NYU Stern School of Business

Undergraduate College


Fall 2010

Instructor Details

Wellington, Sheila



Tuesdays 2-4pm

Tisch 709


Course Meetings

TR, 11:00am to 12:15pm

Tisch T-UC24

Final Exam:

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


Course Description and Learning Goals

In the past half century, women have played increasingly prominent roles in the U.S. labor force, as workers, managers and executives. This phenomenon, arguably one of the most significant in contemporary demography, has vast implications for organizations, individuals -- both female and male -- and the economy as a whole. In addition to the societal issues raised by women's increased labor force participation, practical, day-to-day issues have arisen that must be addressed by individuals and the organizations in which they work.

The goal of this course is to assist students in developing an informed perspective on the organizational dynamics businesses will face during the next decade, to recognize how business organizations can capitalize on the talent pool that has been created and to provide insight into the opportunities and obstacles students may encounter because of the changes described.


Course Outline


There may be changes in the content of some classes. Your tolerance, even collaboration, is appreciated.



1) BYOM Chapter 1. pp 9-24 & chapter 8.  What's Holding Women Back? by Sheila Wellington, Marcia Brumit Kropf and Paulette R. Gerkovich (Harvard Business Review, June ’03), (On Blackboard)
2) What Men Think About Executive Women, by Dawn Carlson, Michele Kacmar, and Dwayne Whitten (Harvard Business Review, Sept. ’06), (On Blackboard)
DUE Submit the Bio Info sheet by February 8th, 2008 & Prepare self Introduction

Guests ● Gina Amaro Rudan, Director of International and Multicultural Marketing, PR NewsWire

1) Chapters 7 and 8 of Men and Women of the Corporation (Powerand Numbers: Minorities
2) BYOM: Chapter 3
3) “Why Mentoring Matters in a Hypercompetitive World” Thomas J. DeLong, John J. Gabarrao, and Robert J. Lees, (Harvard Business Review, Jan. ’08).
4) Men and Women of the Corporation, Rosabeth Moss Kanter
DUE In-Class Case #1

Guests ● Amy Sewell & Susan Toffler, Co Founders, “250 Pick-up Productions”

1) BYOM: Chapter. 2,5, AND 9
2) “The Truth About Elite Women”, Linda Hirshman, American Prospect, Dec, ’05 (On Blackboard)
3) “Managing Oneself” Peter Drucker, Harvard Business Review, Jan, 05
DUE Mini-paper #1 - Write a letter to the editor of “The American Prospect” concerning the article by Linda Hirshman, The Truth About Elite Women (Bring two copies to class)

Guests ● Anne Weisberg, Director of Talent Diversity, Deloitte

1) Chapter 1, “Ladder to Lattice”, in Mass Career Customization by Cathleen Blenko and Anne Weissberg, Harvard Business School Press, 2007. NOTE: Copies of this book will be distributed in class on March 3rd.
2) “How Leaders Create and Use Networks”, Herminia Ibarra and Mark Hunter, HBR, Jan. ’07
3) BYOM: Chapter 8
DUE Discussion of Mini-paper #1 & If you are having a problem identifying a mentor for your career plan, this is the class in which to discuss it.

Guests ● Shelly Esque, Director of Regional Corporate Affairs, Intel
Amy Rose, Co-President, Rose Associates
Kate Cooney Picco, Former Director, Citigroup
Elizabeth Hitchcock, Unit Executive of Platform Solutions, Microsoft Corp.


1) Keith Hammonds, “Balance Is Bunk,” Fast Company, Oct. ‘04
2) The New Road to the Top” by Peter Capelli and Monica Hamori, HBR. Jan. ’05 – figure out when??
3) “Extreme Jobs.” Sylvia Anne Hewlitt and Carolyn Buck Luce, HBR, Dec. ‘06
DUE Mini-paper #2 – Name and identifying information of your career plan mentor. Why did you select him/her? (4 volunteer presentations)

Topic ● J.T. (Ted) Childs, Jr. Founder and President, T C LLC


1) BYOM, quick review of Axiom 8, (pp 64-69 2)
2) “Diversity as Strategy” David Thomas, HBR Sept. 04.
DUE In-Class Case #2

Guests ● Carolyn Buck-Luce, Global Pharmaceutical Sector Leader , Ernst&Young
● Rosina Samadani, Founder, Capella Advisors
● Kyrie O’Connor and Lynn Perlman, Directors, Opportunity Team, LLC


1) “Winning the Talent War for Women: Sometimes it Takes a Revolution” Douglas McCracken, HBR, Nov. 2000
2) BYOM: Chapter 10
3) “How to Build Your Network” Brian Uzzi, Shannon Dunlop, HBR, Dec. 05
DUE Mini Paper #3
Men and women have different leadership styles. Do you agree or disagree? Why? OR
The “Glass Ceiling” is a thing of the past. Women can now go as far and as fast as their talent and ambition will take them. Do you agree or disagree? Why?
DUE Discussion of Mini paper #3 during 2nd half of class (on Leadership Style)

Guests ● Melinda Wolfe, SVP, Diversity, Amex


1) “Women in Business Leadership: What Companies Ought to Do” BY Sheila Wellington, in “Workforce Wake-Up Call” eds: Gandossi, Tucker, Verma, 2006
2)”On Ramps and Off Ramps, Sylvia Ann Hewlitt and Carolyn Buck Luce, HBR, March ‘05
DUE Discussion of Mini paper #3 during 2nd half of class (on “Glass Ceiling”)

Guests ● Ronna Lichtenberg, Founder and President, Clear Peak Communications


1) Chapters 11 and 12, in “Pitch Like a Girl”, Ronna Lichtenberg, Rodale Press, 2005.
2) Nice Girls Don't Ask by Linda Babcock, Sara Laschever, Michele Gelfand, and Deborah Small, HBR, Oct. ’03 (On Blackboard).
DUE 6 Team Negotiations

Guests ● Dina Dublon
● Karen Mills
● Ellen Marram


1) BYOM. Chapter 6
2) “How Many Women Do Boards Need?” Alison Konrad, Vicki Kramer, HBR, Dec. ‘06
3) “The Changing Face of Corporate Boards,” Edward Lawlor III and David L. Finegold, MIT-Sloan Management Review, Winter ’05.
4) How Well-Run Boards Make Decisions, Michael Useem, HBR
DUE In-Class Case #3


1) “Women and the Labyrinth of Leadership”, Alice H. Eagly and Linda Carly, HBR, September ’07. (On Blackboard)
2) What Makes an Effective Executive, Peter Drucker, HBR June 2004
3) “All Work, No Play? Maybe Long Hours Don’t Pay,” Jeffrey Piper, ch. 10 of “What Were They Thinking? Unconventional Wisdom About Management” HBS
Press, 2007
4) BYOM: Chapter.11
DUE CAREEER PLAN (6 Presentations)


Required Course Materials

Sheila Wellington and Catalyst, Be Your Own Mentor, Random House, 2001 (referred to in course outline as BYOM).

Some of the required reading will be posted on Blackboard. Others will be linked to the Library. From time to time, current articles of interest will be posted on Blackboard. Consider them optional, but of considerable interest. Your suggestions about these additional readings are welcomed.


Assessment Components

This course will not be graded on the “Stern curve.”

Verbal Expression 40%
Written Expression 60%

Absences, lateness, lack of preparation, lack of consideration for the opinions of others will have a negative impact on your grade. If you must be absent or late, please notify the Teaching Assistant, not the professor.

Verbal: 40% of grade
The ability to express yourself, to organize your thoughts about an issue and to speak and write convincingly is important in business. Accordingly, active involvement and participation of students are expected, as is regular class attendance and completion of written assignments. There will be "cold-calling," spontaneous individual and team presentations and ample time for class discussion. Quality, not quantity, of participation will be assessed by the Professor with advice from the Teaching Assistant. General comments from guest speakers will also be solicited.

Written: 60% of Grade

Mini-papers will be due:
Class #3 (March 3)
Class #5 (March 24) and
Class #7, (April 14), 2008

Mini-paper Topics
Mini Paper # 1 Due March 3, 2008.
Write a letter to the Editor of the American Prospect concerning the article by Linda Hirshman, The Truth About Elite Women.

Mini Paper # 2 Due March 24, 2008.
Name and identifying information of your career plan mentor. Why did you select him/her?

Mini Paper # 3 Due April 7, 2008.
Men and women have different leadership styles, do you agree or disagree? Why?
The “Glass Ceiling” is a thing of the past. Women can now go as far and as fast as their talent and ambition will take them. Do you agree or disagree? Why?

Maximum length for each paper: 3 double-spaced pages.

NOTE: Given the number of students and the time required for the Professor to read and evaluate each paper thoroughly, it may not be possible to return the submitted mini papers in a one-week timeframe.


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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