ORGANIZATIONAL BEHAVIOR
Course Syllabus
Evening MBA program
Professor J.B.M. Kassarjian
Fall, 2000
I. Course Objectives
This course provides students with an opportunity to develop a way of thinking about
individual, group, and competitive factors that influence the functioning of any business (or
other) organization. The point of view underlying this course is that practice in
understanding these factors, and especially their interactions, is essential to both the analysis
of management problems and the planning of effective action. Problems in actual
organizational life seldom occur in a way that can be captured in one topic, or explained by
simple linear causation. Therefore the course work weaves together a number of threads in
organizational life, addressing themes or topics in combinations as they come into focus in
the major segments of the course.
We will examine situations where the focus moves from the individual, to the work group, to
the total organization. In the earlier sessions we will look at how personal motivation is
triggered by organization opportunities and constraints, and how the dynamics of work
groups could act as either avenues or barriers to effective action. In the later sessions we will
examine how personal leadership can transform an organization. Along the way we will look
at interpersonal and inter-group conflict, the dilemmas faced in performance evaluation, and
you will be asked to practice taking concrete action that can influence a team toward
effective performance.
But the central objective of the course is to expose you to the world of line managers, with
the full range of complexities and ambiguities it entails, and to challenge you to consider
action based on reasoned analysis. Given this perspective, the course will emphasize the
interplay of organizational and competitive forces in a variety of US and international
company settings that influence the way a firm competes. The willingness to examine your
own values and assumptions, and the ability to cast yourself into managerial roles to take a
stand on issues, are considered central to the learning process in this course.
The course design reflects recurrent dilemmas and challenges that a manager faces, and these
issues are examined in the context of concrete cases, readings that present conceptual
schemes and report research findings, films, and individual or group exercises. The class
discussions and occasional lectures will attempt to develop diagnostic ability, analytical
skills, decision-making competence, listening and presentation skills.
II. Teaching Methodology
The primary vehicle for teaching will be class discussion of cases that underscore the full
complexity of organizational experience. Readings will be assigned to provide a broader
(and sometimes provocative) framework for case discussion. But the core of the learning
experience remains your willingness and ability to participate in class discussion. I view
each student in the course as an important resource, with the potential to make valuable
contributions; collectively you can provide the rich diversity of perspectives that is essential
to understanding organizational dilemmas. You have an obligation to yourself and to your
classmates to be well prepared and to be willing to take a position based on careful
analysis.
Given the complexity of the course material, you are expected to devote a minimum of five
hours of preparation for each session. If you have not struggled with the issues and questions
in a case, you run the risk of copying others' comments, that later appear to be a litany of
platitudes when you try to review your notes.
III. Study Groups
I realize that some of you have job commitments that do not allow scheduling flexibility, but
I expect you to form a study group of four to six classmates, and plan on spending an hour
together discussing your views on the cases and readings assigned, after you have
individually prepared the material. The purpose of the study group is not to arrive at the
"correct" answer or to forge a hasty consensus, but to have an opportunity to test and refine
your ideas - in a sense, to clarify and strengthen your position. Certain assignments will
require that you prepare and present work as a Study Group.
IV. Outcome Measures
By the end of this course, (if you have done the work as suggested and have achieved a level
of mastery considered acceptable in this Program), you should be able to analyze any
organizational situation, or problem, or malfunction; whether related to an individual, or
group, or larger unit; to consider how the issues at hand impact on the organization's
effectiveness, or its ability to compete; to plan realistic action and to consider the
consequences of implementing it.
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V. Grading
Grades in the Organizational Behavior course will be compiled according to the following
weights:
1. Class Participation - specially quality 40%
2. Quizzes and Mid-Term Exam
30%
3. Final Exam
30%
If you choose to write a Term Paper, that will be weighted as 40%, reducing the MidTerm Exam to 20%.
It should be obvious from the above percentages that class participation is an important
component of course evaluation. If you are unable to join a study group, (which can be a
valuable source of feedback on your grasp of course material), or if you wish to have your
class participation evaluated more specifically, you have the option of turning in a two-tothree-page summary of your analysis of any case at the start of class; I will return these
reports with comments by the next class session. Additionally, special written or group
presentation assignments will be given during the Term; these will be discussed in class, and
their evaluation will be considered part of your class work.
VI. Required Course Material
Course Packet: Cases, Notes, and HBR articles, available from the Babson Bookstore.
VII. What, When, Where and Who
Class Times:
Class Room:
Office Hours:
Office:
Telephones:
E-Mail:
Instructor:
Mondays, 6:30 - 9:00 p.m.
Tomasso 202
Tuesdays, 3:00-5:00, or drop in any time, or by appointment
Tomasso 327
Office, 781-239-4435; Fax, 781-239-5272; Home, 617-492-8063.
< kassarjian@babson.edu >
J.B.M. Kassarjian, Professor of Management at Babson, and
Professor of Strategy and Organization at IMD, Lausanne, Switzerland
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COURSE OUTLINE
Session 1:
Sept. 11
Introduction: The Rationale of the Seemingly "Irrational"
In-Class:
Introduction of the Class, the Instructor, and the Course
Case (only if time allows): Chris Cunningham - Hand-out
__________________________________________________________________________
Session 2
Sept. 18
Competitive Strategy and Personal Action
Read:
“What Leaders Really Do”
Cases:
Erik Peterson (A) & (B)
Questions: 1. Prepare a detailed analysis of the problems facing Peterson.
What should be his highest priority? Why?
2. If you were in Peterson’s situation, how would you prepare
for the upcoming visit of senior managers?
Lecturette:
The manager’s world - myths and current realities
___________________________________________________________________________
Session 3
Sept. 25
The Dynamics of Work Groups and Task Forces
Read:
“Framework for Analyzing Work Groups”
Case:
Acton-Burnett (A)
Questions: 1. Analyze the reasons for the formation of this Task Force: do
you think all the critical problems have been identified?
2. What are the most important steps Baker should take to
ensure the effective functioning of his Task Force?
3. Would you take the assignment to head the Task Force?
What, if any, conditions would you impose?
Lecturette:
Working in Groups: Collaboration or Camel Design?
___________________________________________________________________________
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Session 4
Oct. 2
The Manager’s World: Autonomy, Motivation, and Control
Read
“Managing Interpersonal Conflict”
Case:
Sturdivant Electric Corp.
Questions: 1. Is the conflict between Abrams and Eden declining,
stabilizing, or escalating?
2. In the role of Harris Johnson, what would you do?
Suggestion: look for patterns in the life and career of each
Lecturette:
Are there patterns in life and career?
___________________________________________________________________________
Session 5
Oct. 9
Motivation: What Really Drives Individuals and Groups?
Case:
“Soul of a New Machine” (Abstract of the book.)
Questions: 1. What makes the Eagle group work so hard and produce such
results?
2. What actions has Tom West taken to shape this group and its
performance?
__________________________________________________________________________
Session 6
Oct. 16
Managing Interfaces In Fast-Changing Competitive Games
Case:
Read:
Donna Dubinsky at Apple Computer (A)
“Managing Your Boss”
Questions: 1. Is Dubinsky justified in putting her job on the line?
2. What factors have a bearing on the J.I.T. proposal?
3. What should Dubinsky do now? What would you do?
Videotape:
"Dubinsky at Apple"
Lecturette:
Competitive cycle times, organizational agility, and personal learning
___________________________________________________________________________
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Session 7:
Oct. 23
Mobilizing the Team for High Performance
Case:
Mod IV Product Development Team
Questions:
1. Present a concise diagnosis of the problems Linda Whitman
is facing. Tracing the root causes and contributing factors,
develop a persuasive analysis of the Mod IV Team, using
concepts and schemes from the Readings and from class
discussions where relevant.
2. Present a realistic Action Plan for Linda Whitman
This is a GROUP assignment, and you are expected to work in your Study Groups.
Your Group should be prepared to make a presentation to the class in this session.
___________________________________________________________________________
Session 8:
Oct. 30
MID-TERM EXAMINATION (to be announced)
TERM PAPER PROPOSAL due!
Session 9
Nov. 6
The Fit of Strategy and the Team: Can People Really Change?
Read:
“Barriers and Gateways to Communication”
Case:
Konigsbrau - Hellas A. E.
Questions: 1. Is Petrou a competent Commercial Director?
What is your analysis of Keller's conflict with Petrou?
Has Keller been an effective boss?
2. What is Dr. Haussler trying to tell Keller?
3. How would you evaluate Wolf Keller's performance as
Managing Director in Greece?
4. What should Keller do?
Lecturette:
Uses and abuses of performance evaluation
___________________________________________________________________________
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Session 10:
Nov. 13
The Leader’s Role In Shaping the Competitive Edge
Read:
“Speed, Simplicity, Self-Confidence: Interv. with J. Welch”
Case:
Harvey Golub: Recharging American Express
Questions: 1. What key challenges does Golub face as he consolidates
AmEx?
2. Is Golub’s leadership philosophy and practice a universal
model for stimulating change in a company? Is Welch’s?
Why?
3. How do you compare what Golub has done for AmEx with
what Welch has done for GE?
___________________________________________________________________________
Session 11:
Nov. 20
Leadership for Turn-around: the Tough Challenge
Read:
Re-read:
“Orientation for Viewing the Film Twelve O’clock High”
“What Leaders Really Do”
Film:
“Twelve O’clock High”
In preparation for this assignment, each study group should rent the
video of the film “Twelve O’clock High”, and make sure it is an uncut
version: running time is 132 minutes. If you can possibly arrange it,
please view the film as a group, have the “Orientation...” reading
handy for easy reference of the main characters, and keeping the
assignment questions in mind. (In the past, groups have been known
to view it more than once!)
Questions:
1. Compare and contrast the leadership approaches of Col.
Davenport and Gen. Savage. Analyze the effectiveness of each,
given the particular situation each of them was facing.
2. What were the most critical reasons for Col. Davenport’s
apparent failure, and Gen. Savage’s apparent success?
3. Are there any parallels between this very dramatic story
during wartime, and a serious business turn-around?
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___________________________________________________________________________
Session 12:
Nov. 27
Leading Change: The Promise and the Pitfalls
Case:
Alto Chemicals Europe (AR).
Questions: 1. Contrast Alto's 1980's and 1990's strategy :
What are the key differences?
2. Why is the sales force opposed to the new strategy?
3. What should Graaff do now?
Lecturette:
A Model for leading change: can Niccolo Machiavelli help?
___________________________________________________________________________
Session 13:
Dec. 4
How a Leader Can Shape the Organization
Read:
“Strategy as Revolution”
Case:
Shaping Spaarbeleg: Real and Unreal
Questions: 1. What are the most critical steps Johan took to re-shape his
Division?
2. Are the changes he has implemented sustainable?
3. What should Aegon, the parent company, do about Johan?
In class:
Video of Johan and Paul
Lecturette:
Learning to lead change
This is the last session of the course:
Course Review - bring all your questions
Course Evaluation
Summary Comments
___________________________________________________________________________
DEC. 11, 6:30 p.m.
Term Papers Due - Final Examination
___________________________________________________________________________
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