MW, 9:30am to 10:45am
Class will not meet on:
Class will meet on:
This course highlights the critical components involved in analyzing the strategy, structure, and culture of an organization, as well as issues related to leading, motivating, and influencing people. The goal of the course is to provide the tools to analyze, diagnose, and respond to both fundamental and complex organizational situations. The course also provides opportunities for students to enhance their communication and interpersonal skills, both of which are essential to effective management and to success in the workplace. A variety of methods are used to encourage learning, including readings, videos, lectures, exercises, discussions, and individual and small team projects.
Frameworks for Understanding Organizations
Read: The Talent Myth (BB)
COMPLETE by Jan 29th at Noon: Online Course Survey: (link on BB)
Managerial Psychology & Decision Processes I
DUE: Student information sheet (download from BB)
**READINGS WILL BE POSTED TO BB AFTER THE LECTURE
Read: Delusions of Success (BB)
Read: Cognitive biases and heuristics (BB)
Managerial Psychology & Decision Processes II
Read: Harnessing the science of persuasion (BB)
Dynamics of Work Groups & 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 preparation credit, the other for the in-class exercise.
Dynamics of Work Groups & Teams II
Read: Basic attributes of groups (BB)
Read & prepare: The Team That Wasn‟t (CP)
Skim: Learning by the Case Method (BB)
Team formation & final project kick-off
Come to class with an idea for an organization to analyze – you will form team based on common interests
Handout: Team final project instructions
Motivation, Goals & Incentives I
Read: Motivational benefits of goals (BB)
Read: Motivating employees, part 1 (pp. 441-450) (CP)
President's Day – No Class (Monday, February 21)
Motivation, Goals & Incentives II
Read: On the folly of rewarding A while hoping for B (BB)
Read: Six dangerous myths (BB)
Job and task design
Read: Motivating employees, part 2(pp. 454-462) (CP)
Prepare: Short description of a job that you loved and a job you disliked
o What features of the work did you like or dislike?
Handout: Individual Essay Instructions
Communication & Leadership I
Read: Inspiring others: The language of leadership (BB)
Read: Leadership that Gets Results (BB)
Read: Why it‟s so hard to be fair (BB)
Communication & Leadership II
Read & prepare: Wolfgang Keller case (CP)
EXAM 1 (covers all classes and readings to this point)
Spring Break: March 14 - March 20th
Organizational Strategy I
Read: Five forces (BB)
Read: What is strategy? (BB)
Organizational Strategy II
Read & prepare: Southwest Case (BB)
Read: Looking inside for competitive advantage (BB)
Organizational Strategy III
Read & prepare: Steinway Case (CP)
Organizational Design & Structure I
Read: Designing adaptive organizations (CP)
DUE: Individual Essay
Complete Organizational Research Assignment April 4 - April 8
Organizational Design & Structure II
Read & prepare: Tucker Company Case (CP, at the end of “Designing adaptive organizations”, pp. 150-151)
Read: The ambidextrous organization (BB)
Organizational Culture I
Read: Corporations, Culture, Commitment (BB)
Organizational Culture II
Read & prepare: Smile Factory Case (BB)
Reread: Southwest case (CP); focus on org culture
Culture, Innovation & Creativity
Read: Top 25 most innovative companies (BB)
Power, politics, and social networks I
Read: The people who make organizations go – or stop (BB)
Power, politics, and social networks II
Read: Where does power come from? (CP)
Read: Power Play (BB)
DUE: Draft Executive Summary for Group Project (bring copy to class and upload on BB)
Course Wrap-Up & Preparing for Presentations
Handout: Presentation Guidelines
EXAM 2 (in class; covers all classes and readings after spring break)
Team project presentations (all students required to attend)
Team project presentations (all students required to attend)
Final Course Wrap-up
DUE: Final Project Report. Due by 5:00 p.m. in Professor Shirako’s faculty mailbox (7th floor Tisch); ALSO upload to BB
Complete team member evaluation online (link via email & on BB) by 5pm
Summary of Key Deadlines:
January 29, Midnight: Complete online survey by 10:00 p.m. (link BB site)
January 31: Student Info Sheet due (with photocopy of ID or another picture)
March 9: Exam 1 (in class)
March 30: Individual Essay due
April 4 – April 8: Organizational Research Assignment
April 20: Draft Executive Summary (1-page) of Team Final Project due
April 27: Exam 2 (in class)
May 2, 4: In-class presentations (ALL students must attend on both days)
May 9: Team Final Project report due by 5:00 p.m.
May 11: Team member evaluation online (link TBA via email) due by 5:00 p.m.
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 (starting on p. 3 of this syllabus) indicates where each reading is located and when it should be read.
Paper (15% of final grade) March 30
Essay on Motivation & Incentives OR
Exams (40% of final grade)
Exam 1 (20%) March 9
Exam 2 (20%) April 27
Participation (20% of final grade)
Organizational Research Assignment (2%) April 4-8
Class Discussion, Surveys, and Memos (18%) All class meetings
Group Assignments (25% of final grade)
Final Project Report (20%) May 9
Final Project Presentation (5%) May 2 & 4
To make grading as comparable as possible across students, grading is based on detailed, consistent and fair criteria. If, despite my best efforts, you believe you did not receive the grade you deserved, you should write a one-page memo describing the perceived error and submit it to me within one week of receiving the grade that concerns you (see the “Evaluation and Grading” section for more details). I will review the entire exam and respond to you within seven days. When an exam is re-graded, your grade may either increase or decrease.
INDIVIDUAL WORK (75%)
Essay on Motivation & Incentives OR Group Dynamics (15%)
Each student will write a report, based on their personal experience or direct observation, either on the topic of Motivation, Incentives, and Goals OR Group Dynamics. The essay should include discussion of at least 2 topics/concepts from the course material. The essay is due in class on March 30 and should not exceed 1000 words (roughly 4 pages double-spaced). The assignment will be explained in greater detail with a class handout on March 7.
Exams (20% each)
Two non-cumulative exams will be held in class on March 7 and April 27. The exams will consist of short-answer and multiple choice questions. Make-ups for the exams will not be arranged unless you have a doctor’s note. 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.
Class Preparation and Participation (20%)
Class preparation and participation is evaluated based on attendance, involvement in class discussion, completion of memos, class exercises, and online assignments, and fulfillment of the Organizational Research Assignment. Though attendance is a necessary condition for participation, attendance alone is not sufficient to do well on the class participation portion of the grade.
You are expected to attend each class on-time and prepared to participate in discussion. As part of your class preparation, in some classes you will be asked to fill out a 3-5 minute “memo” with a few short thought questions related to the topic or readings day. Importantly, note that answers on these memos will be read/evaluated, but not graded. 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.
Absences, chronic lateness, and nonparticipation in class discussion will be reflected in the participation grade. Participation quality (thoughtfulness of comments or questions) is valued more than participation quantity (frequency of comments/questions). Excellent in-class comments go beyond the facts of a particular reading or case into why and how it matters, as well as provide links between the topic under discussion with other cases, lectures, or outside situations. Excellent in-class comments are also those which build upon the discussion of your classmates.
At the end of the course, I will ask for feedback from you on the degree to which each of your classmates helped you learn during class discussions. I will use these assessments to check and inform my own perceptions.
You can obtain credit for the Organizational Research Assignment (2%) by choosing one of two options designed to enrich your understanding of the value of research to the formulation of sound management practice. Detailed information on the assignment is provided on p. 7.
Working in small teams is an important part of this course. Although some class time will 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. Student
teams are required to complete a final team research project, in which they analyze various aspects of an organization of their choice. The goal is apply course concepts, frameworks, and models to understand the organization in depth. The deliverables include: a 1-page draft executive summary of your report describing the organization your team has selected and the main course concepts you will be analyzing (due April 20); a 10-minute presentation (scheduled on one of the last three days of class); and a final report (due May 9). Attendance is mandatory for all students during all group presentations (attending on those days is factored into your participation grade).
Students will self-select into four or five person teams in class on February 14 based on their and interest in studying similar organizations and scheduling constraints. Students may change teams up until February 23, but changing teams requires written permission of each member of the new team they are entering. The project will be explained in greater detail with a handout on 02/14.
Grades in a case-based class should reflect how well students develop as organizational analysts and problem-solvers. Your development in the course will depend on many factors, not the least of which is your diligence in preparing for and participating in class discussions, as well as the effort you devote to the various assignments. In UG core courses, the Stern School has the following guidelines for letter grades:
25-35% of students can expect to receive A’s
50-70% of students can expect to receive B’s
5-15% of students can expect to receive C’s
While the School uses these ranges as a guide, I will make sure the actual course grade distribution and your own grade depends upon how well you develop your organizational problem identifying and problem-solving skills over the semester.
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.
Details on the Organizational Research Assignment
The Organizational Research Requirement is worth 2% of your grade (see Class Participation section on p. 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 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 once during the term – all sessions will be run during one week in April (April 4th – April 8th), and you will select a 1-hour slot that works for you during those days. 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 will be posted on the course BB site and is due the last day of the semester (Monday, May 9). No exceptions will be made, so please plan ahead.
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.
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.