2015 Spring MBAD 504 Syllabus

Transcription

1 2015 Spring MD 504 Syllabus College of Charleston School of usiness Masters in usiness dministration Program MD 504: Managing & Leading in Organizations Class Time: Monday & Wednesday: 10:50 12:05 Instructor: Carrie lair Messal, PhD Office Hours: Tuesday, 10M-3PM or by appointment Office: 5 Liberty Street (eatty uilding), Room 312 Phone: (office phone is not the best way to reach me; instead) messalc@cofc.edu Textbook & Reading Requirements: 1. Hughes, R.L., Ginnett, R.C., & Curphy, G.J. (2015). Leadership: Enhancing the Lessons of Experience (8 th Edition). McGraw Hill. *** You DO need the Learnsmart/Connect Module that accompanies this text*** 2. Three required case analyses and one required simulation exercise (February 2) available via Harvard usiness School Press There are readings throughout the course. These are also available via Harvard usiness School Press with an educator discount. Course Description: This is an experiential course. Students will learn from discussions, readings, presentations, cases, and applications and will be expected to apply their learnings to events they experience outside of class. The course focuses on managing self, others, goals, and processes. Students will develop leadership and management capabilities that are ethically sound, globally aware, and environmentally sustainable. Learning Goals: 1. To develop an enhanced understanding of the existence of multiple paradigms invoked to analyze organizations. Students will develop an appreciation for the multiple perspectives of organizations and management, including structural, human resource, political, and symbolic. Students will develop an enhanced appreciation for the multiple perspectives of organizational effectiveness (beyond maximizing shareholder returns). 2. To develop an enhanced understanding of the ongoing transformation from traditional command-and-control organizations to high-performing organizations and to develop the capacity to lead and manage in these new world organizations. 3. To develop an enhanced appreciation for management as a social activity, rather than a mechanical one. Students will be able to understand management and managing is more than just managing people and includes managing oneself, managing teams, managing goals, and managing processes. 4. To develop an enhanced understanding of the organization as embedded in an environment that includes factors that are historical, political, social, geographic, and economic conditions. To develop the responsibility of the manager in making ethical and socially responsible decisions as a member of the organization. Particular issues of focus include globalization, sustainability, ethics and social responsibility, and public policy.

2 5. To make cognitive linkages between their theoretical knowledge and practical business applications through a class project and case writing assignments in which students confront the complexity and uncertainty of global managerial decision making and problem solving. 6. To develop specific managing skills such as managing teams and projects, presentation and communication skills, planning and organizing skills, giving and receiving performance feedback, and more. Several S Learning Goals are addressed in this course. GLOL ND CIVIC RESPONSIILITY: Students will be able to identify and define social, ethical, environmental and economic challenges at local, national and international levels. Students will also be able to integrate knowledge and skills in addressing these issues. Via readings and case analysis, students will be expected to see how issues that exist within organizations are influenced by other factors occurring at a local, national, and international level. INTELLECTUL INNOVTION ND CRETIVITY: Students will be able to demonstrate their resourcefulness and originality in addressing extemporaneous problems. Students will be faced with problems to solve throughout the semester, specifically in the form of case analysis and integration of ideas across readings. SYNTHESIS: Students will demonstrate the ability to integrate knowledge from multiple disciplines incorporating learning from both classroom and non-classroom settings in the completion of complex and comprehensive tasks. Students will be expected to integrate ideas from multiple sources in order to solve problems, explain positions, etc. COMMUNICTION SKILLS: Students will demonstrate the ability, via both written and spoken word, to effectively present, critique, and defend ideas in a cogent, persuasive manner. The majority of the assessment in this course will be in the form of written and verbal analysis. Exams will be essay based, and several written assignments are due. s part of their grade, students are expected to engage in oral discussion of a case analysis, submitting a written analysis of the case. Center for Student Learning: I encourage you to utilize the Center for Student Learning s (CSL) academic support services for assistance in study strategies and course content. They offer tutoring, Supplemental Instruction, study skills appointments, and workshops. Students of all abilities have become more successful using these programs throughout their academic career and they are available to you at no additional cost. For more information regarding these services please visit the CSL website at or call (843) College of Charleston Honor Code and cademic Integrity Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each incident will be examined to determine the degree of deception involved. Incidents where the instructor determines the student s actions are related more to a misunderstanding will handled by the instructor. written intervention designed to help prevent the student from repeating the error

3 will be given to the student. The intervention, submitted by form and signed both by the instructor and the student, will be forwarded to the Dean of Students and placed in the student s file. Cases of suspected academic dishonesty will be reported directly by the instructor and/or others having knowledge of the incident to the Dean of Students. student found responsible by the Honor oard for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor oard. Students should be aware that unauthorized collaboration--working together without permission-- is a form of cheating. Unless the instructor specifies that students can work together on an assignment, quiz and/or test, no collaboration during the completion of the assignment is permitted. Other forms of cheating include possessing or using an unauthorized study aid (which could include accessing information via a cell phone or computer), copying from others exams, fabricating data, and giving unauthorized assistance. Research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the instructor. Students can find the complete Honor Code and all related processes in the Student Handbook at Disability ccommodation The College will make reasonable accommodations for persons with documented disabilities. Students should apply at the Center for Disability Services / SNP, located on the first floor of the Lightsey Center, Suite 104. Students approved for accommodations are responsibility for notifying me as soon as possible and for contacting me one week before accommodation is needed.

4 ssessment: 16 McGraw Hill Connect Learn Smart. efore the class meeting when each chapter is covered, you are expected to complete the McGraw Hill Connect on-line quiz associated with that chapter. The quiz is set to close at 10:40M, thus you must be finished before the class begins in order to get credit for completing the quiz. 4 Exams. The exams are essay-based, and are on-line, open-note, and open-book but are NOT collaborative. For each exam, you will be given 4 essay questions and expected to answer 3 of the 4 essay questions. Please note that it is necessary to include references and citations in your answers, even to the material that we cover in class. It is also expected that you use accurate grammar and spelling, and that you write with clarity. Points will be deducted for failure in these areas. The exams will be administered in McGraw Hill Connect. You may take the exam from any location, but I am only responsible for systematic campus-wide internet failures. The exams will open at 10:40 am, and the software is scheduled to lock-out users at 12:30 pm. This gives students 25 minutes to contend with submission and technical issues. Students are expected to call or the professor as soon as the problem occurs. 3 Case analyses. Instructions for the case analysis assignments are provided at the end of the syllabus. Class preparation, participation, and presentation. Readings are assigned nearly every class. For each reading, 1 to 3 individuals will be chosen (mostly) at random to stand in the front and present the article to the class. Throughout the discussion, individuals will be called upon to answer questions and discuss the article. This, too, will count as participation and presentation credit. bsence from class counts as a negative towards your grade in this dimension. To prepare in case you are called upon to present, you should: o e prepared to give a 1 minute summary of the article to the class, noting highlights. o e able to speak about what you found interesting and relevant in the article. o Look for integrations with the course material or current events to highlight when discussing the article. o e prepared to build off the previous presentation, knowing the article well enough to speak ad hoc, not merely repeating the previous person s ideas. The case analysis has a similar component (described at the end of the syllabus) also included in the preparation, participation, and presentation grade. ssignment Points Grade Distribution Exam % ( ) Exam % ( ) Exam % ( ) Exam % ( ) Case % ( ) Case 2 50 C+ 77% ( ) Case 3 50 C 72% ( ) Learn Smart Modules (16x10 points) 160 C- 70% ( ) Feb 2 Simulation 40 D+ 67% ( ) Preparation, participation, and presentation 250 D 62% ( ) TOTL 1000 D- 60% ( ) F 599

5 M January 12 Why leader development? Part 1: Leadership is a process, not a position W January 14 Chapter 1: What do we mean by leadership? Heimans, J. & Timms, H. (2014). Understanding new power. Harvard usiness Review, Moritz,. (2014). How I did it The U.S. Chairman of PWC on keeping millennials engaged. Harvard usiness Review, 92, M January 19 MLK Day W January 21 Chapter 2: Leader Development Chapter 3: Skills for developing yourself as a leader Casciaro, T. & Lobo, M.S. (2005). Competent jerks, loveable fools, and the creation of social networks. Harvard usiness Review, Ibarra, H. & Hunter, M. (2007). How leaders create and use networks. Harvard usiness Review, Watkins, M. D. (2012). How managers become leaders. Harvard usiness Review, M January 26 Exam 1 Part 2: Focus on the Leader W January 28 Chapter 4: Power & Influence shford, S. J., & Detert, J. (2015). Get the boss to buy in. Harvard usiness Review, Note requirement for Feb 2 class period M February 2 Exercise: HSP Change Management Simulation: Power & Influence V2 Need to set-up and confirm access before Friday, January 30 W February 4 Chapter 5: Values, Ethics, and Character Ibarra, H. (2015). The authenticity paradox. Harvard usiness Review, M February 9 Case 1: Groysberg,. & Snook, S. (2007). Leadership Development at Goldman Sachs. Harvard usiness School Press. W February 11 Chapter 6: Leadership ttributes Goleman, D. (2013). The focused leader. Harvard usiness Review, Exercise: Choosing a college president M February 16 Chapter 7: Leadership ehavior Congdon, C. & Gall, C. (2013). How culture shapes the office. Harvard usiness Review, W February 18 Chapter 8: Skills for uilding Personal Credibility and Influencing Others Cuddy,.J.C., Kohut, M., & Neffinger, J. (2013). Connect, then lead. Harvard usiness Review, M February 23 Exercise: Marshmallow tower mabile, T.M. (1998). How to kill creativity. Harvard usiness Review, W February 25 Exam 2 M March 2 SPRING REK W March 4 SPRING REK Part 3: Focus on the Followers M March 9 Chapter 9: Motivation, Satisfaction, and Performance mabile, T.M. & Kramer, S.J. (2011). The power of small wins. Harvard usiness

6 Review, W March 11 Chapter 10: Groups, Teams, and Their Leadership Sunstein, C.R. & Hastie, R. (2014). Making dumb groups smarter. Harvard usiness Review, M March 16 Case 2: Recruitment of a Star Groysberg,., alog, S., & Haimson, J. (2006). Recruitment of a star. Harvard usiness School Press. W March 18 Chapter 11: Skills for Developing others Heen, S. & Stone, D. (2014). Finding the coaching in criticism. Harvard usiness Review, M March 23 Exam 3 W March 25 Exercise: Network nalysis Part 4: Focus on the Situation M March 30 Chapter 12: The Situation ruckmüller, S. & ranscombe, N.R. (2011). How women end up on the glass cliff. Harvard usiness Review, 26. Huang, L., Frideger, M., & Pearce, J.L. (2014). How non-native speakers can crack the glass ceiling. Harvard usiness Review, 28. Ely, R.J., Stone, P., & mmerman, C. (2014). Manage what you know about highachieving women. Harvard usiness Review, Groysberg,. & brahams, R. (2014). Manage your work, manage your life. Harvard usiness Review, W pril 1 Chapter 13: Contingency theories of leadership Ibarra, H. & Hansen, M.T. (2011). re you a collaborative leader? Harvard usiness Review, M pril 6 Chapter 14: Change Ford, J.D. & Ford, L.W. (2009). Decoding resistance to change. Harvard usiness Review, Kotter, J. P. & Schlesinger, L.. (2007). Choosing strategies for change. Harvard usiness Review, W pril 8 Case 3: Deloitte & Touche () Kanter, R. & Roessner, J. (2003). Deloitte & Touche (): Changing the Workplace. Harvard usiness School Press. M pril 13 Exercise: Hospital Change Simulation W pril 15 Chapter 15: The Dark Side of Leadership Rogers, T. & Norton, M. I. (2009). People often trust eloquence more than honesty. Harvard usiness Review, Khurana, R. (2002). The curse of the superstar CEO. Harvard usiness Review, M pril 20 Chapter 16: Skills for Optimizing Leadership as Situations Change Lovegrove, N. & Thomas, M. (2013). Triple strength leadership. Harvard usiness Review, W pril 22 Review & Summarize. Course Instructor Evaluations will be administered. M pril 27 Exam 4 TUE pril 28 REDING DY

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8 M Case nalysis ssignments. There will be three case analysis assignments this semester (see schedule for specific due dates). You will work in a group of 4 (your choosing) to complete the case analysis assignments; the team portion will be graded. The team will be expected to submit a word document (Microsoft word, not PDF; submit in Connect): brief introduction, including a synopsis of the challenge. more in-depth discussion of the challenge (e.g., this could include an analysis of the complex factors causing the problem, an analysis of the organization, or other discussion. You should draw from theories and organizing frameworks in this section. I won t limit your creativity). Your goal is to demonstrate that your team understands the complexity of the issue facing the organization. recommendation for moving forward, including rationale for your recommendation. This section should incorporate concepts from the class discussion, textbook, and readings (provide citations). This section might also compare and contrast your recommendation against possible alternative recommendations. Clear and concise presentation of ideas, free of grammatical, spelling, and plagiaristic errors. Citations should be provided for any referenced material, including organizing frameworks like SWOT and Porter s Five Forces. This is a group project; any grammatical or spelling issues will result in a deduction of the group s overall grade. Each individual should be prepared to stand up and discuss sections of the case. That is, at the beginning of each case discussion, 3 to 4 people will be called on to stand in front of the room and provide a 1 to 2 minute synopsis of the case, along with what your team decided to do to resolve the case. Throughout the discussion, individuals will be called on to contribute. Failure to make meaningful contributions to discussion will count against the individual s preparation and participation grade. elow are suggested questions that could be addressed in your analysis. Case nalysis 1: Leadership Development at Goldman Sachs 1. Why is Goldman Sachs considering a more systematic approach to developing leaders? 2. What components should be included in the program? 3. What might the team do to persuade naysayers to support the program? Case nalysis 2: Recruitment of a Star 1. Whom should Stephen Connor hire? Why? 2. Imagine yourself in the place of each of the candidates. What strengths would you bring to light during the interviews with Stephen? How would you distinguish yourself from the other candidates? Case 3: Deloitte & Touche (): Changing the Workplace 1. Do you agree with the decision by Deloitte & Touche to focus on developing the diversity of its pipeline? 2. What more should Deloitte do, and what should it do differently?

9 Group Matrix Demonstrates understanding of problem nalysis of problem generally focuses on superficial issues. Merely summarizes the case. Some superficial statements, but makes some reference to the more complex issues that underlie the problem rticulates complexity of overall problem, including internal and external factors relevant to problem Uses concepts from reading, discussion, text, and other citable sources in analyzing problems Goes rouge, relying on own ideas and frameworks to address problem. There is no recognized framework providing Uses some established frameworks for analyzing problem, but lacks creativity or depth (e.g., only uses SWOT) pplies and provides reference to theories and/or organizing frameworks in order to discuss the problem structure to the analysis. Provides a well-formulated solution with rationale The solution is superficial, fails to address problem, and lacks an action plan Solution is somewhat superficial, but makes reference to an action plan and has some creativity Provides a well-formulated solution, provides rationale for the solution, and includes creative elements in the solution Uses concepts from readings, discussion, text, or other citable sources to justify solution Solution fails to give reference to a credible source to justify solution Gives reference to a source, but the source lacks credibility or is inappropriately applied to the problem Solution is based on a credible theory (theories) and framework(s) to justify the course of action Well-written and free from grammatical, spelling, and plagiaristic errors Has errors throughout and/or fails to provide any citation to referenced material Has some errors and/or provides incomplete citations. Does not follow format guidelines. Is a clear and concise presentation of ideas free of spelling and grammatical errors, providing full citation to all referenced material. Follows format guidelines. GROUP MEMER EVLUTION FORM (after each assignment) Please assign the percent of the total grade deserved by each of the group members. That is, if your group received a total of 94 points on the grade, and you say that each member deserved 100% of that total, then each person will receive 94 points for the group project. However, if you believe that one or more group members deserve less than that total, please indicate the percent that the members deserve. If you say that someone only deserves 50% of the grade (and other members of your group confirm your report), then I will consider your recommendation when assigning grades. You must provide rationale to justify your answers. YOUR NME GROUP MEMERS NME % You Deserve % Each Deserves If you assigned someone less than 100%, please justify that decision here (you may also use back).