Spring, 2006

 

 

      Organizational Analysis (BAD 64270 [call #10369] / 74270 [call # 10397]) (3 credit hrs.).

      Organizational Analysis is an elective course for MBA students, and an elective or cognate

for graduate students in other disciplines (e.g. Sociology, Nursing, Public Administration,

Education, Architecture).  With additional requirements, doctoral students may take the course

as an elective.

      Susan H. Taft, PhD                                                     Phone:  330-672-8839 (KSU)

      Room 386 Henderson Hall, College of Nursing                         1-216-595-9011 (home office #)

      Office Hours: Tuesday afternoons, or by appt.                         E-mail:  susanstaft@aol.com

 

      Tuesdays, 6:15 - 8:55 p.m., in Room 105, Henderson Hall (Note: Room change may be needed

after the first class if class size exceeds 15 students.)

      -Richard L. Daft (2004).  Organization Theory and Design (8^th edition).  Cincinnati: South-

            Western College Publishing Co.  (Textbook)

      -Assigned reading materials through Electronic Reserves (ERes) on KSU Library website,

            available:  << http://reserves.lms.kent.edu >>   [password:  design26]

      -Reference manual required for papers:  Publication Manual of the American Psychological

            Association (4^th or 5^th edition).   Available in library - not a required purchase.  Summary

            of formatting provided on Electronic Reserves.

      -Additional readings are assigned for selected classes.

      Organizations are where we live and work most of our lives -- they are ubiquitous in society.  We study organizations to better understand and appreciate how these social units can be best designed to accomplish their purposes.  Comprehending managers create structures, processes, 

and values in organizations which enhance productive behavior. 

 

      Organizational Analysis provides a theoretical and practical learning experience in the struc-turing and functioning of modern organizations.  The application of organization theories to prac-tical problems will help graduate students develop greater familiarity with the issues that managers face.  Taking an open-systems approach, this course will focus both on intra-organizational behavior and on the interaction between organizations and their environments.  No single model of an effective organization will be advocated, no "right answer" applied universally.  Rather, we will explore the factors and conditions within an organization that can be altered to provide the best fit -- and therefore the greatest opportunity for success -- with the dynamic environment in which the organization exists.  The imperative for organizational learning, continuous adaptation, and change

based on new developments will be emphasized. 

      Course Objectives - in class and in writing assignments, students will:

            1. Evidence an understanding of the key factors necessary for organizational effectiveness;

            2. Creatively conceptualize organizations;

            3. Demonstrate mastery of the congruence model by using it in analyzing organizations;

            4. Use theory to appraise organizations' operations, structures, functions, and strategies,

                  and demonstrate a cumulative comprehension of organizational theory concepts;

            5. Develop an appreciation of the need for continuous change within organizations; 

                  evidence facility with "contingency" thinking in organization design;

            6. Recommend optimal managerial behavior and action given various scenarios;

            7. Gather data and use organizational theories to analyze comprehensively, and

                  recommend changes in, an existing organization;

            8. Collaborate effectively with peers in learning and in conducting a group assignment.

Students will be expected to apply the knowledge learned in previous courses.

      There will be both individual and group activity in class.  The success of Organizational Analysis is dependent upon student preparation for and participation in class.  Classes are con-ducted as interactive individual & collective learning experiences.  An assignment to analyze and write a report of an existing organization, and to present the analysis in class, will be conducted in

small groups.  For ease of identification, name tents will be used every week in class. 

Students will be evaluated on the following 6 measures (A-F):

 

Choose either Individual Writing Assignment 1a.) or 1b.) as described below.  (Up to 16 pts. earnable)

1a.)  Individual Writing Assignment:  Organizational Metaphors          Due Feb. 14^th or 21^st.

      7-9 typewritten pages; use APA format throughout paper.

      This is an assignment in creative thinking.  Think of:  a.) an organization with more than 25 employees in which you have worked (or in which you are now employed), or  b.) a non-employer organization you have known well through prolonged exposure.  Identify an image, or metaphor,

that fits this organization well.  Use your imagination!  Write a paper that develops the appro-priateness of the metaphor in this setting.  Describe the overall organization, its survival strategy,

the key parts, the relationships among parts, the degree to which the parts get along well with each other, & any other characteristics which are relevant -- all through the medium of your selected

metaphor.  You can pick any image you like. Here are some ideas to get you started on metaphors:

 

Images of Organizations by Gareth Morgan is a good reference, required for doctoral students.  If

you are not a doctoral student, its use in your paper is optional.

Doctoral Students:  Complete the same assignment.  In addition, use Images of Organizations or other references on organizational metaphors.  Develop, in brief, a thesis on the influence of meta-phors & images on managerial behavior -- or disagree with the notion that they influence behav-ior.  Support your points.  Length:  7-9 pages; doctoral students, 9-11 pages.

1b.)  Individual Writing Assignment:  Weekly reflective paper   Due 8 weeks/11

      Approximately 1-1.5 typewritten pages each week; use APA format.

Write a brief weekly reflective paper on the topics of the course readings for 8 of the following

11 weeks: classes 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, & 13.  Paper is due the day that the reading for that

week is due.  The paper addresses several key concepts from the chapter/articles read.  Students apply the concepts to themselves from a past, present, or future perspective.  Insight and depth need to be evident, both about the theory and the student’s perspective.  A maximum of two points/paper may be earned.  Each submission, students are to hand in individual papers in a folder that contains all previous reflective papers with instructor comments.  Faculty comments each week will give students feedback for improvement, if needed.

B.  Individual Writing Assignment #2:  Organizational Congruence   Due March 14^th or 21^st;

8-10 typewritten pages, doctoral students 10-12 pages; use APA format throughout paper (up to 16

pts. earnable).

      Think of an organization with more than 25 employees in which you have worked, are em-ployed, or a non-employer organization you know well. Using the congruence framework, analyze

this organization according to the components of the model, i.e. history, environment, resources, & strategy (inputs); task, informal & formal organization, & individuals (throughputs); individual, group, & organizational outputs; and feedback.  You need not include all possible elements within each component, but identify the most salient in each of the components.  Complete the paper by identifying major congruencies & incongruencies among and between specific components.  See Appendix A, hand in with your paper.

Doctoral Students:  Complete the same assignment, but do so in greater depth.  Use other litera-

ture support for the congruence theory.  Length:  10-12 pages.

 

C. Group Project:  Organizational Analysis           Draft paper due April18^th or 25^th (earlier is better!).  Final paper due May 2^nd-5^th.  (Group grade: up to 36 pts. earnable, 24 for the paper and

12 for the presentation).  15-20 typewritten pages plus relevant appendices & tables; use APA format throughout paper.  Groups should each be comprised of 5-6 students.

      Group presentation of your project analysis to class:  Due April 11^th, 18^th, 25^th, or May 2^nd; the

latter date should be avoided if possible due to paper submission deadline of May 2^nd-5^th.

      Each group selects an organization in which to conduct an analysis.  Several group members

contact the middle- or top-level managers appropriate to your project.  Describe the nature of your project & the areas at which you will be looking.  Obtain permission to conduct your study from

both managers & participants.  Your data sources may include interviews, survey results, organiz-ational documents to which you are given access, and internet resources.

      Do a congruence analysis of the organization.  Collect data on the components of the congru-ence model.  For areas where you need detail or more indepth information, conduct a series of interviews.  Consistent with the components of the congruence model, be sure to include:

            a. The products or services the organization makes, its markets & competitive position

            b. History                                                        

            c. Resources from external sources                   j. Reward system

            d. Organizational strategy & goals                     k. Productivity & outputs, including

            e. Structure                                                           financial results

            f. Tasks – types of work done                           l. Flexibility & ability to change

            g. Qualifications of the workforce                      m. Strengths & weaknesses/ congruencies

            h. Leadership & relationships                                & incongruencies

            i. Organizational culture, power & politics         

 

Set parameters on the use of the information, i.e.:  anonymity maintained for participants, confi-dentiality of the study outside of this class, & sharing of the written analysis with the organization. 

      Optional:  Arrange to distribute a minimum of 25 copies of the Organizational Diagnosis Questionnaire (see ERes materials).  Select an appropriate sample, and indicate in your report what the sample was and your rationale for this selection.  Collect completed questionnaires, compile, and analyze the data.  Integrate results into the appropriate sections of the congruence model.  Promise all respondents anonymity, and scrupulously live up to that promise. 

      Analyze the organization using the congruence model.  Write the report as if to management -- and assume an "unknowing" audience, one that does not necessarily know what you have done or why.  Set out the basis of your study and the findings.  Use data from interviews, survey question-

naires, documents, websites, etc.  Identify the organization's areas of strength & weakness, and fits

or lack of fits.  Attend particularly to the implications of the findings for organizational effective-

ness.  Use theory from this course as relevant when you do your analysis.  This report must be

reviewed and approved by Dr. Taft before it is sent to the company.  A draft is due by April 18^th or

25^th -- and again, sooner is better. 

      Paper organization:  The report should be organized with a cover page;  an introduction which states the purpose of the study & gives an overview;  a body in which you describe how you con-ducted the study (sample, methods, response rates, interviews, etc.) & what your findings were (laid out systematically), tables, and a summary of the organization's congruencies & incongru-encies;  your recommendations; references; and appendices of anonymous data & other relevant documents.  Again, write the paper as if to an "unknowing" outside audience.

Doctoral Students:  Participate as a group member.  In addition, include support from scholarly writings and research at appropriate points throughout the group paper.

      ** Note:  You may find it helpful in the organizational analysis assignments -- both for the

congruence paper & the group project -- to assume the perspective of a consulting team. **

      Each group is to elect a spokesperson & an alternate spokesperson by February 7^th.  These 2

individuals are responsible for coordinating the group's activities & for keeping the instructor in-

formed of the group's progress.  At the instructor's discretion, spokespersons who demonstrate solid leadership responsibility in their roles will be awarded an extra 3 points for the course.  All

group members are expected to participate in the group planning, interviewing, data analysis, report writing, & class presentation.  Group presentations will be evaluated and graded according to 5 criteria:  content (understanding of the organization and command of the theory); clarity and comprehensiveness of presentation; methodologies used to collect information; amount of "polish" in the presentation to classmates; and ability to engage the class's interest and interaction, and to promote learning.  Confidential peer evaluations from the groups will determine a percentage of your grade.  Presentations should be limited to a total of 50 minutes, with approximately 30 minutes allocated to the presentation and 20 minutes to class discussion. 

**Note:  The logistics of getting an organizational analysis started and carried out can be fraught

with unexpected delays.  You are therefore urged to begin you project immediately after the first class so that you are able to complete the requirements by late April/early May.  Procrastination

can create a crisis! **

      At the first meeting of the course, students will decide if they would prefer weekly quizzes or “hat tricks.”  The majority vote will determine the choice. 

      1.) Quiz option

      This option is for a short quiz given at the beginning of every class.  The purpose of the quiz is to provide an incentive for you to remain current and intellectually engaged with your assigned readings.  Each quiz will have 2-4 questions and cover theoretical material from the week's read-ings.  Occasionally, you will have a choice of which quiz question to answer.  Each question cor-rectly answered gives you partial points, allowing a maximum of 2 quiz points earned per week.

 

      2.) “Hat Trick” option

      Students will come to class each week prepared to speak, from a learning perspective, of their choice of the most interesting several ideas they found in the readings.  Names will be pulled from a hat (hence “hat trick”) to respond.  The selected student(s) will identify his/her choice of ideas, say why they were selected, and elaborate briefly on them.  Dr. Taft will ask questions about the ideas.  The selected students as well as other members of the class will be expected to be know-ledgeable about the ideas raised.  All class members will be graded each week.  Individual grades of up to 1 point (fractions of 1 may be assigned) will be determined by Dr. Taft.  Final scores will equal up to 14 points for each student.

      Students cannot make up a quiz or hat trick if they miss a class; therefore, each missed class

results in lost points.

 

      Each student will be required to submit peer evaluations of his/her group members.  The aver-age of your peers' scores will determine 12% of your grade (up to 12 pts. earnable).  The instructor will maintain confidentiality of the evaluations, although you are free to share your peer appraisals on an individual or group basis if you wish.  The peer evaluations are expected to be accurate & honest.  If the instructor suspects that you did not differentiate the relative contributions of your peers --  i.e. you rated everyone high or everyone the same -- you may loose 5 points from your grade score.  While peer evaluation can sometimes be an uncomfortable process, it is consistent with professional managers’ responsibilities to evaluate others, and to give & receive feedback.  Indeed, organizational effectiveness is generally enhanced with honest & direct peer communica-tions.  Appendix B provides guidelines for peer evaluations and delineates the criteria to be used. 

      If you are having performance problems with a group member during the project or in prepar-ation for the presentation, you are strongly encouraged to address the difficulty with that person

when it first becomes apparent, and then on an ongoing basis. 

 

      Because this is a high-interaction class, and discussion, case analyses, & videos, if missed, cannot be retrieved, your attendance and participation are important for learning.  Furthermore, speaking up in front of others is a necessary managerial competency.  Arbitrary point deductions will therefore be taken for missed classes, whether or not there are legitimate reasons, and for low

 

 

participation.  Both quality & quantity of participation, and your contribution to the learning environment[2], will be taken into account.

      1.) Point deductions for missed classes:       1 class =    1 point                    5 classes = 12 points

                                                                        2 classes = 2 points                  6 classes = 18 points

                                                                        3 classes = 5 points                  7 classes = failure

                                                                        4 classes = 7 points

            Note that at 4 missed classes, the point deduction will exceed the number of possible

            participation points (6, see below) and extend into overall course point scores. 

      2.) Point allocations for participation:           High participation = full points (6)

                                                                        Medium participation = loss of 2 points

                                                                        Low/negligible participation = loss of 4 points

      Your performance in class will be evaluated based on your demonstrated output and the quality of your contributions.  Therefore, participation in class, written work, & your contributions to the group project will all be key areas affecting your course grade. 

      Grade Point Allocations:

            Class Participation                                                        up to 6 points

            Individual Paper # 1a. or Reflective Papers #1b.           up to 16 points

            Individual Paper # 2                                                      up to 16 points

            Weekly Quizzes or Hat Tricks                          up to 14 points

            Organizational Analysis Project (Group grade) [3]            up to 36 points

            Peer Evaluation (by Group)                               up to 12 points

            Leadership Bonus Points (professor discretion) up to 3 points

                                                                        Total:                     100+ points

Registration Requirements 

Per the KSU Registrar, students who are not officially registered for a course (who do

not have a status of “enrolled”) by published University deadlines are not eligible to attend class

sessions or to receive credit or a grade for the course.

This course uses plus/minus grading.  The following details the grading scale:

 

   *No A+ grades                                               ^#No D- grades

Students with Disabilities 

            In accordance with University policy, if you have a documented disability and require accommodations to obtain equal access in this course, please contact the instructor at the beginning of the semester or when given an assignment for which an accommodation is required.  Students with disabilities must verify their eligibility through the Office of Student Disability

Services (SDS) in the Michael Schwartz Student Services Center (672-3391).

Recycling 

            Please assist KSU to be environmentally responsible by using the blue recycling recep-tacles for discarding your aluminum cans, glass or plastic bottles, and papers.  They are conven-iently located in hallways throughout the building.

 

Spring, 2006

January 17                    •Introduction & Course Overview;  Organization Theory

(Class # 1)                   •Group Arrangements & Other Administrative Matters

                                    •Student Expectations of Course & Course Instructor

 

January 24                    •Organizational Theory

(Class # 2)                   •The Congruence Model - Introduction

                                    Assignment due:

                                    Textbook, Ch. 1, "Organizations and Organization Theory," pp. 2-38;

                                           Integrative Case, “W.L. Gore & Associates,” pp. 538-554.

                                    ERes article: Read IBM case (3 pages).

            Print out ERes summaries: “History of Organization Theory,” and

                   “Structural & Contextual Dimensions of Organizations” -- bring all

                   ERes materials to next class.

 

January 31                    •Strategic Management & Goals

(Class # 3)                   •Effectiveness in Organizations

                                    Assignment due:

                                    Textbook, Ch. 2, "Strategy, Organization Design, and Effectiveness,"

                                           pp. 50-76, & 79-81. 

                                    ERes materials: Read Nadler & Tushman (1980), "A Model for Diagnosing

                                           Organizational Behavior," and the "Pierce County Case.”

                                    Review APA Publication Manual sections, & "Organizational Diagnosis

                                           Questionnaire." 

                                    Print out Taft material of Components of Nadler & Tushman Congruence

                                           Model.  Bring all of the above to next class.

                        [**Note: Also available free through Mercer Delta Consulting Group at:

              << http://www.mercerdelta.com/organizational_consulting/publications_insights.html >>

                                    Registration at the website required.]

 

 

 

February 7                   •The External Environment

(Class # 4)                   Assignment due:

                                    Textbook, Ch. 4, "The External Environment," pp. 134-165;  and the case

                                           of "The University Art Museum," pp. 76-79.

                                    ERes case: Read "That's Easy for You to Say," & bring to class.

 

February 14                 •Organizational Structures

(Class # 5)                   Assignment due:

                                    Optional early due date for Organizational Metaphors, Individual Paper

                                           Assignment #1

                                    Textbook, Ch. 3, "Fundamentals of Organization Structure," pp. 84-126.

                                           Read closely the case of "C & C Grocery Stores, Inc.," pp. 123-26.

                                    ERes case: Read L. Grossman, “How Apple Does It,” Time (10/24/05),

                                           pp. 66-70.

 

February 21                 •Interorganizational Relationships

(Class # 6)                   Assignment due:

                                    Organizational Metaphors, Individual Paper Assignment #1 Due

                                    Textbook, Ch. 5, "Interorganizational Relationships," pp. 170-96, and

                                           Integrative Case, “XEL Communications: Forming a Strategic Partner-

                                           ship,” pp. 555-561.

                                    ERes case: Read F. Gibney (1999, May 24),“Worldwide Fender Blender,”

                                           Time, 153 (20) (Business Section), 6 pages.

 

Feb. 28                        •Global Competition & the International Environment

(Class # 7)                   Assignment due:

                                    Textbook, Ch. 6, "Designing Organizations for the International

                                           Environment,” pp. 204-236.

                                    ERes: Read R.M. Kanter & T.D. Dretler, “’Global Strategy’ and Its

                                           Impact on Local Operations: Lessons from Gillette Singapore.”

 

March 7                       •Changing Organizations

(Class # 8)                   Assignment due:

                                    Textbook, Ch. 11, "Innovation and Change," pp. 398-437.

                                    ERes case:  Read Rousseau (1996), "Changing the Deal While Keeping

                                           the People."

March 14                     •Organizations and the Management of Technologies

(Class # 9)                   •"A Major Malfunction," The Challenger Disaster, Part 1,

                                    Assignment due:

                                    Optional early due date for Organizational Congruence Individual Paper

                                           Assignment #2

                                    Textbook, Ch. 7, "Manufacturing and Service Technologies," pp. 242-75.

                                    ERes materials:  M. Maier, Challenger case (7 pages) – bring to class.

 

March 21                     •Organizational Culture and Ethics

(Class # 10)                 Assignment due:

                                    Organizational Congruence, Individual Paper Assignment #2 Due

                                    Textbook, Ch. 10, "Organizational Culture & Ethical Values," pp. 358-89.

                                    ERes cases: Read C.L. Bernick (2001), "When Your Culture Needs a

                                           Makeover," and S. Wetlaufer (1999), “A Question of Character.”

                                    ERes materials:  Taft (1996), Layers of Organizational Culture, &

                                           Definitions (3 pages)  –  bring to class

 

March 28                     No Class - Spring Break

 

April 4                          • Intergroup Dynamics and Conflict in Organizations

(Class # 11)                 •"A Major Malfunction," The Challenger Disaster, finish Part 2

                                    Assignment due:

                                    Textbook, Ch. 13, "Conflict, Power, & Politics," pp. 486-93, & 516-18.

                                    ERes case: Read "Cherie Cosmetics,” and Bolman & Deal (1991), "RFK

                                           High School" – bring to class

 

April 11                        •Organizational Power and Politics

(Class # 12)                 •Organizational Analysis Presentation - Student Group[4]

                                    Assignment due:

                                    Textbook, Ch. 13, "Conflict, Power, & Politics," pp. 493-516, & 518-19.

                                    ERes materials: Read L.R. Rothstein (1995), “The Empowerment Effort

                                           that Came Undone.”                                       Continued next page >>>

 

 

                                    Print out “Power Base Analysis,” and review "RFK High School" - bring

                                           materials to class

 

April 18                        •Decision-Making in Organizations

(Class # 13)                 •Organizational Analysis Presentation - Student Group[5]

                                    Assignment due:

                                    Draft of Organizational Analysis Group Papers[6] - Optional Early Due Date

                                    Textbook, Ch. 12, "Decision-Making Processes," pp. 445-81.

 

April 25                        •Information Technology and Control in Organizations

(Class # 14)                 •Organizational Ethics: "A Major Malfunction," The Challenger

                                    •Organizational Analysis Presentation - Student Group⁵

                                    Assignment due:

                                    Draft of Organizational Analysis Group Papers⁶

                                    Textbook, Ch. 8, "Information Technology and Control," pp. 284-315.

                                    ERes materials:  Read Stein & Kanter (1993),  "Why Good People Do Bad

                                           Things:  A Retrospective on the Hubble Fiasco” - apply reading to the

                                           Challenger case

 

May 2                          •Integration of Course Concepts/Theory & the Big Picture

(Class # 15)                 •Organizational Analysis Presentation - Student Group⁵

                                    Assignment due:

                                    Final Organizational Analysis Group Papers Due May 2^nd – 5^th

                                                All group peer review ratings due

                                    Textbook, Ch. 9, "Organization Size, Life Cycle, & Decline," pp. 318-352.

                                    ERes material: Print out Taft, “Integrative Course Concepts” – bring to

                                           class.

                                    (No exam)

 

Hand in this form with your Congruence Paper

 

 

Name_______________________________________  Number in your group_______________

Organization in which Analysis Conducted____________________________________________

Name(s) & Positions of Contact Person(s) in Organization _______________________________

Group Spokespersons____________________________________________________________

Please rate all members of your group except yourself on a 0 - 10 point basis for each of the cate-

gories listed in the table provided.  You can use whole or half point (.5) increments if you'd like.  A score of 10 indicates outstanding performance; 7 indicates average performance; and 4 indicates poor performance.  When you have completed the rating, follow the computation instructions for each person.  *Reminder:  You must evidence discrimination in the relative contributions of your

peers or you will lose points!

                                                                                       Full Name of Each Group Member

 

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