NATIONAL UNIVERSITY OF SINGAPORE
NUS Business School
Department of Management and Organization
BMA5004A Management & Organization (2 mc)
Semester 1, 2012/2013 P 1: August 15 – September 19, 2012
P 2: October 10 – November 14, 2012
Wednesdays, 6 - 9 pm
BIZ 1 #03-04
Dr. Daniel J. McAllister
BIZ 1 #08-58
+65 6516 1009
bizdjm@nus.edu.sg
Dr. Matthias Spitzmüller
BIZ 1 #08-46
+65 6516 7230
bizms@nus.edu.sg
ABOUT THE COURSE
Managers often indicate that they are surprised when they find that people are more difficult than
numbers to understand. Recruiters often indicate that they wish new managers possessed stronger
people skills. Alumni often indicate that they too wish they had stronger people skills. The aim of this
course is to provide you with some of these skills so that you can become a stronger manager and
more dynamic leader.
However, management is not a science. Nor is it a profession. It is an art – a craft that is developed
over a lifetime. This course is therefore not designed to offer you a magic formula for how to manage
an organization. It is designed to offer you some of the tools that you will need to better understand
why people in organizations do the things they do and how to influence these behaviors. We will use
theories of management, economics, sociology, psychology, and philosophy to help us discuss
individual-, team-, and organizational-level behaviors.
The format for this course will be highly interactive in order to provide a rich learning experience. We
will do this through the use of debates, role-playing, simulations, and case studies. Each of these
experiences will provide opportunities to reflect and analyze in order that we may walk away with
new ways of looking at the world around us. We will have few traditional lectures and those that we
do have will be short ones that serve to synthesize a class discussion or exercise. This means that the
majority of our class time will require the inputs of the entire class, so it is essential for all of us to be
well prepared for each class in order for any of us to take anything away from it.
COURSE TOPICS, MATERIALS AND ASSIGNMENTS
This course is condensed into a 7-week period, and I encourage you to begin working on course
readings and exercises even before the class begins. Detailed information on course topics, materials
and assignments are provided in the pages that follow. Course readings and assigned cases are
distributed in electronic format through IVLE. Note that you need to open the respective files first
before downloading them. There will be two groups taking the module in Semester 1 of AY
2012/2013, the first group (P1) will commence with classes on August 15, the second group (P2) on
October 10. The following outline of the class sessions lists the lecture times and assignment due
dates for both groups.
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Session 1: Organizations as Structures – August 15 (P 1) and October 10 (P 2)
This first session will serve as an introduction to the course. A framework for thinking about the
question “what is an organization?” will be discussed and then we will focus on the first part of that
framework: organizational structure. Organizations are complex systems in which multiple pieces
have to work together. We will think about how organizations can divide tasks and coordinate people
to achieve a common goal. (Note that there is no case study assigned for this first session.)
Supplementary Readings
 “The Five Messages Leaders Must Manage” by Hamm in HBR (May 2006)
 “Evidence-Based Management” by Pfeffer & Sutton in HBR (Jan 2006)
 “Do You Have a Well-Designed Organization?” by Goold & Campbell in HBR (Mar 2002)
 “Wrong People” by Mintzberg in Managers Not MBAs (2005)
Session 2: Organizations as Cultures – August 22 (P 1) and October 17 (P 2)
In this second session, we will focus on the second part of our framework: organizational culture.
Every organization has its own unique set of unspoken norms and routines, and these work together
to tell a story about what the organization is all about. We will think about how to make sense of the
objects, behaviors, and practices of organizational life and the underlying values they represent.
Case Assignment Questions: Keeping Google “Googley”
 What are the key factors behind Google’s early success?
 What are five words that you think would each describe Google’s culture?
 What “artifacts” or evidence points you to these conclusions? Be specific.
 How can the “Googley” culture be retained despite growth? And, geographic expansion?
Supplementary Readings:
 “Leading by Leveraging Culture” by Chatman & Cha in CMR (Sum 2003)
 “Cultural Intelligence” by Earley & Mosakowski in HBR (Oct 2004)
 “Welcome to the New Company Town” by Useem in Fortune (10 Jan 2000)
Assignment Due: Personal Case Study
 See pages 5 and 7 for detailed information
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Session 3: Organizations as People – August 29 (P 1) and October 24 (P 2)
In this third session, we will focus on the third part of our framework: people. Organizations are
made up of people who all share a common identity in the organization but who also have their own
unique self-identities. We will think about what motivates different people to think and act in the
ways that they do as well as the role that organization-based identities and self-identities play in such
attitudes and behaviors.
Case Assignment Questions: Managing Creativity at Shanghai Tang
 What is Raphael le Masne’s vision for Shanghai Tang when he joins the firm?
 If there was going to be a newspaper article written five years after his joining, what would he want
the headline to be?
 What (de)motivates designers?
 What (de)motivates managers (i.e., the buyers and salespeople)?
Note that there are six Shanghai Tang stores in Singapore. Do visit one of them if you have time.
Supplementary Readings
 “How to Play to Your Strengths” by Roberts et al. in HBR (Jan 2005)
 “Employee Motivation: A Powerful New Model” by Nohria et al. in HBR (Jul-Aug 2008)
 “What the Nonprofits are Teaching Business” by Drucker in The Essential Drucker (2001)
Advance Work Required: Reflected Best Self Preparation
 See pages 5 and 6 for detailed information
Session 4: Organizations as Political Systems – September 5 (P 1) and October 31 (P 2)
In this fourth session, we will focus on the final part of our framework: power. People are quick to the
dynamics of power in organizations, but in most cases, the effects of power and politics identified are
almost exclusively negative. We will think about what it means to have power as well as how to use
it, abuse it, and respond to it.
Case Assignment Questions: The Roller Coaster Ride: The Resignation of a Star
 Who has the “upper hand” between Stephen and Peter at the start of the day?
 Who played the situation better?
 What should each of them have done differently to have better played the situation? Be specific.
 How well did Rina play her situation?
Supplementary Readings
 “Power Play” by Pfeffer in HBR (Jul-Aug 2010)
 “Informal Networks: The Company Behind the Chart” by Krackhardt & Hanson (Jul-Aug 1993)
 “An Exhortation To Liberate Italy from the Barbarians” by Machiavelli (1513)
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Session 5: The Adaptive Organization – September 12 (P 1) and November 7 (P 2)
In this fifth session, we will focus on what it means for an organization to be adaptive. Organizations
operate in an ever-changing environment and this forces them to also change. We will think about
what it means to change an organization in light of our organizational framework; we will also discuss
those factors that encourage people to want to change as well as those factors that create resistance
to change.
Case Assignment Questions: The National Geographic Society
 What triggered the new mission statement and the subsequent changes at National Geographic?
 What do you think Fahey did especially well during the change process?
 What could he have done better?
 Where should the new Senior VP of E-Commerce be “placed” in the hierarchical structure?
 Why is this decision so important?
Note that National Geographic has a store in Vivo City. Do visit if you have time.
Supplementary Readings
 “Leading Change: Why Transformation Efforts Fail” by Kotter in HBR (Jan 2007)
 “The Rhythm of Change” by Huy & Mintzberg in MIT Sloan (July 2003)
 “The Three Rules of Epidemics” in The Tipping Point by Gladwell (2002)
Assignment Due: Final Report of ‘Reflected Best Self’ Project
 Guidelines for report preparation distributed in class, October 17 (session 3).
Session 6: The Learning Organization – September 19 (P 1) and November 14 (P 2)
In this sixth and final session, we will focus on what it means for an organization to learn. As
organizations engage in the world, its members must make sense of these experiences and modify
actions in pursuit of ongoing improvement. We will think about how organizations can learn from
experience as well as what should be learned.
Case Assignment Questions: Phase Zero: Introducing New Services at IDEO (A)
 How successful was the Simmons project (on a scale of 1 to 10)? Why?
 What is the company’s “traditional” value proposition?
 How did the company design itself to be geared to creativity? (Think of the congruence model.)
 What should IDEO learn from the Simmons project?
 How can IDEO learn to be effective in future Phase Zero projects?
Note that IDEO designed Singapore’s MOM Work Pass Division process. Do visit if you have time.
Supplementary Readings
 “The Ambidextrous Organization” by O’Reilly & Tushman in HBR (Apr 2004)
 “The Competitive Imperative of Learning” by Edmondson in HBR (Jul-Aug 2008)
 “The Damage Done: Why Every Workplace Needs the Rule” in The No Asshole Rule by Sutton (2007)
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ASSESSMENT
In-Class Participation (30%)
Given the interactive nature of the class, a high level of input from each person is necessary and
expected. Even though a certain amount of input is obviously needed for any class discussion, please
recognize that quality, not quantity, is the key. You are encouraged to look for ways to stay on track
with the existing discussion by offering insightful responses to questions and building on other
comments. Try to avoid repeating other people’s comments or derailing discussions. This requires all
of us to be actively involved in the discussion even when someone else is talking. To help us all focus
on the classroom dialogue, please refrain from using your phones or computers in class. Finally,
please let me know beforehand if you will be absent.
Case Write-Up Assignments (10%)
A few questions are provided for each case that we discuss in class. These questions trigger thinking
about the case, and they ensure lively discussion. There are no “right or wrong” answers to these
questions; we appreciate creative and insightful responses. For case write-ups, quality rather than
quantity is the key. Keep them short (i.e., no more than 1-page), submit them through the IVLE workbin before each class session, and bring a copy for yourself to class.
Personal Case Study (10%) (IMMEDIATE ACTION or PRE-MODULE WORK)
Personal case studies describe real-world organizational/managerial problems that are significant and
challenging in some way. They may be grounded in your work experience, a situation within an
organization you know, or a situation currently receiving media attention. Personal case studies
provide you with an opportunity to connect concepts being studied to organizational problems that
have personal relevance. Guidelines for personal case study preparation are included in Appendix II.
“Reflected Best Self” Assignment (20%) (IMMEDIATE ACTION or PRE-MODULE WORK)
This assignment is focused on developing a broad-based understanding of yourself—your strengths,
the settings where those strengths are working for you, the ways in which you have impact, and
mechanisms by which you might better draw upon those strengths in the future. You will need to do
preparatory work for this assignment in advance of our intensive module, collecting ‘data’ and
conducting preliminary analyses (See Appendix I of this Course Outline). Class time in Session 3 will
be set aside for deeper analysis of your data and developing an action plan that can fully leverage
your strengths. Guidelines for preparing and submitting your final report—no more than five (5)
double-spaced A4 pages—will be provided at the end of that session. The final report will be
submitted on or before session 5 on September 12 (P 1) and November 7 (P 2).
Team Case Analysis Report (30%) (POST-MODULE ASSIGNMENT)
Working in teams (4 people), you will be utilizing concepts from the course in an integrative analysis
of one of the personal case studies prepared by the members of your team. Team case analysis
reports will include a succinct problem statement, systematic analysis of the situation, specific
recommendation, and implementation plan. Each team will have 20 minutes of class time to
summarize their case studies for the class and solicit advice on how best to proceed with the case.
The text of the team’s report should be no longer than five (5) double-spaced A4 pages. The due date
for this report, to be confirmed in class, will be two weeks after completion of the module.
FINAL NOTES
We are looking forward to seeing you in class. Please do not hesitate to contact us at any time if you
have any questions, comments, or concerns.
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APPENDIX I
REFLECTED BEST SELF EXERCISE (A): PREPARATION
This assignment is focused on developing a broad-based understanding of yourself—your strengths,
the settings where those strengths are working for you, the ways in which you have impact, and the
mechanisms by which you might better draw upon those strengths in the future. The preparatory
work for this assignment is to be completed before session 3, which is August 29 for P 1 and October
24 for P 2. This exercise will take some time to complete, so schedule the work accordingly.
Complete this preparatory work, and bring it with you to class.
1. Read. Please read the article by Roberts and colleagues entitled “How to Play to Your Strengths”
(IVLE). The article provides a useful overview of this assignment. We are adapting the exercise
for use within the Singapore/Asian context.
2. Identify feedback sources and contact information. Identify at least twenty (20) people who
know you well—people who have been around you for some time and can tell stories about
things you have done. These people can be colleagues, friends, family members, customers,
former teachers, and such. Consider people who have known you at different stages of your life,
and in different domains—your innate strengths and tendencies have an enduring quality.
Incorporate a good mix of people, ensuring representativeness of feedback. Your goal is to
receive responses from at least ten (10) different people and at least twenty (20) stories.
3. Request feedback. Your task is to get people talking, telling stories in which you play a prominent
role. More specifically, you are to ask each person to describe two or three incidents, events or
situations in which he or she remembers you making a meaningful contribution, adding value, or
in some way making a positive difference.

Important: Emphasize storytelling and description—what was going on, the people involved,
what you did, what stood out as important to the observer—rather than simply saying nice
things about you. Also, direct feedback sources to focus on description rather than
interpretation. Let them know that your assignment will involve analysis of recounted
incidents and events from various sources that span different domains of your life, and it will
be your job to do the interpretation and sense-making. Importantly, the themes that might
emerge from your analysis may be very different from the conclusions that sources draw
from select events they recount.
Sample email:
As an assignment for one of my MBA classes I have been asked to get feedback from people who
know me well. I would like to invite you to help me with this process. If you can participate, I would
like you to describe two or three situations, events, or incidents in which you saw me making a
meaningful contribution, adding value, or in some way making a positive difference. The emphasis
here is on telling stories and describing the things that stand out in memory, like what was going
on, the people involved, and what things I did in that situation.
My assignment, after I have collected this feedback that comes from different sources and
reflecting events in different domains of my life, will be focused on analysis and integration of
themes. At this point that is as much as I know.
Thanks, in advance, for your help with this.
4. Analyze your feedback. Following the approach outlined in the assigned background reading
(steps 2 and 3). This will require that you create a matrix in which you group feedback into
common themes, providing examples (use the text from feedback sources rather than your own
words), and possible interpretations. Also, compose an initial 100-200 word portrait of yourself,
beginning with the phrase “When I am at my best, I…”
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APPENDIX II
PERSONAL CASE STUDY PREPARATION
Your personal case study will describe a real-world organizational/managerial problem that is in
some way significant and challenging to you. It could be something that has already happened, that
is ongoing, or that will need to be addressed in the near future. A case that contains questions,
puzzles, or challenges provides a richer vehicle for analysis and learning. Just make sure that the case
is focused on issues of relevance to the course, which is centered on social dynamics of people in
organizations. Please feel free to disguise the case as you wish so that you can share your personal
case with your colleagues in the course.
Sources for personal case studies include 1) the organization where you work (for part-time
students), 2) an organization that you know is open to your completing a consulting project, or 3)
information from published sources that can be integrated to provide perspective on a specific
organization issue. Published sources can include, but are not limited to news sources (e.g., print,
online and video), corporate newsletters, annual reports, financial statements, branding and
advertisement approaches, etc.
Make sure that the experience is bounded and manageable so that it can be described succinctly in
2-4 pages. Your description need not be elaborate—simply provide enough information to enable
someone unfamiliar with the case to understand the essentials of the story.
Some suggestions for preparing your case:
o
Tell a good story. When writing about a case in which you are involved, it usually works best to
write in the first person. Describe what happened as you saw it, including your own thoughts and
feelings (but make sure your thoughts and feelings are labeled as such). If you are not a key
player in the case, adopt the perspective of the decision maker in the case, and describe
situations and events as they pertain to him/her.
o
Set the stage. Provide a relatively brief description of the organizational setting and your role in
it. Provide information to help readers understand the most important elements in the situation.
o
Focus on direct description. The purpose of the case is to describe what happened, not to
analyze, evaluate, or editorialize. If, for example, there was a significant meeting, provide a
description of what people actually said and did in it.
o
Consider different sides of issues: Enrich your case description by incorporating (a) structural
issues (e.g., how things are organized, coordinated); (b) "people" issues (e.g., issues of
management style, group process, interpersonal relations); (c) politics (was there conflict? about
what? between whom? etc.); (d) symbols (think about organizational culture, symbols, myths,
and rituals; were there questions about what really happened, or about what it really meant?).
o
A good case usually ends with a question, a choice point, or an unsolved problem. (E.g., what
should I do now? how could I solve this problem?) The focal question or problem should be
yours, not someone else’s. In other words, your question should be about what you can or
should do, rather than about what someone else should do. No doubt other people are involved,
but if you think they should think or act differently, focus on how you might get that to happen.
Submission Guidelines: Personal case studies are to be submitted online (IVLE) on or before session
2, which is August 22 for P 1 and October 17 for P 2. The text of your case should be no longer than
four (4) double-spaced A4 pages in length. Feel free to include additional figures and appendices as
necessary. If you are compiling your case from published sources, be sure to include relevant
bibliographic/source information.
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