Zellars MBAD 6161
Fall, 2009
MBAD 6161-U090
ORGANIZATIONAL LEADERSHIP & BEHAVIOR I
Wednesday, 5:30 – 8:15
Fall 2009
Professor: Dr. Kelly Zellars
Office: Friday 250 A
Office Hours: Wed 4:00 – 5:00 (Uptown) and by appointment
Phone: 704-687-7591
E-mail: kzellars@uncc.edu
Required materials:
1. Robbins, Stephen P. & Judge, Timothy A. Essentials of Organizational Behavior, 9th
edition. Upper Saddle River, NJ: Prentice Hall. This is a softcover edition. You may
also use the 10th edition or the hard cover edition
2. This is a participant centered learning course (i.e., relies heavily on case based study).
Students are required to purchase cases from Harvard Business Publishing. A link will
be provided in class.
3.
Students are required to read articles and research briefs from Harvard Business Review,
and Academy of Management Perspectives (formerly, Academy of Management
Executive) (on electronic course reserve on library website and in library databases).
Course Description:
From the UNCC Catalog: “Behavioral knowledge and skills essential to becoming an effective
manager/leader including behavior and motivation in an environment of complexity and rapid
change and ethical implications of actions and their effects on demographically diverse and
increasingly international work force.”
Course Objectives
The major objective of this course is to improve your effectiveness as a manager by providing
you with a foundation of knowledge in topics including but not limited to decision making,
diversity, work motivation, leadership, group and team dynamics, power and politics, and to
develop your ability to apply this knowledge to the solution of managerial problems. In this
course we will discuss how to discern critical facts in relevant business scenarios, determine the
question or problem to be addressed, and propose an optimum course of action. Readings and
cases by leading researchers and practitioners in the field are used to provide contextual
familiarity and to practice using the tools and skills required for competitive analysis. This
course is designed to help you review basic management theories and principles and become
familiar with key management issues. This course relies heavily on cases that provide you
opportunities to make difficult decisions (if you feel some decisions are easy, you will likely
miss something important). We will address many “people” issues within a firm, including
personality, motivation, job satisfaction, leadership, mentoring, politics, team composition and
performance, and diversity.
A basic premise of this course is that high-level managers and organizational leaders are most
effective when they are able to discern critical facts in ambiguous and often time pressured
situations, weigh the costs/benefits of actions, and decisively choose a course of action. This
course is intended to help students make good inferences based on available data about the best
approach in a particular situation, and how to learn from one’s own experiences and those of
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others. The course allows you to integrate your knowledge of other business courses into the
world of people issues. While it is important to become adept at separating effective
recommendations from ineffective recommendations and those that are not feasible to
implement, the focus of this course is not on trying to identify a single ―right‖ solution to
strategic issues. While there are clearly some beneficial responses and some ineffective
responses, there are not fail-safe techniques for solving complex strategic problems. The
intent of this course is to provide you with an opportunity to think through complex
organizational issues and to diagnose financial and non-financial costs and benefits
associated with choosing, and with not choosing, different ways to resolve those issues. Some
effective responses are based on using or modifying various models and techniques
developed through research. Other successful responses come from integrating knowledge
learned in functional area courses. Some solutions require personal creativity and ingenuity.
Few solutions are ideal. Most options create new problems and provide important benefits for
an organization.
COURSE POLICIES & STRUCTURE
This class is a seminar course. In general, a class will consist of three key components:
1. Review and discussion of the basic issues of the day’s topic. I will give a brief
introduction to the material to “bring it all together.”
2. An in depth discussion of the case and/or readings.
3. Application of the key ideas to other companies/situations
A general schedule of the topics to be covered in each class is provided in the course
outline. Effective participation requires preparation. You are expected to have thoroughly
read chapter materials and analyzed case assignments prior to coming to class. You are
expected to express your ideas and to evaluate recommendations that others provide. You are
expected to ask questions about material that you do not understand. Additionally, it is very
valuable if you can find relevant experiences (from your job or company) and share the
experiences with your classmates. One caution: While you are expected to make informed
contribution to class activities, understand that quality, not quantity alone, is valued. Students
who speak frequently but rarely have anything of importance to say make very little
contribution and in some cases, hinder class development. Many types of contribution are
valued. Effective presentation may involve presenting your insight into the facts of a case,
suggesting cause-and-effect relationships among various events, anticipating the results of
various actions, generating alternatives, or providing strong support for recommendations.
Emotional or empathetic responses are also valued; they help to humanize discussions.
Asking questions can be very helpful. Sometimes it is as important to recognize what is not
known as it is to have a ―correct answer. Also, I expect students to behave in ways that
create an effective and comfortable learning environment. This includes treating others with
courtesy and respect, ensuring that cell phones are turned off or are on vibrate, arriving on
time for class, and engaging in discussions that are direct but polite.
Course Requirements
Exam. There will be two exams in this class. Exam material will be drawn from class
discussions, the assigned readings, and any supplemental material I hand out in class.
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Participation. This course demands a high level of participation. Students are required
to prepare case analyses for each class. Students will be graded on their participation in
terms of both quality and quantity. More details will be provided in class.
Case briefs (8).
Team Project: Case. Details to be provided in class. Groups will present their projects in
class and will be evaluated by both me and your peers.
Evaluation
The final class grade will be based on the following:
2 exams:
30% (15% each)
Class Participation/cases
15%
Case analyses
30%
Team Project:
25% (written 20%, oral 5%)
Exams (30%)
There will be two (2) individual exams in this course. The content of the exams will include
the discussion of past classes or assignments and/or readings of the day, and will cover the
concrete concepts presented in the readings and in class discussions. The exams will consist
of essay questions. The exams will emphasize your ability to use course materials and apply
course concepts.
Missed Exam. Attendance on exam day is mandatory. Make-up exams will only be given
for a very limited set of circumstances. If a conflict arises that is absolutely unavoidable
(most commonly out-of-town work assignments), you should notify me as soon as
possible. Arrangements will be made to have you take the exam prior to the scheduled
exam date. If you miss the exam due to unavoidable circumstances (e.g., illness, a death
in the family), you must notify me by the end of the work day on the day of the exam
(leave a voice mail, email, or both). Reasons for such a missed exam should be
documented. The exam will be made-up as soon as possible after the originally scheduled
exam date. At the instructor’s discretion, the make-up exam may differ in content or form
from the regularly scheduled exam. A zero will be assigned to missed exams that do not
conform to either of the above two circumstance.
Individual class participation (15%)
This class follows a participant centered learning style. Active and meaningful class
participation is an essential part of the learning experience in this course. I expect each
student to make a strong contribution to the learning experience. One of your more important
responsibilities as a student is to ask questions and contribute your ideas during class.
Students who were formerly, or are currently working are encouraged to share your personal
work experiences with your classmates. Discussing hands-on experience is an important way
to integrate the classroom learning with real world situations. To achieve an A grade in
participation, active participation will be required both during the discussion of the content
assigned for the particular class and during the case discussions. Participation in class
discussions help to achieve the stated objectives in several ways. It serves as a point of
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application of the learned concepts. Moreover, having to articulate what we think furthers our
understanding of what we know (and don’t know). It also helps to improve one’s verbal
communication capabilities.
Successfully meeting this requirement will generally involve the following steps: First, you
must do the assigned readings prior to class and be able to discuss them. Ultimately, in terms
of performance evaluation, this portion of your grade seeks to evaluate your comprehension
and grasp of the material. Therefore, it is virtually impossible to get an A on this portion of
the grade if you do not read the material. Second, do not read the material in passive mode
(akin to watching television with one’s critical capabilities disengaged). Read the materials
with a purpose. In terms of assigned readings: what are the key principles and concepts being
presented? The aim of this course is for you to develop a deep understanding of
fundamentals; thus, you should constantly focus your attention when reading on trying to
understand what is at the core of each topic covered.
Assigned cases, then, should be read with an eye on the particular concepts covered that
week. Case studies, by their very nature, are a presentation of an abundance of information,
much of which may not be pertinent to the particular concepts and models being focused
upon. Their purpose in the current course, however, is to exemplify the particular content
they are assigned with. Thus, do not simply read the cases. Try to figure out how the specific
concepts/models for the week are played out in the case. Finally, you must participate in both
types of the class discussions.
To make this part of the evaluation as objective as possible (given its generally subjective
nature), participation scores will be assigned at the end of each class period based upon the
following scale:
0 Absent
0 Disruptive attendance
5 Partial or inattentive attendance
7 Full attentive attendance (FAA)
8-9 FAA with contribution
10 FAA with contribution demonstrating comprehension
To elaborate, if you are not able to attend a class for whatever reason, your participation for
that class is clearly 0—no other evaluation can be made in such a case and still be equitable.
Missing a class has a major impact both on the invaluable learning experience that
participation in discussions with your peers provide, as well as on your final evaluation,
given the weight placed on this portion of your grade. However, emergencies and unexpected
events do arise, and thus missing a class may be unavoidable. To allow for this reality, each
student is allowed to drop their one (1) lowest participation score (i.e., one class session). An
extreme example of disruptive attendance would be assaulting me or a fellow classmate
(verbally or physically). A less extreme (and more likely) example would be repeatedly
interrupting class with personal business (i.e. cell phones, pagers, etc.). If you are only able to
make a part of a particular class (absent for more than 30 minutes), for whatever reason,
again equity dictates that you receive only partial credit for participation. Inattentive
attending includes such things as taking care of some other business (i.e., working on other
class assignments, attending to personal or work matters, etc.) during class time. Having side
discussions with fellow classmates while I am, or fellow classmates are, speaking also may
be regarded as inattentive, or even disruptive attendance, depending on the length and nature
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of the side discussion. Full attentive attendance involves being there, following the
discussion, but not contributing anything to it (other than your attention). Contributions
consist of meaningful additions to the discussion. Beyond the steps outlined above, this also
inherently requires listening to and respecting other people’s points of view (but by no means
does this mean that you must agree with them. Indeed, debate is much appreciated and
welcomed). Also, it does not mean that you should withhold questions for risk of looking
stupid. Relevant questions are always a contribution. Quantity also plays a role here; your
contributing to the discussion to help it move along is also recognized (and appreciated). To
facilitate tracking individual contributions, a seating chart will be made and used starting
with the second week of the course. I will use at least two scribes per class session to record
discussion and student contributions. The scribes will receive maximum participation credit
for satisfactory note-taking and timely transcription submissions. In addition, while there
may be students for whom English is not a native language and they may perceive some
difficulties in communicating their ideas, they should also have advantages of international
experience that are valuable to other students. Thus, I would recommend that those students
use their background not as an excuse but as an advantage in terms of class contribution.
Case Analyses (30%) There are eight (8) case analysis reports that need to be submitted by
each student. The analysis should be 3 – 4 pages (4 is a maximum) each, typed, doublespaced, on 8.5 by 11 inch paper with 1 inch margins on all sides using 12-point font size.
Violations of these rules will lead to a grade reduction. These are individual assignments,
thus working with others is strictly prohibited. The specific, assigned questions for each case
will be provided at least one week prior to their due date. The case should be analyzed
utilizing the information the case provides and/or with any extra information provided by the
professor.
Group
The group project includes a case writing report, the presentation of the report, and leading
class discussion regarding the report. As a group, you will select one company, collect
information and data on the chosen firm (through methods such as use of the internet,
business journals, interviews, and/or the library data base), and prepare written reports as
follows: (1) one case report up to 10 pages of text (please see acceptable formats used for the
cases covered during this class as examples) with tables, graphs, financial statements, etc.,
included within an appendix; and (2) one teaching note up to 5 pages. The key idea here is
that you explore and identify important management issues related to the topics of this class
that are relevant to managers (and MBA students – current/future managers). While, as a
student, your main task has been to solve/discuss assigned problems, here your main task is
finding problems (or opportunities). In the teaching note, you are expected to clarify what
students need to discuss and what students can learn from the case. The teaching note will
include formulating pertinent discussion questions used to guide class discussion of your
case.
Topics will be allowed on a first come, first served basis, and no two groups may report on
the same topic. Although I cannot read your paper before the due date, I will gladly meet
with your group, by appointment, to discuss any issues that you may have relative to the case
study. All members of a group will initially receive the grade earned for this team project.
Individual member final grades on these collective efforts are subject, however, to any
adjustments deemed necessary based on team members’ evaluations of your contribution.
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Each student will submit end-of-semester evaluations of his or her fellow group members to
the instructor. Evaluations are confidential and will be used as a check on team member
participation and contribution.
Final Course Grades: Grades will be assigned for each of the performance criteria discussed
above based upon the following straight scale. Final grades will be based upon the weighted
average of all of the performance criteria, calculated at the end of the semester by multiplying
the score of each performance criterion by its assigned weight. Note that grades below C are
not acceptable for graduate work.
A = 90% and above
B = 80% - 89%
C = 70 – 79%
Below 70% (D, unsatisfactory)
WRITING REQUIREMENTS/LATE POLICY
All writing assignments prepared outside of class should be typed, double-spaced, on 8.5 by
11 inch paper with 1 inch margins on all sides. Font should be 12-point Times New Roman.
References for the citations should be annotated using APA or MLA and be included at the
end of your document. Tables and figures should be included in the document appendix.
Violations of these rules will lead to grade reduction. You may include appendices as
appropriate; they should be the last section of your document. All written assignments are
due by the start of class on the date due. Any paper (individual or group) submitted after the
deadline will be penalized 25% of the grade for each day (24-hour period or fraction thereof)
it is late.
STUDENTS WITH DISABILITIES
Any student, who will require special accommodations under the Americans with Disability
Act, Section 504, or other state or federal law, should please contact the Office of Disability
Services, at 704-687-4355 or stop by their office in 230 Fretwell. If you have a disability that
qualifies you for academic accommodations, please provide me a letter of accommodation
from Disability Services in the beginning of the semester. For more information regarding
accommodations, please contact the Office of Disability Services.
STUDENT RESPONSIBILITY POLICIES
The UNC Charlotte Code of Student Responsibility sets forth certain rights and
responsibilities in matters of student discipline. The Code defines these responsibilities and
guarantees you certain rights that ensure your protection from unjust imposition of
disciplinary penalties. The complete policies and procedures can be found at
www.legal.uncc.edu/policies/ps-104.html.
ACADEMIC HONESTY
I expect complete academic honesty from every student. This means that appropriate
citations are given for any work that is not entirely your own (even work retrieved from the
internet) and that individual assignments be completed entirely on your own. It also means
that if your name is listed as a contributor on a team project that you have made a substantial
and appropriate contribution to the work. Further, academic honesty means that the peer
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assessment scores you submit for yourself and your classmates reflect your honest
professional judgment regarding contributions and behaviors. Any behavior that does not
comply with this standard is unacceptable and the full consequences allowed by university
policy will be applied. The UNC Charlotte Code of Student Academic Integrity states:
“Academic honesty and integrity are essential to the existence and growth of an academic community.
Without maintenance of high standards of honesty, members of the instructional faculty are defrauded,
students are unfairly treated, and society itself is poorly served. Maintaining the academic standards of
honesty and integrity is ultimately the formal responsibility of the instructional faculty; and this
responsibility is shared by all members of the academic community.” “As responsible members of the
University, students are obligated not to violate the basic standards of integrity, and they are expected to
take an active role in encouraging other members to respect those standards.” Because honesty and
integrity are such important factors, you should be aware that failure to perform within the
bounds of these ethical standards is sufficient grounds to receive a grade of ―U‖ in this
course and be recommended for suspension from the University. It is your responsibility to
maintain complete honesty and integrity in all academic work.
Diversity statement
The Belk College of Business strives to create an inclusive academic climate in which the
dignity of all individuals is respected and maintained. Therefore, we celebrate diversity
that includes, but is not limited to ability/disability, age, culture, ethnicity, gender,
language, race, religion, sexual orientation, and socio-economic status.
As a member of the faculty of the Belk College of Business, I fully support its mission to
create an inclusive environment for all to learn. I expect all students to be aware of this
policy and abide by it. In this class, we will discuss many issues about which business
leaders may disagree. While I encourage all to express their perceptions of issues and
solutions, I expect controversial subjects to be discussed with respect for all.
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COURSE OUTLINE/SCHEDULE
Note: This is a flexible course schedule. Dr. Zellars reserves the right to change this schedule and/or
syllabus to accommodate unanticipated events and maximize student learning.
Date
Article on electronic reserve
8/26
Overview
9/2
What is a
manager? What
do they do?
9/9
Individual
differences
Case – with
commentary
(HBR) – on
electronic reserve
Case – HBP
(purchase via
HBP)
Robbins
Erik Peterson
Ch 13
(211-219)
Nicholson (1998 HBR)
Sutton (2009 HBR)
Hamel (2009 HBR)
Buckingham (2005HBR)
Gosling (2003 HBR)
Kotter (1999 HBR)
Mintzberg (1990 HBR)
Behling, et al., (AME, 1998)
What a star – what
a jerk
Ch 3 (33-50)
Macoby. (HBR, 2004)
Lubit (AME, 2002)
Goleman, et al. (HBR, 2008)
McCarthy (AME brief, 2002)
Ludeman, et al. (HBR, 2004)
9/16
Perception
Generation Y
Sidle (AMP, 2008)
Bazerman et al (HBR, 2006)
Ibarra, et al., HBR, 2009)
Alex Sander
Ch2 (15-18)
Ch4(51-66)
Thomas
Green
Ch 12
Engstrom
Auto Plant
Ch 2 (1927), 5 (6986)
6 (optional)
Gen Y in the
workforce
Hewlett, et al. (HBR, 2009)
Klein, et al. (AME, 2007)
Bell, et al. (AME, 2007)
Bennett, AME 2002
9/23
Social networks,
politics, and
political skill
Baron et al. (AME 2000)
Into the fray
Soriano (AMP, 2008)
McClelland (HBR, 2003)
Kramer (2006 HBR)
9/30
Job satisfaction,
360 feedback,
and Motivation
Livingston (HBR, 2009)
Locke (2004 AME)
Ordonez et al (2009 AMP)
Peiperl (2001, HBR)
Sidle (AMP, 2008)
10/7
Exam
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What’s he waiting
for?
10/14
Leadership
Zaleznik (1992 HBR)
Goffee et al (2000 HBR)
Kotter, 2001 HBR
Khurana (2002 HBR)
Goleman (2000 HBR)
Offerman (2004 HBR)
Ch 11
10/21
****Case Topics
Due******
Treadway
Tire
Company
10/28
Leadership
Bennis (2004 HBR)
Schaeffer (2002 HBR)
Hill (2008 HBR)
Heifetz, et al (2009 HBR)
Collins (2001 HBR)
Bob Knight
Coach K
11/4
Mentoring
Dixon (HBR, 2006)
Ibarra, HBR
Too old to learn
Ch2 (27-31)
Developing
Professionals
BCG
Parker et al., AMLE
Delong, et al. (HBR, 2008)
Walker (HBR, 2002)
Bunker, et al., (HBR, 2002)
11/11
Groups and
Teams
Katzenbach et al (2005 HBR)
Gratton et al, (2007 HBR)
Coutu (2009 HBR)
Parcells (2000 HBR)
Should this team be
saved?
Ch 8, 9
The team that
wasn’t
Brett, et al., (2006 HBR)
Levy (2001 HBR)
11/18
Groups/teams
******Group Cases due and
distributed to students *****
11/25
NO CLASS
THANKSGIVING
12/2
Exam 2
12/9
Group Cases *
12/16
Group Cases *
TerraCog
Global
* Topic: Group Presentations Readings: Prepare for the cases other groups developed (the
cases are due November 18 and distributed to each student).
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Electronic Reserves articles and HBR case readings
KEY:
AME: Academy of Management Executive
AMP: Academy of Management Perspectives (formerly, the Academy of Management
Executive)
HBR: Harvard Business Review
Bazerman, M.H. & Chugh, D. (Jan) 2006 HBR. Decisions without blinders, pp. 88-97.
Behling, O. 1998. "Employee selection: Will intelligence and conscientiousness do the job?" AME vol.12(1),
pp.77-86
Bennett, R.J. AME, 2002. Cracking the grass ceiling: Factors affecting women’s advancement, pp. 157-159.
Baron, R.A. & Markman, G.D. 2000. Beyond social capital: How social skills can enhance entrepreneur’s
success, vol., 14(1), pp. 106-116.
Bell, M.P. & Berry, D.P. 2007 AME. Viewing Diversity through different lenses: Avoiding a few blind spots,
pp. 21-25.
Bennis, W.G. (Jan) 2004 HBR. The seven ages of the leader, pp. 46-53.
Brett, J., Behfar, K., & Kerna, M.A. (Nov) 2006 HBR. Managing Multicultural team
Buckingham, M. (Mar) 2005 HBR. What great managers do, pp. 70-79.
Bunker, K.A., Kram, K.E., & Ting, S. (December) 2002 HBR. The young and the clueless, pp. 81-87.
Collins, J. ((jul-aug) 2005 HBR. Level 5 leadership. (Best of HBR), pp. 136-139.
Coutu, D. (May) 2009 HBR. Why teams don’t work, pp. 99-105.
Delong, T.J., Gabarro, J.J., & Lees, R.J. (January) HBR 2008. Why mentoring matters in a hypercompetitive
world, pp. 115-121.
Dixon, N.M. 2006, HBR, Peer to peer leadership development, pp.56-57.
Frisch, B. (Nov) 2008 HBR. When teams can’t decide, pp. 121-126.
Ghorpade, J. 2000. Managing five paradoxes of 360 degree feedback. AME, 14,(1), 140-150.
Goffee, R. & Jones, G. (Sept-Oct) 2000. Why should anyone be led by you? (pp. 63-70)
Goleman, D., & Boyatzis, R. (Sept) 2008 HBR, Social Intelligence and the Biology of Leadership, pp. 74-81.
Goleman, D. (Mar-Apr) 2000 HBR. Leadership that gets results pp.1-15.
Gosling, J. & Mintzberg, H. (Nov) 2003 HBR. The five minds of a manager, pp. 54-63.
Gratton, L. & Erickson, T.J. (Nov) 2007 HBR. Ways to build collaborative teams, p. 101-109.
Hamel, B. (Feb) 2009 HBR. Moonshots for management, pp. 91-98.
Hewlett, S.A., Sherbin, L., & Sumberg, K. 2009, HBR, How Gen Y and Boomers will reshape your agenda (pp.
71-76)
Heifetz, R., Grashow, A., & Linsky, M. (Jul-Aug) HBR. Leadership in a (permanent) crisis. Pp. 62-69.
Hill, L.A. (Jan) 2008 HBR. Where will we find tomorrow’s leaders? pp. 123-129.
Ibarra, H. 2000, HBR. (Mar-Apr). Making Partner, pp.147-155.
Ibarra, H. & Obodaru, O. (Jan) 2009 HBR. Women and the Vision Thing, pp. 62-70.5
Katzenbach, J.R. & Smith, D.K. ((Jul-Aug) 2005 HBR. The discipline of teams, pp. 162-171. (1st pub in 1993)
Khurana, R. (Sept.) 2002 HRB. The curse of the superstar CEO, pp. 60-66.
Klein, K.J. & Harrison, D.A. 2007. On the diversity of diversity: Tidy logic, messier realities. AME, pp. 26-33.
Kotter, J.P. (Dec) 2001 HBR. What leaders really do, pp. 85-96.
Kramer, R.M. (Feb) 2006 HBR. The great intimidators, pp. 88-96.
Levy, P. (Mar) 2001 HBR. The Nut Island Effect When good teams go wrong, pp. 51-59.
Livingston, J.S. (May-June) 2009 HBR. Pygmalion in management, pp. 24-27.
Ludeman, K., & Erlandson, E. (May) 2004, HBR. Coaching the Alpha Male, pp. 58-67.
Lubit, R. 2002. AME, The long term organizational impact of destructively narcissistic managers. Vol. 16(1),
pp.127-138.
Macoby, J. (Jan –Feb) 2000, HBR. Narcissistic leaders, the incredible pros, the inevitable cons. pp. 69-77
McCarthy, J.F. 2002. (May) AME. Does having a proactive personality lead to career success? (Research brief),
p.168-169.
McClelland, D.C. & Burnham, D.H. (Jan) 2003 HBR. Power is the great motivator, pp. 117-126.
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Mintzberg, H. (Mar-Apr) 1990. The Manager’s job, folklore and fact, pp, 1-13.
Nicholson, N. (Jul – Aug) 1998, HBR. How hardwired is human behavior? Pp. 135-147.
Offerman, L.R. (Jan) 2004. When followers become toxic, pp. 54-60.
Ordonez, L.D., Schweitzer, M.E., Galinsky, A.D., & Bazerman, M.H. 2009. Goals gone wild: The systematic
side effects of oversprescribing goal setting, pp. 6-16.
Parcells, B. (Nov- Dec) 2000HBR. The tough work of turning around a team, pp. 179-184.
Parker, P., Hall, D.T., & Kram, K.E. 2008 AMLE. Peer coaching: A relationship process for accelerating
career learning, vol. 7(4), 487-503.
Peiperl, M.A. (Jan) 2001 HBR. Getting 360 Feedback right., 142-147.
Peirce, E., Smolinksi, C.A. & Rosen, B. 1998 Why sexual harassment complaints fall on deaf ears, vol. 12(3),
pp.41-54.
Pfeffer, J. and Veiga, J.F. 1999. Putting people first for organizational success. Vol. 13(2), pp.37-48.
Schafer, L.D. (Oct) 2002 HBR. The leadership Journey, pp. 8-12.
Sidle, S.D. 2008. Do people have the reputations they deserve? AMP, Research brief, pp. 109-110.
Soriano, D.R. 2008 (February). Political skills in organizations: Do personality and reputation play a role?
AMP Research Brief. pp. 66-68.
Sutton, R. I. (June) 2009 HBR. How to be a good boss in a bad economy, pp. 42-50.
Walker, C.A . (Apr) 2002 HBR. Saving your ookie managers from themselves, pp. 15-21.
Zaleznik, A. (Jan) 2004 HBR. Managers and Leaders, Are they different? pp. 74-81. (1st printed in 1977,
1992)
Cases from HBR with commentary
Carr, N.G. (Jan) 2002 HBR, pp. 25-34. Bob’s Meltdown.
Cliffe, S. (Sept) 2001 HBR, pp. 37-48. What a star – what a jerk,
Conner, J.C. (Sep/Oct) 2000 HBR, v.78(5), pp. 37-46. It wasn’t about race. Or was it?
Coutu, D.L. (Nov-Dec) HBR, pp.37-42. Too old to learn?
Erickson, T., et al., (Feb) 2009 HBR, vol. 87 (2), pp. 43-49.
Galford, R., et al. (Nov/Dec) HBR, v. 77(6), pp. 42-45. What’s he waiting for?
Heimbouch, H et al., . (July/Aug), 2001, v.79(7), pp. 36-40. Should this team be saved?
Peebles, M.E.m Jan (2005) HBR, v. 83(1), pp. 15-23. Into the fray.
Wetlaufer, S. (Nov/Dec), v.72(6), pp. 22-26. The team that wasn’t.
** Note the commentaries for the Wetlaufer case are catalogued separately for this one on the
database. They are in the same volume, but with a different title, authors and pages numbers. The title
is “Why doesn’t this team work?”
Katzenbach, pp. 26-28
Hackman, pp. 28-30.
Segol, pp. 30-32.
Baard, pp. 32-34.
Musselwhite, pp. 36-38.
Garber, pp. 38.
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