MANAGING HUMAN RESOURCES - MGMT. 907 (1)
2012 SUMMER
JORG DIETZ jdietz@ku.edu.tr
2
4
English
N/A
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The objectives of this course are to twofold. The first objective is to build knowledge about:
1. how effective organizations with strong cultures are designed,
2. how change is implemented effectively, and
3. how human resources contribute to organizational effectiveness
The second objective is to apply this knowledge.
Participants will learn frameworks for organizational design and culture, organizational change, and the management of job performance and apply these frameworks using case studies.
Throughout the course, we will employ cases that highlight issues of culture, change, and human resources in both locally and globally operating organizations. The challenges that global organizations face are often more complex versions of similar problems experienced by locally operating organizations. Although the principles learned in the course apply to for-profit and not-for-profit organizations, we will concentrate on profit-oriented enterprises.
Case studies, academic readings, discussions and short lectures will provide you with frameworks and tools to understand principles of organizational design, culture, change, and human resources. The case studies serve as a basis for our class discussions, as they theoretical frameworks and concepts into a real-world context, thereby emphasizing the application of knowledge above and beyond its acquisition. Our cases ask you to assume the role of an organizational decision maker. Organizational decision makers use judgment when designing organizations, leading change, and managing human resources. Typically, they have numerous action options at their disposal, and the one correct or false approach to an issue rarely exists. Nonetheless, without analyzing the issue at hand, and without access to scientifically based frameworks, these issues are an uninformed guessing game. Hence, designing organizations, leading change, and managing human resources are best viewed as a craft that requires practice and a lot of discipline, but draws heavily on scientifically-grounded knowledge. Thus, for the course, we will adopt a scientist-practitioner lens to study fundamentals of organizational design, culture, change, and human resources.

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06/08/2012
Organizational Design Learning Objectives: After this class, you should have initial answers to these questions:
What is an organization?s design? What are some criteria and what is the process of designing an organization and evaluating an organization's design?
08/08/2012
Organizational Culture Learning Objectives: After you complete this session, you should be able to answer the following questions: What is organizational culture? What are paradigms of culture? How do leaders and managers affect organizational culture?
09/08/2012
Organizational Change Learning Objectives: After this session, you should be able to respond to the questions.
How can change leaders organize the change process? What are the factors to contribute to the success of change efforts?
10/08/2012
Leadership in Tough Times: The Case of Mergers/Acquisitions Learning Objectives: After this class, you should be able to address these questions: What are effective leadership behaviors? What is the relationship between leadership, organizational strategy, and effectiveness?
11/08/2012
Strategic HRM: Building High Commitment - High Performance Organizations Learning Objectives: After this class, you should be able to address these questions: How can the HR function create value in organizations?
What are effective HR practices?
11/08/2012
14:00 ? 18:00 Everyday Performance Management Learning Objectives After this class, you should be able to speak to the following questions: What are key factors in explaining the job performance of employees? What are principles in managing the performance of employees?
Project
Other
Change Project The details about the change project are provided in the Appendix.
Participation in class discussions There are two components to class participation. First, one has to participate actively in class discussions by sharing experiences, questions and opinions about course materials in general and case analyses in particular. Second, one has to act constructively with the goal of advancing the learning of the class and maintaining a positive atmosphere in the classroom. To get full credit from this component, you must read cases before coming to class. Your participation in class discussions will be evaluated on the basis of the following criteria: a. Quality of your participation: Bringing new and interesting perspectives to the attention of the class; giving relevant and interesting examples
(preferably from your own experiences); questioning and challenging the course materials or practices that are explained in cases. b. Quantity of your participation: Participating as much as possible, but not dominating the class discussions. To give everyone a fair chance of participation, the instructor reserves the right to allow someone else, instead of you, to talk or to ask to wrap up your point if it is too lengthy. c.
Quality of your listening: Listening attentively; not talking with each other during lectures and case presentations. d. Manner of discussion: Making constructive criticisms; expressing your disagreements in a respectful manner; not being argumentative or cynical; not trying to be the `winner? of the discussion; being able to say `you are right; I was wrong' or `good point; I haven't thought about it myself'.
80
20
100
Lecture
Assignment
Assignment
Project
Cases
Readings
24
21
26
48
119
Session 5 Other Activities We will again talk in small teams about the change projects. At this stage, you should have definitely picked a project, and you should have reflected on the use of the change framework for this project.
Session 2 Case: Four Seasons Goes to Paris (Harvard) Readings: Meyerson, D., & Martin, J. (1987). Cultural change: An integration of three different views. Journal of Management Studies, 24(6), 623-647. Preparation questions for the case: 1. What has made Four Seasons successful over the last 30 years? 2. Do corporate culture and human resource strategies play a role in
Four Seasons? success? If so, how and why? 3. How do you feel about the way Four Seasons entered the Paris/French market? What was good and/or bad about the entry strategy? Why? 4. Do the lessons from this case study apply to firms entering markets other than France? If not, why? If so, how, and to what types of markets?

The course does NOT use a textbook, but if you like to learn more about the topics covered in the course, you might consult these books. Daft, R. L. (2009). Organization Theory and Design. Mason, OH: South-Western College Publishers. Dessler, G.
(2008). Human resource management: International Edition (11th Ed.). New Jersey: Prentice Hall. Kotter, J. P. (1995). Leading
Change. Boston, MA: Harvard Business School Press. For the course, I assigned two chapters from a book that I co-authored.
Lane, H. W., Maznevski, M. L., DiStefano, J., & Dietz, J. (2009). International Management Behavior: Leading with a Global
Mindset (6th ed.). Oxford, England: Wiley
Session 1 Case: Procter & Gamble: Organization 2005 (Harvard) Readings: Donaldson, L. (2001). Chapter 1: Core paradigm and theoretical integration. The contingency theory of organizations. Thousand Oaks. CA: Sage. Lane, H. W., Maznevski, M. L.,
DiStefano, J., & Dietz, J. (2009). Chapter 5: Executing Global Strategy. In International Management Behavior: Leading with a
Global Mindset (6th ed.). Oxford, England: Wiley. the first half of the chapter provides a generic model of organizational design, the remainder deals with challenges that are unique to global organizations). Preparation questions for the case: 1. Why did the
US organizational structure shift from product grouping in the 1950s to a matrix in the 1980s? Why did the European organizational structure shift from geographic grouping in the 1950s to category management in the 1980s? Why were the two structures integrated into a global cube in the 1990s? 2. What are the key distinguishing features of Organization 2005? Why did P&G adopt this structure? Organization 2005 is a complex design. Analyze it carefully. 3. Should Lafley make a strong commitment to keeping Organization 2005 or should he plan to dismantle the structure? Why?
Session 4 Case: Merging two acquisitions: How Minetti built a high-performance, cohesive organization (IMD) Readings:
Antonakis J. (2006). Leadership: What is it and how it is implicated in strategic change? International Journal of Management
Cases, 8(4), 4-20. Marks, M. L., & Mirvis, P. H. (2001). Making mergers and acquisitions work: Strategic and psychological preparation. Academy of Management Executive, 15, 80-94. (practitioner) Ghosn, C. (2002). Saving the business without losing the company.? Harvard Business Review, 80, 37-45. Van Dick, R., Ullrich, J. ,& Tissington, P. A. (2006). Working under a black cloud: how to sustain organizational identification after a merger. British Journal of Management, 17, S69?S79. Preparation questions for the case: 1. What are the differences and similarities between Juan Minetti S.A. and Corcemar prior to the merger? 2. Which actions did Carlos Bruehler take throughout the merger process and in the management of the merged company? How do you evaluate his actions? What would you have done differently? 3. Do the lessons of the Minetti case apply to leading organizations in times of an economic crisis?
Session 5 Cases: Artis, C.R., Becker, B.E., & Huselid, M.A. (1999). Strategic HRM at Lucent. Human Resource Management,
38(4), 309-313. Barber, D., Huselid, M.A, & Becker, B.E. (1999). Strategic HRM at Quantum. Human Resource Management,
38(4), 321-328. Readings: Collings, D. G., Demirbag, M., Mellahi, K. & Tatoglu, E. (2010). Strategic orientation, human resource management practices and organizational outcomes: evidence from Turkey. International Journal of Human Resource
Management, 21(14), 2589-2613. Baron, N.J. & Kreps, D. M. (1999). Consistent HR practices. California Management Review,
41(3), 29-53. Pugh, S. D., Dietz, J., Wiley, J. W., & Brooks, S. M. (2002). Driving service effectiveness through employeecustomer linkages. Academy of Management Executive, 16(4), 73-84. Brockbank, W. (1999). If HR were really strategically proactive: Present and future directions in HR?s contribution to competitive advantage. Human Resource Management, 38(4),
337-352. Preparation questions for the cases: 1. Conduct an organizational design analysis using the coat hanger model from the first class focusing on the fit between Lucent's 5 Simultaneous Equations and its HR policies. 2. How do Quantum?s HR practices support the company vision, mission, and values?
Session 6 Case: Elise Smart (Richard Ivey School of Business) Preparation questions for the case: 1. What factors should Elise
Smart consider in deciding what performance assessment to give Darlene Ketchum? 2. Prepare for the forthcoming interview with Darlene Ketchum. Clearly establish your objectives for the interview and anticipate her response to your performance assessment. Readings: Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of performance: In N.
Schmitt & W. C. Borman (Eds.), Personnel Selection in Organizations (pp. 35-70). San Francisco: Jossey-Bass.
Session 3 Case: Alto Chemicals Europe (IMD) Readings: Lane, H. W., Maznevski, M. L., DiStefano, J., & Dietz, J. (2009).
Chapter 7: Managing Change in Global Organizations. In International Management Behavior: Leading with a Global Mindset
(6th ed.). Oxford, England: Wiley. Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business
Review, 73(March/April), 59-68. Preparation questions for the case: 1. What was Alto?s marketing strategy for the introduction of stabilizers in the early 1980s? What changes, if any, have occurred in this strategy by the time that Graaff was appointed in late 1990? 2. At the time of Graaff?s appointment, how good a job do you think the sales force was doing? 3. What are the key trends that Alto faces in the environment as of late 1990? In light of these trends, carefully examine Graaff?s revision of the stabilizers strategy. 4. Evaluate the actions taken so far by Graaff to implement his strategy. Other Activities: You will spend an hour to discuss your change project with three or four classmates. Describe this change project and its importance in a slide or two. Be specific in stating the objective of the change project (what is the expected outcome of the project?). You will present
(informally) your initial idea for the project to fellow students in a small team.
Requirements & Evaluation
Change Project (80 %): The details about the change project are provided in the Appendix.
Participation in class discussions (20 %): There are two components to class participation. First, one has to participate actively in class discussions by sharing experiences, questions and opinions about course materials in general and case analyses in particular.
Second, one has to act constructively with the goal of advancing the learning of the class and maintaining a positive atmosphere in the classroom. To get full credit from this component, you must read cases before coming to class. Your participation in class discussions will be evaluated on the basis of the following criteria: a. Quality of your participation: Bringing new and interesting perspectives to the attention of the class; giving relevant and interesting examples (preferably from your own experiences); questioning and challenging the course materials or practices that are explained in

cases. b. Quantity of your participation: Participating as much as possible, but not dominating the class discussions. To give everyone a fair chance of participation, the instructor reserves the right to allow someone else, instead of you, to talk or to ask to wrap up your point if it is too lengthy. c. Quality of your listening: Listening attentively; not talking with each other during lectures and case presentations. d. Manner of discussion: Making constructive criticisms; expressing your disagreements in a respectful manner; not being argumentative or cynical; not trying to be the `winner? of the discussion; being able to say 'you are right; I was wrong? or 'good point; I haven?t thought about it myself?.
Honesty and trust are important to all of us as individuals. Students and faculty adhere to the following principles of academic honesty at Koc University.
1. Individual accountability for all individual work, written or oral. Copying from others or providing answers or information, written or oral, to others is cheating.
2. Proper acknowledgment of original author. Copying from another student's paper or from another text without written acknowledgment is plagiarism.
3. Student or project group activity is effective and authorized teamwork. Unauthorized help from another person or having someone else write one's paper or assignment is collusion.