Case Western Reserve University
Weatherhead School of Management
MGMT 413
HUMAN VALUE IN ORGANIZATIONS
Summer 2001
Tuesdays and Thursdays 8:15pm – 10:15pm
Room 410 Enterprise Hall
Instructor:
Tony Lingham
Sears 562
Phone (216) 791-4488
E-mail: TXL28@guinness.som.cwru.edu
Teaching Assistant:
Mary Winter
Sears 573
Phone (216) 321-5591
E-mail: mhwinter@aol.com
Introduction
Welcome to “Human Value in Organizations!” This course is integrates some aspects in the
fields of Organizational Behavior and Human Resource Management. Both these fields are
devoted to the study of how human beings act in organized settings and how organizations can
affect human behavior through a variety of policies, practices, structures, and strategies. In
today’s environment, organizations are faced with high levels of international competition and
an increasing pace of technological, market, and social changes. As a manager and a leader
you will be expected to help create, guide and manage change.
The purpose of this course is to provide you with the framework and tools needed to analyze,
manage, and lead the organization of the future. We will examine some of the features that are
supposed to characterize the emerging “new” organizational form – one that is networked,
flat, flexible, diverse, and global. We contrast this form to its traditional predecessor and
discuss the pros and cons of each, and will discuss the forces that help or hinder the movement
from the old to the new form. The focus of the course will be on three levels of skills you will
need to manage and lead this “new” organization: individual skills needed inside such an
organization, managerial skills needed within the firm, and the managerial skills needed to
meet external demands and opportunities.
The aim is not to teach a correct way of managing or the optimal way to design an
organization. There is no one best way. The aim is to provide a general understanding of
alternative managerial approaches to particular problems and to introduce ways to analyze the
various organizational and social costs and benefits typically associated with any given
approach. Through cases, experiential exercises, readings, working in teams,
discussions/debates, and papers, you will have the opportunity to integrate conceptual
material with your own experiences, beliefs, and actions. We hope that you will be able to
question, update, and expand your own beliefs, actions, and skills during the course.
Specific Course Objectives
1. Introduce you to a framework of the “new” organization and some current ideas,
images, and behavioral science theories that you can use to analyze it.
2. Understand the core principles, theories, and practices of organizational behavior and
human resource management and learn how they affect performance and outcomes for
all stakeholders.
3. Learn from each other’s experiences in organizations through participation in ongoing
work teams and discussions in class.
4. Use the classroom as a shared learning environment for individual and group learning
and development.
Readings
You are expected to complete all of the reading assignments for each class meeting as indicated
on the attached course outline. You are expected to prepare for each session by reading the
assignments and being ready to discuss them during class. On occasion, supplemental readings
(or cases) will also be distributed.
Managing for the Future: Organizational Behavior and Processes, Anacona, Kochan, Scully,
Van Maanen, & Westney, Cincinnati: South-Western Publishing, 1999.
(Available at the CWRU Bookstore)
You will also need to keep up with the current business news by reading regularly such
publications as The Wall Street Journal, and business magazines such as Fast Company,
Business Week or Fortune.
Participation
A rich learning environment requires personal and collective involvement. Sharing perceptions
and ideas with others is crucial for learning and for understanding how the diverse opinions
that you are likely to encounter in an organization get articulated and debated. You will find
yourself presenting and testing out new ideas that are not wholly formulated and assisting
others to shape their ideas. You should be prepared to take some risks and be supportive of the
efforts of others.
Class participation includes participation in class as well as participation within the team.
Participation is not assessed based on the number of times you speak in class, but rather on
your contribution to our class discussion. Have you raised important issues concerning that
session’s topic and/or the case? Have you built on other people’s contributions and pushed the
discussion further? Have you taken risks by proposing your perspective?
Assignments
A combination of individual work, team effort, and class participation will be used to assess
performance. Each person is responsible for three individual assignments and a mid-term in
class examination, two team assignments, and one team presentation.
Individual Assignments: Apart from the reading assignments, there will be three case studies
that will be discussed in class. The case study write-ups will be collected at the beginning of
the class session when the case is to be discussed. I would encourage you to prepare two copies
of each case study write-up (one to submit at the beginning of class, and the other to use
during class – as you will also be using it during the discussion on each case). More detail on
the individual assignments will be provided in class.
Team Assignments: As a team, you will select and organization using the internet; do an indepth analysis of the organization using the three lenses that we will discuss in class; and to do
an in-class presentation of your analysis. In the presentation, all members of the team are to be
involved. More detail on the team assignments will be provided in class.
Grading
The weighting of assignments in determining grades will be as shown on the next page:
Individual Assignments
A. Case Studies (ONLY THREE TO BE SUBMITTED):
1st
Case Study [DUE JUNE 12, 2001]—required
2nd
Case Study [DUE JUNE 14, 2001]*
3rd
Case Study [DUE JULY 10, 2001]*
4th
Case Study [DUE JULY 12, 2001]*
Three case studies to chosen and be submitted from four possible, each worth 10% of
final grade. Total will equal 30% of final grade.
B. Participation will amount to 20% of the final grade
TOTAL WEIGHTING OF INDIVIDUAL ASSIGNMENTS WILL EQUAL 50% OF THE FINAL GRADE
Group Assignments
A. Debate Write-ups
Three of the four Case Studies (marked with an “*” above) will be debated by two teams,
each of which will prepare either the pros or cons of a topic surrounding the case for that
session. Each team will work together on either the pros or cons (I will provide a sign-up
sheet for this), and submit a detailed write-up of either the pros or cons depending on
which side of the theme of the debate the team is assigned. The write-up is worth 10% of
the final grade. As such, when a team has selected one of the four case studies as the group
assignment, the team members of that team will have to submit the individual case studies
of the three remaining cases. Therefore, there will be no overlap of cases for individual and
group assignments.
B. Group Project
The in-depth organizational analysis project will be split as follows:
Presentation of the analysis will amount to 20% of the final grade.
Final paper submitted will amount to 20% of the final grade.
TOTAL WEIGHTING OF THE GROUP ASSIGNMENTS WILL EQUAL 50% OF THE FINAL GRADE.
A summary of the grading scheme is shown on the next page:
Individual assignments:
Three Case Studies (pros and cons) ----------------------------- 30%
Participation --------------------------------------------------- 20%
Group assignments:
Debate write-up (pros or cons) --------------------------------- 10%
Presentation of Organizational Analysis ------------------------ 20%
Final Organizational Analysis Paper ---------------------------- 20%
MGMT 413 – Human Value in Organizations
Instructor: Tony Lingham
COURSE OUTLINE
SESSION 1:
JUNE 5, 2001
WELCOME AND INTRODUCTIONS
Readings:
The syllabus
Welcome and Introduction to Human value in Organizations
Discussion on expectations for the class
Getting to know you, the Teaching Assistant, and the Instructor
Formation and naming of teams
Discussion of assignments, and reviewing the syllabus and course objectives
SESSION 2:
JUNE 7, 2001
AN INTRODUCTION TO THE NEW ORGANIZATION
Readings:



Ancona et al. Module 1: The “New” Organization: Taking Action in an Era of
Organizational Transformation (overview – pp. 1-2)
Ancona et al. Module 1: Class Note: “Changing Organizational Models (academic – pp.
4-18)
Ancona et al. Module 1: A Sampling of Analyses of the New Organization (press – pp.
19-22)
Assignments:
Come to class having filled out the one-page questionnaire “Mapping Your Organization.”
(questionnaire – pg. 29)
Be prepared to discuss the following questions:
1. What specific structures or processes in your organization led you to rate it as you did
on each of the five features of the new organization?
2. What skills and knowledge were the most important to you in working effectively in
that organization? What skills do you think were the most important for your
manager?
Also be prepared to discuss your learning objectives for this course
SESSION 3:
JUNE 12, 2001
BRINGING THE NEW ORGANIZATION TO EXISTING FIRMS
Readings:

Ancona et al. Module 1: Case Study (case – pp. 23-27)
Michael C. Beers, “The Strategy that Wouldn’t Travel,” Harvard Business Review.
Assignments:
 Case Study Write-Up [required]
Come to class prepared to also discuss the following:
1. What are the features of the new organizational model that this company is trying to
develop?
2. What did Karen and her team do that made the chances at the Witchita Plant happen?
3. What can Karen Jimenez do to take more effective action in the context of the second
plant?
SESSION 4:
JUNE 14, 2001
ORGANIZATIONAL DIAGNOSIS FROM A STRATEGIC PERSPECTIVE
Readings:





Ancona et al. Module 2: Three Lenses on Organizational Analysis and Action (overview
– pp. 1-2)
Ancona et al. Module 2: Part I: Introduction (academic – pp. 4-9)
Ancona et al. Module 2: Part II: The Strategic Design Lens (academic – pp. 10-11)
Ancona et al. Module 2: The Organization as Strategic Design (academic – pp. 12-26)
Ancona et al. Module 2: Case Study (case – pp. 27-39)
D. Eleanor Westney, “ABB-Through the Strategic Design Lens”
Assignments:
Bring in an Organizational Chart of your organization to be displayed in class
 Debate theme: “A merger between 2 large firms located in different countries opens up
opportunities for complete organizational redesign.”
 Debate teams to submit either detailed pros or cons depending on which side you represent
 Case Write-up (Non debate team members: pros and cons with suggestions)
Plenary discussion:
1. What are the strategic grouping structures? What are the principle linking
mechanisms? What are the major alignment challenges; and how does ABB address
them?
2. What do you see as the major strengths of ABB’s organizational design? Its major
weaknesses? Would you like to work as an operating company manager in ABB?
SESSION 5:
JUNE 19, 2001
ORGANIZATIONAL DIAGNOSIS FROM A POLITICAL PERSPECTIVE
Readings:


Ancona et al. Module 1: Part 3: The Political Lens (academic – pp. 40-47)
Ancona et al. Module 1: Power Failure in Management Circuits (academic – pp. 50-63)
Assignments:
Complete and bring the Personal Network Exercise
Activity:
 Team meeting on Organization Identification
You will be given confidential role information to prepare for the following class
SESSION 6:
JUNE 21, 2001
POLITICAL PROCESSES IN ORGANIZATIONS
Readings:

Ancona et al. Module 12: Introduction (academic – pp. 4-21)
Assignments:
Carefully prepare confidential role information for the class exercise. You will be assuming
this person’s role in a simulated meeting during the class.
 Submit completed Organization Identification Form for Team Project
Activity:
Role Play: Case on Managing Organizational Change
SESSION 7:
JUNE 26, 2001
ORGANIZATIONAL DIAGNOSIS FROM A CULTURAL PERSPECTIVE
Readings:





Ancona et al. Module 2: Part 4: The Cultural Lens (academic – pp. 64-75)
Ancona et al. Module 2: Organizational Culture (academic – pp. 76-93)
Ancona et al. Module 10: Learning Across Borders: Disneyland from California to Paris
via Tokyo (overview – pp. 1-3)
Ancona et al. Module 10: Class Note: Disneyland in the USA (academic – pp. 6-10)
Ancona et al. Module 10: The Smile Factory: Work at Disneyland (academic – pp. 1124)





Ancona et al. Module 10: Class Note: Disneyland goes to Tokyo (academic – pp. 25-26)
Ancona et al. Module 10: Displacing Disney: Some Notes on the Flow of Culture (press
– 27-36)
Ancona et al. Module 10: Class Note: Disneyland goes to Europe (academic – pp. 3739)
Ancona et al Module 10: France Amazed, Amused by Disney Dress Code (press – pp.
40-41)
Ancona et al. Module 10: Mouse Trap (press – pp. 44-49)
Assignments:
Come to class prepared to discuss the following:
1. How does Disneyland produce the “Disneyland Experience” in the United States?
2. What made Tokyo Disneyland so successful? What lessons did Disney learn from it?
3. Why was Euro Disney so troubled? What went wrong? What would you recommend to
Disney in 1994 as they face the challenges of turning around the renamed “Disneyland
Paris”?
Bring three cultural artifacts from your organization and be prepared to talk about the artifacts
you brought in. What do the artifacts mean to you and/or your organization? What do the
artifacts tell you about your organization?
SESSION 8:
JUNE 28, 2001
ORGANIZATIONAL DIAGNOSIS USING ALL THREE LENSES
Readings:


Ancona et al. Module 2: Part 5: Applying the three lenses in an organizational setting
(academic – pp. 94-96)
Ancona et al. Module 2: Dynacorp Case (case – pp. 97-102)
Assignments:
 There will be a mid-term exam that will be held in class. It will be an open book exam.
SESSION 9:
JULY 3, 2001
TEAM DECISION MAKING
Readings:


Ancona et al. Module 5: Team Process Observation Guide (academic – pp. 6-14)
Ancona et al. Module 5: Team Decision Making (academic – pp. 16-24)
Assignment:
Complete and hand in the Cognitive Style Assessment (Module 4: MBTI – pp. 5-15)
Activity:
View and Analyze the decision making processes in the film Twelve Angry Men
SESSION 10:
JULY 5, 2001
DIVERSITY IN TEAMS AND IN THE WORKPLACE
Readings:





Ancona et al. Module 4: Class Note: Diverse Cognitive Styles in Teams (academic – pp.
17-36)
Ancona et al. Module 11: Managing Cultural Diversity: From Understanding to Action
(academic – pp. 3-15)
Ancona et al. Module 11: Bystander Awareness: Skills for Effective Managers (academic
– pp. 18-23)
Ancona et al. Module 11: From Affirmative Action to Affirming Diversity (press – pp.
31-43)
Ancona et al. Module 7: The Case of the Part-time Partner (case – pp. 63-72)
Assignment:
1. Would you vote to make Julie a partner? Why or why not?
2. Would you vote to make Tim a partner? Why or why not?
SESSION 11:
JULY 10, 2001
TEAMS IN ORGANIZATIONS
Readings:




Ancona et al. Module 6: Teams in Organizations (overview – pp. 1-3)
Ancona et al. Module 6: Outward Bound: Linking Teams to their Organization
(academic – pp. 6-9)
Ancona et al. Module 6: A Summary of “The Tyranny of a team Ideology” (press – 1012)
Ancona et al. Module 6: Case Study: Aston Blair, Inc. (case – pp. 13-23)
Assignments:
 Debate theme: “Internal team processes and boundary management both are influenced by
the context surrounding the team.”
 Debate teams to submit either detailed pros or cons depending on which side you represent
 Case Write-up (Non debate team members: pros and cons with suggestions)
Plenary Discussion:
1. What are the problems facing Bacon?
2. How do they evolve?
3. What actions would you take at the end of the case? Why?
SESSION 12:
JULY 12, 2001
MANAGING ORGANIZATIONAL CHANGE – BASIC MODELS
Readings:



Ancona et al. Module 8: Class Note: An Introduction to Models of Organizational
Change (academic – pp. 4-10)
Ancona et al. Module 8: The Challenges of Execution: Roles and Tasks in the Change
Process (academic – pp. 11-30)
Ancona et al. Module 8: Multiple Perspectives on Organizational Transformation: The
Case of Xerox Corporation (case – pp. 31-40)
Assignments:
Come to class prepared to discuss the following:
1. What are the strengths and weaknesses of alternative models of organizational change
and transformation? Specifically, what lessons can be learned from analyzing the topdown and bottom-up models of organizational change at the Xerox Corporation?
2. What model(s) of organizational change are best suited to meet the challenges facing
the organization of the future?
SESSION 13:
JULY 17, 2001
TEAM PRESENTATIONS
Assignmments:
 Presentation by three teams (20 minutes each)
SESSION 14:
JULY 19, 2001
TEAM PRESENTATIONS CONTINUED
Assignmments:
 Presentation by three teams (20 minutes each)
SESSION 15:
JULY 24, 2001
EVALUATIONS AND WRAP UP
Acitivity:
Reviewing Learning Objectives
IMPORTANT NOTE:
 ALL FINAL PAPERS DUE BY 5 PM, FRIDAY JULY 27, 2001