University of Southern California
Marshall School of Business
Managerial Perspectives
GBSA 522a and 522b
Winter 2013 - 2014
Professor Dr. Trudi C. Ferguson
Office: Bridge Hall
Marshall Business School
University of Southern California
Los Angeles, CA 90080
Telephone: 818 653-4407
E-mail: tferguso@marshall.usc.edu
Office hours: Saturday 8 to 9 a.m.
Contact me for additional times
This course is designed to explore contemporary managerial perspectives leading to
optimizing organization design. Students will be exposed to an overview of theories and
practical applications directed at organizational effectiveness. How can you create,
foster, and mange organizations in which people thrive and perform at their best? It
assumes that thriving employees and groups are the key to organizational excellence.
This is a fast paced course providing a good fundamental overview of each topic.
The course also will provide opportunity for students to explore their own personal
perspectives and competencies. Students will practice skill development in an effort
toward increasing professional competency and comfort. How can you find and/or create
a context in which you operate at your best? There will be ample opportunity to apply
organizational behavior theories in class exercises.
This course is based on the assumptions that managerial excellence (and personal
flourishing) is fundamentally tied to creating and enabling organizational contexts that
build human strengths and unlock the positive and generative dynamics of vibrant human
communities.
Course Objectives
1) Develop an understanding of current theory and practice regarding
organizational effectiveness through an integration of exercises, case analyses,
applied readings, videos, discussion and feedback, guest lectures, and personal
and group experiences and reflection.
2) Develop an understanding of the nature of managerial roles and how to lead,
direct, and improve organizational, group, and individual performance.
3) Learn about the nature of organizations as systems, and needs for change and
alignment within their particular contexts.
4) Learn about the need for collaborative behavior and how to design and develop
effective teams and develop interpersonal competence.
5) Learn to understand cultural and value differences, and to learn how and when
to create opportunities for organizational and personal growth.
6) Become more aware of your own managerial style, motives, skills, strengths,
and weaknesses.
7) Increase awareness of yourself and others in groups; to see how personal
characteristics affect group behavior; and to understand better how to manage
groups.
8) Become more aware of, and knowledgeable about, why people behave as they
do in organizations, and to improve your diagnostic ability in applying your
knowledge to human problems in organizations.
9) Enrich your portfolio of practical tools and ideas for putting your theory of
practice into use.
Required Reading:
Case Reader: cases and additional reading.
Extra reading are suggested in syllabus but not required.
If you would like to refer to a textbook for general overview I recommend:
Robbins, Stephen P. & Judge, Timothy A, Organizational Behavior, 15th ed., Prentice
Hall, 2012.
Evaluations:
Final grades will be determined by the following components and weighting:
522ab Course
Class Participation
Weight
10%
Faculty Focus Paper
10.%
Group Organizational
20%
Analysis
Paper/Presentation
Midterm
25%
Final
35%
NOTE: Each member of your team/group doing the organizational analysis project, will
receive the same grade.
Grading: Grades will be based on your thoughtful class participation and an assessment
of your absorption of the material.
Participation and attendance:
The nature of this class is highly interactive. Your grade for participation will be based
on your attendance, preparation, thoughtful and active involvement and contribution.
High participation grades will not necessarily be those who speak most during class.
Rather, they will be students who make the most meaningful contributions to discussion.
Missed class session will hinder your performance. Please advise me of any attendance
issues. Consulting classmates for relevant learning from the missed class should follow
missed session. The expectation is that students will be in class and have reading and
assignments prepared and on time. You are expected to attend every class on time and to
stay for the entire class session. I have a sign in sheet for each class. Plan ahead and take
care of your physical needs so that you can stay throughout—it’s not OK to simply walk
in and out of the classroom during class time. If you have an unavoidable conflict, please
do not disturb your classmates by arriving late, leaving early, or asking to have
information you missed repeated during the class Learning will come from your own
high involvement. I encourage you to take the wonderful class opportunity to process the
material by thoughtful testing of ideas, doubts, personal experiences, questions, testing
new behaviors, and alternative perspectives. It will be important to our class learning that
you share your own reactions and provide your observations to fellow classmates. Much
of the richness of learning will be from sharing experiences with classmates.
Please be sure to have your name cards at your desk for all classes.
No gadgets: Please turn off all cell phones and computers. I have a “no gadgets” (laptops,
cell phones, pdas, etc.) policy in class! Notes will be posted on blackboard.
Faculty Focus Paper and Report (10%)
Each member of your team will individually pick one different faculty from the faculty
video lecturettes to investigate further and write a two-page summary of that faculty’s
significant ideas. You can consider faculty research, papers, other video/web postings,
books, articles, etc. Tie their ideas to real life organizational situations and organizational
theories we are exploring in class. Your paper should be a short summary or their main
ideas, supplemented with your additional research on that faculty’s work applied to
organizational settings and theories. To be posted in blackboard discussion group by
1/11. After that date you should read all your team/group mates papers and make two
comments on EACH of their papers by 1/18.
Group Organization Analysis Paper/Presentation (20%)
This assignment will result in a 7 -10-page paper (double spaced) and a five-minute class
presentation both based on the findings of your personal investigation into an
organization (in which you do not currently work) but in a field that interests you. Aim
high and try to find a compelling organization. You will do data gathering on this
organization including several in person interviews and other approaches you determine
such as research, survey, focus groups, or observation. You will focus on two of the
organizations most salient issues: one a sustaining strength and the second an important
current concern. This action research will give you a picture of organizational issues
matching topics covered in class such as data analysis, leadership, motivation, teamwork,
change, culture, leadership, etc. Pick the organization’s most relevant competency and
concern for your analysis and report. Based on your organizational assessment, in
reference to our materials in class, you will make recommendations to this organization
to maximize effective functioning.
Grades will be based on quality and depth of data gathering techniques, inclusion of a
variety of perspectives, the comprehensive analysis of your chosen issues in that
organizational context, your links to class theories covered, your discussion and
intelligent creative recommendations. The five-minute class presentation of your findings
might use a short power point, skit, or any other creative conceit. Your group may choose
the most effective way to communicate to class using one to all of your group members.
We hope to have participation of the Communication Professors to help evaluate your
live presentation and support your learning from the Fall core. All papers and
presentations will be 2/1/2014
Midterm (25%) and Final (35%)
The mid term (12/14) will be true –false, multiple choice. The final (2/8) will be true –
false, multiple choice, short answers, and case analysis asking for applications of theories
learned to situational problem. The questions will cover class readings, class discussions,
and your own reflections. The mid term will cover material from the beginning of the
term to the mid term. The final will NOT be cumulative but cover only material after the
mid term until the end of the term. The purposes of the exams are to access your basic
understanding of the concepts and your ability to apply ideas to situational organization
issues.
The average grade for the course is targeted to be no higher than a ‘B+’ (3.3). 3.3 is the
norm Your grade will be based on your own performance in comparison with the
performance of your peers. Grades will be posted in blackboard as completed. Please
feel free to consult with me regarding any grading concerns. . If you need a letter with
your grade at the mid term, please ask both Jeanette Christensen and me BEFORE the
mid term, otherwise it cannot be provided in a timely manner.
Other Important Information
Academic Integrity
The use of unauthorized material, communication with fellow students during an
examination, attempting to benefit from the work of another student, and similar behavior
that defeats the intent of an examination or other class work is unacceptable to the
University. It is often difficult to distinguish between a culpable act and inadvertent
behavior resulting from the nervous tension accompanying examinations. Where a clear
violation has occurred, however, the student’s work may be disqualified as unacceptable
and assigned a failing mark.
Students with Disabilities
Any student requesting academic accommodations based on a disability is required to
register with Disability Services and Programs (DSP) each semester. A letter of
verification for approved accommodations can be obtained from DSP. Please be sure the
letter is delivered to me (or to your TA) as early in the semester as possible. DSP is
located in STU 301 and is open 8:30 a.m. – 5:00 p.m., Monday through Friday. The
phone number for DSP is (213) 740-0776.
Policy Regarding Return of Graded Work
The Marshall School of Business policy for returning papers is as follows: “Returned
paperwork, unclaimed by a student, will be discarded after 4 weeks and hence, will not be
available should a grade appeal be pursued by a student following receipt of his/her
course grade.” Any grading issues should be raised within a week of returned
assignments.
11/16
9:00 a.m. to
12:40 p.m.
What is Organizational Excellence? How do you know when you see
it?
Required: Must read before the first class!
Case: Southwest Airlines
Preparation Questions:
To be consider and thought through before class but nothing written
is required.
1. What does excellence look like in organizations and in individuals?
2. What does excellence look like in Southwest Airlines?
3. If you were trying to assess excellence where you work, what would
you use as indicators?
Building the Business Case for Managing People Right
Data Gathering
Prepare: Taking Charge In Los Angeles: Bill Bratton and LAPD
BEFORE reading Tipping Point, think about how would you “Take
Charge” coming into LAPD? ? Make a few notes of your proposed
approach Then read case below
Case: Tipping Point Leadership. 2003.
Preparation Questions:
1. How did Bratton “manage” his employees? How did he ensure
performance?
2. How did Bratton align employees with larger organizational goals and
mission?
11/17
Lecturette
Fostering Excellence through Performance Management, Motivation
and Rewards.
Readings:
Behavior Is a Function of Its Consequences. From Astonishing Power of
Positive Reinforcement. Daniels (p.25-69)
The Talent Myth. Malcolm Gladwell.
On the Folly of Rewarding A while Hoping for B. Kerr
Money and Happiness: Here’s Why You Won’t Laugh All the Way to the
Bank 2006 WSJ August 16, 2006
Consulting Groups: Each team will consult with another team to explore
a real organizational problem of motivation and develop recommendations
based on good judgment, professional experience, and reference to
readings.
Readings :
To be completed by 11/23. Pace yourself.
Do Financial Incentives Drive Company Performance? An EvidenceBased Approach to Motivation and Rewards. Jeffrey Pfeffer, Robert
Sutton. HBSP. 2006.
Pygmalion in Management Livingston HBR .2002.
Power is the Great Motivator. McClelland and David Burnham. HBR
1994.
ELC SubArtic Survival 11-12:40
11/23
9- 12:40
Lecturette on Group Behavior
Fostering Excellence through the Design of High Performance Teams
Team Feedback Session Using Theory Feedback.
Readings:
Managing your team (HBS note 494-081)
Blink: The Power of Thinking Without Thinking. Malcolm Gladwell.
2005.
Aiming for an Evolutionary Advantage: Google: Management Innovation
in Action. Gary Hamel, Bill Breen. HBSP. 2007.
Case: Taran Swan at Nickelodean Latin America ((A) 9-400-036)
Preparation Questions:
1. Evaluate Swan as a team leader. What are her strengths and
weaknesses?
2. How effective is the team? Justify your assessment.
3. Should she appoint an interim director?
ELC Leadout
11/24
No class
11/30
Holiday
12/7
9-12:40
Managing your way toward Excellence: Change, Culture.
Lecturette Change
Reading:
Leading Change: Why Transformational Efforts Fail. HBR. 1995. Kotter
The Third Stone: Inspiring Initiation and Innovation. Chapter 9 of
Confidence. Rosabeth Kanter
Leveraging Culture for Innovation and Competitive Advantage. Michael
Tushman, Charles O’Reilly
Case: Zappos.com 2009: Clothing, Customer Service and Company
Culture Jan 2010 610015 PDF ENG
Preparation Questions:
1. How does Zappos manage its company culture? What are its active
and passive strategies?
2. Does Zappos’ culture come from the top, or does it grow bottom-up?
3. Could Zappos’culture survivie if Tony Hsieh left? If Zappos were
sold to a new, hands-on owner? (Acquired now by Amazon)
4. How viable is Zappos’emphasis on culture and customer service?
Preparation Questions:
Spend some time considering your organization’s culture. If a cultural
anthropologist were to enter your organization today, what would he or
she see/hear/sense—and what values would these artifacts reflect?
12/8
No class
12/14
MidTerm
Break
December 16 –January 10
1/11
Video Class
DO NOT COME TO CLASS
But you are responsible for watching the faculty videos to be explained in
class. Each member of your group will prepare a TWO-page paper on
additional writings and videos of a different selected faculty presenter
(selected from the faculty presenting online) and post online in bb
discussion. You are also responsible for posting two additional comments
on your teammates postings by 1/18.
1/12
No class
1/18
Fostering Excellence through Leadership
9:30 a.m.
Lecturette on Leadership
to 1:40 p.m. Reading:
Morgan McCall: Developing the Expert Leader
Primal Leadership: The Hidden Driver of Great Performance. Goleman,
Daniel, Richard Boyatzis and Annie McKee. HBR. 2001.
Dubinsky case
Donna Dubinsky. Leadership
Case: Donna Dubinsky and Apple Computer, Inc. (A) (9-486-083)
Preparation Questions:
1. What might Donna have done to better manage her career at Apple?
ELC Omega
1/25
9:30 a.m.
to 1:40 p.m
Conflict/Values/Diversity
Guest Speaker: John Bertrand
Fill out and scores and bring to class you Thomas Kilman Conflict
Instrument
1/26
No class
2/1
9:30 a.m.
to 1:40 p.m
Organizational Analysis Presentations
All papers are due on this date.
*FINAL is 2/8 morning
Extra Readings: (NONE OF THE EXTRA READINGS ARE
REQUIRED READING—THEY ARE LISTED TO PROVIDE
ADDITIONAL RESOURCES IF YOU ARE INTERESTED IN THE
TOPIC OF THE CLASS):
11/16 Extra Readings
The Southwest Airlines Way (New York; McGraw-Hill, 2003). It is a
comparative account of why and how Southwest maintains excellence.
Another book for those interested in this topic is Good to Great (2001) by
Jim Collins.
11/17 Extra Reading:
Dishonesty in the Name of Equity. Francesca Gino and Lamar Pierce
Psychological Science. 2009.
Born to Be Good. The Science of a Meaningful Life. Dacher Keltner.
W.W. Norton & Co. 2009.
Stumbling on Happiness. Daniel Gilbert. Vintage. 2007.
Outliers: Malcolm Gladwell. Little Brown. 2008.
Jody Hoffer Gittell, Chapter 11: Avoid Finger PointingMeasure
Performance Broadly. In The Southwest Airlines Way: Using the Power
of Relationships to Achieve High Performance, New York: McGraw–Hill,
2003, pages 139-154.
11/23 Extra Reading:
Rethinking Political Correctness. Ely, Robin, Debra Meyerson, and Martin
Davidson. HBR. 2006.
Millineum Makeover Winograd, M. A., Hais, M. (2008). Millennial
Makeover: MySpace, YouTube and the Future of American Politics.
Rutgers University Press.
12/7 Extra Readings:
Built to Change: How to Achieve Sustained Organizational Effectiveness.
Foreword, Preface, Developing the Right Information, Measurement, and
Decision-Making Processes. Ed Lawler, Christopher Worley. 2006.
Quinn, R.E. 2004. Building the Bridge as You Walk On It. John Wiley.
Corporations, Culture, and Commitment: Motivation and Social Control in
Organizations. Charles O’Reilly California Management Review. 1989.
Shaping Organizational Culture. Michael Tushman, Charles O’Reilly.
HBSP
Kelley, T. 2001. The Art of Innovation: Lessons in Creativity from IDEO,
America’s Leading Design Firm.
1/18 Extra Reading:
Ken Auletta: Googled: The End of the World As We Know It. Penguin
Press. 2009.
Warren Bennis, On Becoming a Leader, New York: Basic Books, 2003.
Morgan McCall, High Flyers: Developing the Next Generation of Leaders,
Boston: Harvard Business School Press, 1998.
Goleman, D. 2005. (2nd edition). Emotional Intelligence: Why it can
matter more than IQ. New York: Bantam Books.
Goleman, D. 2006. Social Intelligence: The New Science of Human
Relationships. New York: Bantam Books.
Facebook. Stanford. Harkey/Barnett. 2006.
1/25 Career Management and Development
Principles of Personal Management (Covey, p.146-182)
R. Kelly, How to be a Star at Work: 9 Breakthrough Strategies you need to
Succeed, Crown Publishing Group, 1999.
J. Loehr, & T. Shwartz, The Power of Full Engagement: Managing
energy, not time, is the key to high performance and personal renewal,
New York: Simon & Schuster, 2003.
Pearson, C.M. & Porath, C.L. 2005 On the Nature, Consequences and
Remedies of Incivility: No Time for “Nice”? Think Again. Academy of
Management Executive.
Behavioral Anchor Rating Scale
Classroom Participation
Outstanding Performance
 initiates information relative to topics discussed

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





accurately exhibits knowledge of assignment content
demonstrates excellent listening by remaining on ‘same page’ as rest of class,
as evidenced by follow-up comments/questions
brings up questions that need to be further explored
clarifies points that others may not understand
draws upon personal experience or personal opinion
offers relevant, succinct input to class
demonstrates ability to apply, analyze and synthesize course material
demonstrates willingness to take risk in attempting to answer unpopular
questions
Very Good Performance
 regularly participates in class discussions
 shares relevant feedback
 gives feedback to classroom group discussions
 consistently demonstrates knowledge of reading assignments
 demonstrates ability to analyze/apply course material
 demonstrates willingness to attempt to answer questions
Good/Average Performance
 participates in group discussion when solicited
 offers clear, concise, ‘good’ information relative to class assignments
 offers input in class or group, but tends to reiterate the intuitive
 attends class regularly
Low Performance
 occasional input, often irrelevant, unrelated to topic
 reluctant to share information
 not following flow of ideas
 drains energy from class goals
Unacceptable Performance
 fails to participate, even when solicited (in small or large groups)
 gives no input in any format
 shows up to class; does nothing
 group/ classroom distraction