BAD 64270 Spring 2010 Taft
Kent State University
Graduate School of Management
Spring, 2010
Course Number and Title
Organizational Analysis (BAD 64270 [CRN #11172] / 74270) (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.
Faculty
Susan H. Taft, PhD Phone: 330-672-8839 (KSU)
Room 386 Henderson Hall, College of Nursing 1-216-595-9011 (home office #)
Appointments: Tuesday afternoons or by appt. E-mail: susanstaft@aol.com
Class Time and Location
Tuesdays, 6:15 - 8:55 p.m., in Room 309, McGilvrey Hall
Required Texts & Readings
-Richard L. Daft (2010). Organization Theory and Design (10th edition). Mason, OH: South-
Western Cengage Learning (Textbook)
-Assigned reading materials through Electronic Reserves (ERes) on KSU Library website,
-Reference manual required for papers: Publication Manual of the American Psychological
Association (5th or 6th edition). Available in library - not a required purchase. Summary
of formatting provided on Electronic Reserves. You may choose a different style guide if
you prefer (e.g. MLA, Chicago, Turabian) - just inform the instructor.
-Additional readings are assigned for selected classes.
Course Description and Objectives
Organizations are where we live and work most of our lives -- they are ubiquitous in all societies. By studying organizations, we are better able to understand and appreciate how these social/economic collectives can be designed to best accomplish their purposes. Comprehending business managers create structures, processes, and values in organizations that enhance productive human behavior.
Organizational Analysis provides a theoretical and practical learning experience in the structuring and functioning of modern organizations. The application of organization theories to practical 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 rests. The imperative for organizational learning,
continuous adaptation, and change based on new realities 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;
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 an existing organization
comprehensively; and
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. Success in this course is dependent upon student preparation for and participation in class. Classes will be highly interactive individual & collective learning experiences. An individual paper, and a small group assignment to analyze and write a report of an existing organization, and to present the analysis in class, will be measures of student command of the course material. For ease of identification, name tents will be used every week in class. Students will be graded on the following 6 measures (A-F):
A. Individual Writing Assignment #1[1]
Choose either Individual Writing Assignment 1.) or 2.) as described below. (Up to 16 pts.)
1.) Individual Writing Assignment: Organizational Metaphors Due Feb. 16th or 23rd
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. Select an image, or metaphor,
that fits this organization well, and identify what it is at the beginning of your paper. Use your imagination! Write a paper that develops the appropriateness 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 that 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:
|
An iceberg A board game A sports game A religion An orchestra A play A recent or classic movie |
Geological events The Wizard of Oz Sesame Street The police or fire department Electronics Outer Space |
A garden A jungle Surgery A work of art |
The Olympics The mafia A royal court Weather events A human body A meal A map A machine |
A primitive culture An animal farm A nursery rhyme or fairy tale A political A royal court |
Images of Organizations by Gareth Morgan is a good reference, required for doctoral students. If
you are not a doctoral student, use of references 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: 9-11 pages for doctoral students.
2.) Individual Writing Assignment: Weekly reflective paper Due 8 weeks/11 - you choose which dates.
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 their own work or organizational experiences from a past, present, or future perspective. Insight and depth need to be evident, both about the theory and the student’s perspective. You will be graded on both content and writing. A maximum of two points/paper may be earned. Each sub-mission, 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 16-28; papers submitted after class on March 23 will need to be mailed to instructor's home address.
8-10 typewritten pages, doctoral students 10-12 pages; use APA format throughout paper; up to 17 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 literature support for the congruence theory.
C. Group Project: Organizational Analysis Draft paper due April 20-27 (earlier is better!). Final paper due April 27-May 4. (Group grade: up to 35 pts. earnable, 23 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 13, 20, 27, or May 4; the
latter date will still have a final paper submission deadline of April 27-May 4.
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. Set parameters on the use of the information, i.e.: maintain anonymity for participants, confidentiality of the study outside of this class, & sharing of the written analysis with the organization. Your data sources may include interviews, survey results, organizational 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 interviews. Consistent with the components of the congruence model (see Appendix A), be sure to include information in all 12 areas, ending with a final analysis of congruencies and incongruencies between components.
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. Explain your data collection sources and methods. Use data from interviews, survey questionnaires, 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 effectiveness. 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 20-27 -- and again, sooner is better.
Paper organization: The report should be organized with a cover page; an introduction that states the purpose of the study & gives an overview; a methods section in which you describe how you conducted the study (sample, methods, response rates, interviews, etc.); a body of your findings integrated into the congruence components; tables, as needed; a summary of the organization's congruencies & incongruencies; 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.
congruence paper & the group project -- to assume the perspective of a consulting team. **
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; explanation of 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 approx-imately 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! **
D. Weekly Quizzes or “Hat Tricks” (Up to 14 pts. earnable)
At the first meeting of the course, students will decide if they would prefer weekly quizzes or “hat tricks.” The purpose of the quiz or hat trick is to demonstrate your ongoing learning, and to provide an incentive for you to remain current and intellectually engaged with your assigned readings. The majority vote will determine the choice.
1.) Quiz option
This option is for a short quiz given at the beginning of every class. Each quiz will have 2-4 questions and cover theoretical material from the week's readings. Occasionally, you will have a choice of which quiz question to answer. Questions answered will give you full or partial points, allowing a maximum of 1 quiz point earned per week.
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.
results in a lost point.
E. Peer Evaluation
Each student will be required to submit peer evaluations of his/her group members. The aver-age of your peers' scores will determine 10% of your grade (up to 10 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.
F. Class Attendance & Participation (Up to 8 pts. earnable)
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 5 missed classes, the point deduction will exceed the number of possible
participation points (8, see below) and extend into overall course point scores.
2.) Point allocations for participation: High participation = full points (8)
Medium participation = loss of 2 points
Low/negligible participation = loss of 4 points
Performance Evaluation and Grading
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 Attendance & Participation up to 8 points
Individual Paper # 1a. or Reflective Papers #1b. up to 16 points
Individual Paper # 2 up to 17 points
Weekly Quizzes or Hat Tricks up to 14 points
Organizational Analysis Project (Group grade) [3] up to 35 points
Peer Evaluation (by Group) up to 10 points
Leadership Bonus Points (professor discretion) up to 3 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:
|
Grade |
% |
Quality Points/ GPA |
Grade |
% |
Quality Points/ GPA |
|
A A- B+ B B- |
≥ 92.5% 90-92.4% 87.5-89.9% 82.5-87.4% 80-82.4% |
4.0* 3.75 3.25 3.0 2.75 |
C+ C C- D+ D F |
77.5-79.9% 72.5-77.4% 70-72.4% 67.5-69.9% 60-67.4% ≤ 59.9% |
2.25 2.0 1.75 1.25 1.0# 0.0 |
*No A+ grades #No D- grades
Students with Disabilities
University policy 3342-3-18 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Disability Services (contact 330-672-3391) or
visit www.kent.edu/sds for more information on registration procedures.
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.
KSU Policy on Student Plagiarism[4]
KSU faculty and students endorse the Student Cheating and Plagiarism Policy #42-3-1.8 of Kent State University, which states that: Standard: “Students enrolled in the University, at all its campuses, are to perform their academic work according to standards set by faculty members,
departments, schools and colleges of the University; cheating and plagiarism constitute fraudulent misrepresentation for which no credit can be given and for which appropriate sanctions are warranted and will be applied.” Please refer to this policy for a more inclusive description of definitions and academic sanctions.
Plagiarism is the deliberate and intentional use of someone else’s writing, ideas or other original work without directly crediting and acknowledging that person/institution/ agency, etc. This definition applies to all published work in professional and popular journals, newspapers, texts, theses and dissertations, and all internet sites. It also applies to work in progress or complet-ed by other students or other materials indicative of the creative endeavors of others. It includes allowing a student to alter or revise previously completed work of a different student and to sub-mit it as original. Students may discuss assignments among themselves or with an instructor, but when the actual work is done, it must be done by the student, and the student alone, unless the course faculty member clearly specifies that two or more students may submit a paper.
Student-Faculty Consultation: All academic work, written or otherwise, submitted by students to their instructors, is expected to be the result of their own ideas, research, or creativity. In cases where students feel unsure about a question of plagiarism involving their work, they are obliged to consult their instructors on the matter before submission of their work.
Acknowledgement of Sources: When a student's assignment involves using research from outside sources of information, the student must carefully acknowledge exactly where s/he got the information, i.e. the source. If the words of someone else are used, the student must put quotation marks around the passage in question and add an appropriate citation of its origin. Making simple changes to a document or someone else’s work, and not citing it, while leaving the organization, content and/or phraseology intact is considered plagiarism. Students must acknowledge such organization, content, or phraseology by citing sources in the document. If a student is unclear how to proceed, consult with the faculty member before submitting the work.
Consequences: If plagiarism is suspected (as per ##42-3-1.8), a faculty member may:
1. assign a grade of “F” or zero for the submitted work
2. assign a grade of “F” for the course in which the plagiarism took place
3. recommend to the Department Chair or Dean that further action be taken
4. refer to the Department Chair and Dean to determine whether or not further sanctions
should be invoked (42-3-07; D 2).
Class Schedule
Spring, 2010
January 19 •Introduction & Course Overview; Organization Theory
(Class # 1) •Group Arrangements & Other Administrative Matters
•Student Expectations of Course & Course Instructor
January 26 •Organizational Theory
(Class # 2) •The Congruence Model - Introduction
Assignment due:
Feb. 2 •Strategic Management & Goals
(Class # 3) •Effectiveness in Organizations
•The Congruence Model
Assignment due:
Textbook, Ch. 2, "Strategy, Organization Design, and Effectiveness,"
pp. 56-85.
February 9 •The External Environment
(Class # 4) Assignment due:
"The University Art Museum," pp. 81-4.
ERes: Read B. Oakley, "Coping with Hitchhikers & Couch Potatoes on
February 16 •Organizational Structures
(Class # 5) Assignment due:
Optional early due date for Organizational Metaphors, Individual Paper
C & C Grocery, pp. 88-131.
February 23 •Interorganizational Relationships
(Class # 6) Assignment due:
Organizational Metaphors, Individual Paper Assignment #1 Due
Time, 153 (20) (Business Section), 6 pages.
March 2 •Global Competition & the International Environment
(Class # 7) Assignment due:
Textbook, Ch. 6, "Designing Organizations for the International
Environment,” including Rhodes Industries case, pp. 208-47.
ERes: Read R.M. Kanter & T.D. Dretler, “’Global Strategy’ and Its
Impact on Local Operations: Lessons from Gillette Singapore.”
March 9 •Changing Organizations
(Class # 8) Assignment due:
Textbook, Ch. 11, "Innovation and Change," pp. 410-439.
ERes case: Read Rousseau (1996), "Changing the Deal While Keeping
the People."
March 16 •Organizations and the Management of Technologies
(Class # 9) •"A Major Malfunction," The Challenger Disaster, Part 1,
begin Part 2
continued next page >>>>
Assignment due:
Optional early due date for Organizational Congruence Individual Paper
Assignment #2
Textbook, Ch. 7, "Manufacturing and Service Technologies," pp. 252-93.
March 23 •Organizational Culture and Ethics
(Class # 10) Assignment due:
Textbook, Ch. 10, "Organizational Culture & Ethical Values," pp. 372-401.
March 30 No Class - Spring Break
April 6 • 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. 490-97, & 517-23.
April 13 •Organizational Power and Politics
(Class # 12) •Organizational Analysis Presentation - Student Group[5]
Assignment due:
Textbook, Ch. 13, "Conflict, Power, & Politics," pp. 497-517.
materials to class
April 20 •Decision-Making in Organizations
(Class # 13) •Organizational Analysis Presentation - Student Group[6]
Assignment due:
Draft of Organizational Analysis Group Papers[7] - Optional Early Due Date
Textbook, Ch. 12, "Decision-Making Processes," pp. 450-89.
April 27 •Information Technology and Control in Organizations
(Class # 14) •Organizational Ethics: "A Major Malfunction," The Challenger
Disaster, sections of Part 3
•Organizational Analysis Presentation - Student Group6
Assignment due:
Draft of Organizational Analysis Group Papers7 due; optional early due date
for final group paper
Textbook, Ch. 8, "Using IT for Coordination and Control," pp. 294-326.
reading to the Challenger case
May 4 •Integration of Course Concepts/Theory & the Big Picture
(Class # 15) •Organizational Analysis Presentation - Student Group6
Assignment due:
Final Organizational Analysis Group Papers Due. Hand in corrected
draft with final paper
All group peer review ratings due
Textbook, Ch. 9, "Organization Size, Life Cycle, & Decline," pp. 332-45 &
352-63.
class.
(No exam)
Appendix A: Congruence Paper Grading Criteria
Hand in this form with your Congruence Paper
|
Point Scores |
Criteria |
Instructor Comments |
|
10 points (.75 points per component, 1 pt. for intro) |
Introduces paper. Covers all 12 com-ponents of the Congruence Model with relevant content. Focus of paper is on the whole organization.
|
|
|
4 points |
Completes incongruence/congruence analysis by identifying fits/ incongru-encies between components. Explicitly identifies components. Develops a clear and relevant analysis that reflects the storyline in the foregoing components.
|
|
|
3 points
|
Writes clearly & coherently. Develops a thesis, or storyline. Paper uses grammatically correct language with accurate punctuation & spelling. Logically structures paragraphs and uses topic sentences. Follows APA or other selected style format.
|
|
|
17 points: Total Possible Score
|
|
Your Score: |
Appendix B: Group Project Peer Evaluation Form
Organization in which Analysis Conducted____________________________________________
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
|
Criteria for Evaluation:
|
|
|
|
|
|
|
|
|
|
|
1. On time for all group meetings and stayed for their duration |
|
|
|
|
|
|
|
|
|
|
2. Cooperative/communicated well with other members; shared information, listened well |
|
|
|
|
|
|
|
|
|
|
3. Dependable, kept his/her word, met task deadlines set by group |
|
|
|
|
|
|
|
|
|
|
4. Exerted effort and/or extra effort; did his/ her share of work; took an active role |
|
|
|
|
|
|
|
|
|
|
5. Made cognitive contributions; possessed and applied course knowledge to accomplish group goals |
|
|
|
|
|
|
|
|
|
|
6. Made valuable contributions and submitted quality work |
|
|
|
|
|
|
|
|
|
|
7. Provided structure for goal achievement, identified and assigned tasks, monitored progress |
|
|
|
|
|
|
|
|
|
|
8. Helped to manage member differences and resolve conflicts |
|
|
|
|
|
|
|
|
|
|
9. Kept the group organized & cohesive, and moving toward completion of the group's work |
|
|
|
|
|
|
|
|
|
|
Total points: |
|
|
|
|
|
|
|
|
|
|
Divide total points by 9, and multiply by 10. |
|
|
|
|
|
|
|
|
|
[1]The KSU Writing Center, located on the 4th floor of the library, is available for students who want support & feed-back on their technical writing. Website: http://dept.kent.edu/english/WritingCent/ Appointments at: 330-672-1787.
[2] Good participation includes class preparation, engagement, clear use of theories, openness to others’ opinions,
contributing interesting & relevant contemporary news, insightful questions, willingness to speak up, and being
aware of other students’ needs for participation.
[3]Note: The grade for the organizational analysis group paper will be comprised of up to 23 points for the paper &
up to 12 points for the class presentation.
[4] This statement was compiled from the Kent State University Student Cheating and Plagiarism Policy #42-3-1.8 as well as the Purdue University Online Source (http://owl.english.purdue.edu)
[5] Peer reviews due from members of presenting group (see Appendix B).
[6] Peer reviews due from members of presenting group (see Appendix B).
[7] Review assignment specifications in syllabus.
