By appointment only
TR, 9:00am to 4:40pm
Final Exam: Thursday, January 24, 2013
Class will not meet on:
Class will meet on: January 8 - January 24, 2013
Final Exam: Thursday, January 24, 2013
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.
***DRAFT: Nov. 5, 2012. Readings and assignments may change.***
|Class||Date||Topic||Cases||Readings (BB = Blackboard; HBS = Course Packet)|
|1||8-Jan||Course introduction & overview||The A/B Test: http://tinyurl.com/MO2013|
Netflix: Streaming Away From DVDs (HBS)
Five forces (BB)
What is strategy (BB)
|2||10-Jan||Organizational Structure||In class exercise||Designing adaptive organizations (BB) (read up to pg. 168, stop at “Organizing for Horizontal Coordination.”)|
|Organizational Culture||Disney Case (BB)||Leading by Leveraging Culture (BB)|
|3||15-Jan||Motivation & Incentives||Lincoln Electric (Video Case in class)||
Motivating employees (BB)
Motivational benefit of goals (BB)
|Groups & Teams||After the Crash exercise (BB)||Basic attributes of groups (BB)|
|4||17-Jan||Organizational Change||NYPD New case (HBS)||Leading Change (BB)|
|Decision Making & Persuasion||
Cognitive biases and heuristics (BB)
Harnessing the science of persuasion (BB)
CASE Competition Group #1
CASE Competition Group #2
Army Crew Team (HBS)
Rob Parson at Morgan Stanley (HBS)
|Why it’s so hard to be fair (BB)|
|Power, Influence & Networks||12 Angry Men (video case)||Power dynamics in organizations (BB)|
Required readings and cases can be found in (1) on the Harvard Business School website ("HBS"). To purchase the coursepack, visit this link: TBD and register for an account. (2) Additional readings can be found on the course Blackboard site ("BB"). The course schedule (below) indicates where each reading is located and when it should be read.
This course has one exam, to be held in class on TBD. Make-ups for the exam 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 TBD. 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.
Participation is an essential part of the course and essential to your own individual learning experience. Class participation will be evaluated based on demonstrated preparation, involvement in class discussion, completion of any short homeworks or memos, and attendance. You are expected to complete all of the readings and come to class prepared with insights and questions for the in-class discussion. With regard to participation, quality (the thoughtfulness of your comments) counts more than quantity (how frequently you talk). Your goal should be to contribute in a meaningful way to the class discussion, not simply talk for the sake of talking. Quality in-class comments (1) go beyond the facts of a particular reading or case and offer unique insights, (2) provide links between the topic under discussion and other cases, the reading, or outside situations, or (3) extend, build upon, or constructively critique others‟ contributions.
Attendance at each class session is expected. If you miss class for reasons other than illness, family emergency, or religious observance, it is highly unlikely that you will qualify for a final grade in the A range.
As part of your class participation, you may sometimes be asked to submit a short homework assignment related to the topic or readings day. Your answers on these homeworks will be read and evaluated, but not graded. Instead, you will receive credit for having turned them in, or not. Late assignments (up to two days after original due date) will be accepted for half credit. The memos 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.
Working in teams is an important part of this course. Although some class time may be devoted to working on team assignments, 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.
Students will be randomly assigned to four or five person teams (Additional constraints on team size may depend on class enrollment - when in doubt follow the directions received in class).
Team Case Analyses & Competition
Each team is also required to submit one short written case analysis (analysis + recommendations). For each case, there are analysis questions which will be outlined in class. These questions can guide your thinking and serve to frame your critical review of case issues. The case write-ups must not exceed 3 pages (double-spaced, with normal 1” margins). Appendices, tables and/or figures do not count toward the 3-page limit. Write-ups are due in class on the day of presentation, and should also be uploaded to Blackboard. No late assignments will be accepted.
In addition to the written analyses, teams will also make case presentations in class.Teams will be randomly assigned to present (and submit written analysis) on either TBD or TBD. Additional information on the nature of these presentations will be provided by the instructor.
Case presentations will be evaluated by both the instructor and class members on the following criteria:
Quality of analysis
1. Address of key case issues
2. Use of literature to support claims
3. Effective recommendations
4. Originality and insightfulness of ideas presented
Quality of presentation
2. Visual appeal
3. Time consciousness
Individual Work (65%)
Individual Essay 15%
Team Work (35%)
Final Project 20%
Final Presentation 15%
Grading is based upon detailed, consistent and fair criteria, and every effort is made to ensure that grades are accurate and error-free. 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 assignments and team projects do not have clear right or wrong answers.
In order to appeal an exam grade, you must write me a memo describing the perceived error and submit it within one week of receiving the grade. I will then review the entire exam, meaning that your grade may increase or decrease. These policies exist to make grading as fair as possible across all students.
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:
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 are important to us and to students who come after you. Please complete them thoughtfully.
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.
Your class may be recorded for educational purposes
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.