will be applying concepts discussed in lecture to real world situations. To get a good grade, you must also do the required case readings in advance, and actively engage in the case discussions and exercises. During case discussions, the quality as well as the quantity of your participation is important. Fewer thoughtful, integrative comments are more valuable than talking often without saying very much. Valuable comments are those that address the issues under discussion directly, integrate concepts or different perspectives, demonstrate critical thinking, provide relevant examples, or pose insightful questions.

Organizational Research Assignment (2%) – 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 subject pool, which will run TBD. 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 choose the Research Proposal “Option 2” assignment described below.)

Option 2:Research Proposal Report. This 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 on during finals 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

Working in teams is an important part of this course. Although some class time may be devoted to working in teams, much teamwork 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.


Research Project
During the semester, you will complete a team-based research project. This project entails analyzing various aspects of an organization of each team’s choice. The goal is to apply course concepts, frameworks, and models to understand the organization in depth. This assignment is designed to:

  1. Provide you with an opportunity to apply management and organizational concepts to contemporary issues in a real organizational setting of your choice,
  2. Give you practice working in a group, and
  3. Offer you an opportunity to stand up and deliver a formal presentation in front of an audience in a safe and supportive classroom environment.

Students will self-select into five or six person teams by the beginning of class on February 14 (one person from your team should email the TF for the course with the full names of each group member) based on their interest in studying similar organizations and scheduling constraints. Students may change teams up until March 7, but changing teams requires the permission of each member of the new team they are entering (and an email to course TF). If you have not found a team to work with by class-time on February 14, please see me at the end of class.

The research project requires that your team analyze a real organization making use of the concepts described in the course. You should focus on concepts from each of the three course modules (i.e., Organizations, Groups and Teams, Individuals), and within each module select two specific topics (e.g., within “Organizations” the team could focus on “Strategy” and “Structure, within “Groups and Teams” focus on “Creativity” and “Conflict” and within “Individuals” focus on “Motivation and Managing performance”). Choose topics that interest your group and are relevant to the organization you are analyzing. These topics must be integrated together throughout the majority of your analysis to demonstrate mastery of the dynamics of the organization and the interrelatedness of the various aspects of the organization.

You and your teammates can choose to analyze the organization in a number of different ways—e.g., Why has this organization underperformed in recent years and what steps would you recommend to turn things around and why? Why has this organization been so successful in recent years and what does it need to do going forward to stay that way and why? What is a current challenge this organization is facing and how should it approach that challenge and why? What is this organization’s biggest vulnerability (and why) and how should it change in order to protect itself and why? What is a significant opportunity available to this organization that it should capitalize on why? Keep in mind that the above are merely sample questions to situate your analysis, you are free to choose among many other suitable questions. The key is that the question that focuses your analysis should be highly relevant to your specific organization today. A poorly selected question will lead to an analysis that appears ill-fitted and trivial.

Your study should be analytical, issue oriented, and culminate with proposed actions; your task is not merely to describe the organization you study (e.g., the organization’s strategy is X, they motivate employees with Y). You should adopt the clinical pose of a management consultant, endeavoring to understand the organization, to identify its strengths and/or weaknesses and ultimately to propose actions that solve problems, improve performance, allow for continued top performance, etc. (note: these will vary depending on the focus of your analysis).

The deliverables include: a 1-page draft executive summary of your report describing the organization your team has selected and why you believe this an important organization to study in light of the course topics by the beginning of class on March 14 (one member per team submits via email to course TF, include all team member names); a 12-minute presentation during the last week of the course (May 7 or May 9; presentation date for each team TBD); and a final paper, including a finalized version of the executive summary, submitted by May 13 at 11:59PM (one member of the team uploads it to the appropriate folder on BlackBoard: “Assignments” → “Final Team Project”). Attendance is mandatory for all students during the final team presentations.

Research Project Paper (15%) -- Each team will co-author a ≈ 12-16 page paper due on May 13 at 11:59 p.m. (Times New Roman, 12-point, double-spaced with page numbers, one-inch margins). In the paper, you should describe the organization (keep this brief), the pressing issue (i.e., a problem, challenge, threat, opportunity) facing the organization, your analysis of the issue using course concepts selected from each of the modules, and your recommendations. Your team should ensure early on that the issue is important to the organization for two reasons. First, trivial issues are likely to result in a trivial or superficial paper. Second, the issue must affect a large portion of the organization to allow your analysis to span organization, group, and individual-level topics.

A sample outline may look like this (but your paper need not follow this exact format):

1. Title page (p. 1)

a. Title of paper, class, professor, date, authors, statement of adherence to NYU Honor Code

2. Introduction (p. 2)

a. Describe the organization you studied: its purpose, location, age, size, industry, etc.

3. Issue/Problem (pp. 3-4)

a. Describe the issue, problem, challenge, opportunity, threat, etc. that is the focus of your analysis.

b. Describe why providing an answer to this issue, problem, challenge, opportunity, threat, etc. is critical to the organization today and/or in the future

4. Research methods (pp. 5-6)

a. Describe how you collected data on this issue, problem, challenge, opportunity, threat, etc. A survey? Web or library information? Interviews? Company provided documents? Periodicals? Another source?

5. Analysis of the issue (e.g., problem, challenge, threat, opportunity) (pp. 6-10)

a. Provide an integrated analysis of the issue in the context of the specific course topics you selected for your analysis

6. Recommendation (pp. 11-14)

a. Provide concrete recommendations for how the organization should proceed in light of your analysis and research on the organization

b. Describe, in a way that integrates the topical areas your team selected from class, how and why your recommendations will be effective

7. Potential risks and limitations (p. 15)

a. Briefly describe the potential risks and/or limitations of the recommendations that you have proposed

8. Brief concluding remarks (p. 16)

9. References (mandatory): List of books, chapters and/or articles cited in the text

a. When drawing on research, cite it in the text by listing the authors’ last names and the date of publication (e.g., Smith 2011)

b. Provide full references for work cited in the text immediately following the conclusion.

c. Format:

i. Stein, J. C., Carlson, V. M. 2012. “Strategies for Compensation.” Strategic Management Journal 12: 1-22.

ii. Note that the title of the article is in quotation marks followed by the journal title in italics, the volume number and page numbers (after the colon)

10. Appendices

a. Data tables, Graphs, Charts, Figures

b. Interview questions and answer excerpts

All members of the team will receive the same grade for the team project presentation and paper. Late paper submissions, no matter how close to the deadline, will automatically receive a 25% grade reduction for the assignment (e.g., a paper that would have otherwise received an 12/15 will receive a 9/15). Each 24 hours that passes after the assignment is due will result in an additional 25% reduction (i.e., papers received after May 16 at 11:59PM will receive a zero).


Research Project Presentation (10%) -- Each team will make a 12-minute presentation during the last week of class, which will account 10% of your final grade for the course. In your presentation, you should briefly summarize the major elements of your team research project and paper. Be forewarned that 12 minutes goes very quickly, so be sure to allocate your time wisely. For example, you should spend more time on analysis and recommendations than on the description of the organization, but a brief description of the organization will be helpful to audience members who may not have ever heard of it. Each member of your team should have a speaking role in the presentation but each person does not need to speak for an equal amount of time. Presentations will be graded based on the relevance, clarity, and thoughtfulness of the analysis presented.

Research Project Contribution (teammate evaluation; 5%) -- Each student will be required to evaluate the contributions of their fellow teammates on the final presentation and paper. An online survey will be distributed via email on May 14 and must be completed by May 15 at 11:59PM. The feedback will be both numerical and free-response. How you are evaluated by your teammates will count toward 5% of your final grade for the course. Responses will be anonymous in the sense that you will not find out how any of your individual teammates evaluated you and they will not find out how you evaluated them (i.e., the identity of an individual feedback sender’s evaluations of a target feedback receiver will not be known to the feedback receiver). This is designed to encourage the most honest evaluations. Aggregate ratings of both the numerical and free-response comments you received from your teammates are available by request (must be made to the course TF by May 8 at 11:59PM). 

 

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.

 

Re-Grading

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

Attendance

 
Participation

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:

 

Assignments

 

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 a 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.

 

Printer Friendly Version