MIS 64270 Spring 2012 Taft
Kent State University
Graduate School of Management
Spring, 2012
Course Number and Title
Organizational Analysis (MIS 64270-001 [CRN #15278] /74270) (3 credit hrs.).
Organizational Analysis is a required course for graduate nursing students in the Healthcare
Management concentration, an elective course for MBA students, and an elective or cognate
for graduate students in other disciplines (e.g. Sociology, 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: staft@kent.edu or
susanstaft@aol.com [note the “s” in the middle]
Class Time and Location
Mondays, 6:35 – 9:20 p.m., in Room 108, Henderson Hall
For ease of identification, name tents will be used every week in class.
Required Texts & Readings
-Richard L. Daft (2010). Organization Theory and Design (10th edition). Mason, OH: South-
Western Cengage Learning (Textbook)
-Assigned reading materials available on the Vista home page.
-Reference manual required for papers: Publication Manual of the American Psychological
Association (6th edition). Available in library - not a required purchase. Summary of the
6th ed. formatting is provided on the Vista course home page. You may choose a different
style guide if you prefer (e.g. MLA, Chicago, Turabian) - just inform the instructor.
-Additional readings may be assigned for selected classes.
Course Description and Objectives
Organizations are where we live and work much of our lives -- they are ubiquitous in all societies. By studying organizations, we are better able to understand and appreciate how these
economic and social collectives can be designed to best accomplish their purposes. Comprehend-ing 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 challenges that managers and leaders 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 designed 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, contin-
uous adaptation, and change based on new realities will be emphasized.
Course Objectives - in class and in writing assignments, students will:
1. Evidence understanding of the key factors necessary for organizational effectiveness;
and demonstrate a cumulative comprehension of organizational theory concepts;
3. Demonstrate mastery of the congruence model by using it to analyze an organization;
4. Develop an appreciation of the need for continuous change within organizations;
evidence facility with "contingency" thinking in organization design;
5. Creatively conceptualize organizations;
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.
Organizational Analysis will require both individual and group assignments. Success in this course is dependent upon student preparation for and participation in class. Classes will be highly interactive individual & group learning experiences. Two individual papers, and a small group assignment to analyze an existing organization and present it in class, will measure student
command of the course material. Students will be graded on the following 6 measures (A-F):
A. Individual Writing Assignment #1[1]: Reflection Paper Due weeks 4-9, before March 13; each student chooses the paper topic and due date. Paper should be approximately 5-6 typewritten (hard copy) pages, or 9 pages for doctoral students; use APA format. Write a reflective paper on a selected topic from the course; choose option 1.) or 2.).
1.) Topics may be chosen from the following 6 weeks of the course: class 3 (organizational strategy and effectiveness), 4 (external environment), 5 (organizational structures), 6 (interorg-anizational relationships), 7 (global/ international organizations), or 8 (change in organizations). The paper is due within 1 week of when the topic is assigned; sooner is acceptable if you have read the materials ahead of the date they are covered in class. The paper is to address most of the key concepts from the chapter/articles assigned. Outside sources may be used but are not required. Students apply the concepts to their own work, organizational experiences they have had, or an organization they know, from a past, present, or future perspective.
2.) With the instructor’s approval, you may write a paper on any topic relevant to this course. There may or may not be relevant source information in your textbook, so it is likely you will need to use outside sources; cite them correctly in the paper. Apply the concepts to your own work, organizational experiences, or an organization you know, from a past, present, or future perspective. Papers written on student-selected topics are due any week up through week 8.
For both options 1.) and 2.), insight, depth, and critical thinking need to be evident regarding the theory and the application. See Appendix A for grading criteria. You will be graded on
content and writing. Up to 14 pts.
B. Individual Writing Assignment #2: Organizational Congruence Paper Due March 26 or earlier (encouraged). Paper should be 8-10 typewritten (hard copy) pages, doctoral students 11-13 pages; use APA format throughout paper. Up to 20 pts.
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 loop. 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 compon-ents (the congruence analysis). See Appendix B for grading criteria; hand in with your paper. Doctoral Students: Complete the same assignment, but do so in greater depth. Use other liter-ature support for the congruence theory.
Students are strongly encouraged to submit an electronic outline of their congruence paper to their instructor to receive an ungraded review and feedback. Outlines must be sent to the instructor by March 17; sooner is better.
C. Group Project: Organizational Analysis Due March 26, April 2, 9, 16, 23, or 30. Students form six groups comprised of 4-5 students each. Up to 20 pts.
Each group selects an organization to analyze using course theories. Theories to be covered include: organizational culture, managerial ethics, organizational conflict, or organizational power and politics; two groups conduct congruence analyses of their organizations. In all topic areas use a systems perspective. Topics of weekly assignments are presented on the day of the assignment: organizational culture is March 26, conflict is April 2, and power and politics is April 9. Ethics and the two congruence presentations will be due April 16, 23, and 30.
Selected organizations may be student employers, those otherwise known to students, or companies written up in business sections of high-quality/objective newspapers or magazines. Select only those organizations for which you have access to sufficient information to conduct a substantive study. The goal of the project is to further the learning of your student peers on the theory(ies) of choice. Present the organization you select as a vehicle for illustrating, expanding, and enlivening the theory so that others learn from your presentation. You may select any approach you wish (e.g. as a mock consulting project, case study, skit, headline-grabber, courtroom drama, or simple presentation that engages the class).
For the two groups doing a congruence analysis of an organization, you may choose to use and elaborate on one of the organizations on which a member has written his/her individual congru-ence paper. Your presentation should provide data on all 12 components of the congruence model, ending with a final analysis of congruencies and incongruencies between components.
formed of the group's progress. At the instructor's discretion, spokespersons who demonstrate solid leadership responsibility in their roles will be awarded up to 3 extra points for the course.
All group members are expected to participate in the group planning, data acquisition and analysis, & class presentation. Group presentations will be evaluated and graded according to 5 criteria: 1.) introduction and sources of information; 2.) content (understanding of the organization and command of the theory), quality of information, clarity, comprehensiveness of presentation, and use of systems perspective; 3.) promotion of learning among classmates and ability to engage the class's interest and interaction; 4.) amount of "polish" or creativity in the presentation to class-mates; and 5.) time management. Presentations should be limited to a total of 40 minutes, with approximately 25 minutes allocated to the presentation and 15 minutes to class discussion. See Appendix C for grading guidelines.
Peer evaluations are to be completed on group members after the presentation, and will
determine 10% of students’ grades (see Section E below).
D. Weekly Quizzes or “Hat Tricks” (Up to 21 pts. earnable, 1.5/week for weeks 2-15)
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. A 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 knowl-edgeable 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 1-1/2 points.
E. Peer Evaluations
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 D delineates the criteria to be used and provides guidelines for peer evaluations.
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 15 pts. earnable, 1 pt./week)
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. 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 after 5 missed classes, the point deduction will exceed the number of possible
participation points (15) and extend into overall course point scores.
2.) Point allocations for participation: High participation = full points (15)
Medium participation = loss of 4 points
Low/negligible participation = loss of 8 points
Note: I provide my full attention when this class is in session, and I expect the same from each student. Thus, please, no open laptops, pdas, cell phones, ipads, etc. during normal class interaction. Except for when students are typing notes, I will view an open laptop as a negative sign of class participation.
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 15 points
Individual Reflective Paper # 1 up to 14 points
Individual Congruence Paper # 2 up to 20 points
Group Project and Presentation up to 20 points
Weekly Quizzes or Hat Tricks up to 21 points
Peer Evaluation (by Group) up to 10 points
Leadership Bonus Points (professor discretion) up to 3 points
Grading Scale: 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
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. The course withdrawal deadline for Spring 2012 is Sunday, March 18. Students have responsibility to ensure they are properly enrolled in classes. You are advised to review your official class schedule (using Student Tools on FlashLine) during the first two weeks of the semester to ensure you are properly enrolled in this class and section. Should you find an error in your class schedule, you have until Sunday, January 22, 2012 to correct the error. If registration errors are not corrected by this date and you continue to attend and participate in classes for which you are not officially enrolled, you are advised now that you will not receive a grade at the conclusion of the semester for any class in which you are not
properly registered.
Students with Disabilities
University policy 3342-3-01.3 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 Accessibility Services (contact 330-672-3391
or visit http://www.registrars.kent.edu/disability/ for more information on registration procedures).
Academic honesty:
Cheating means to misrepresent the source, nature, or other conditions of your academic work (e.g., tests, papers, projects, assignments) so as to get undeserved credit. In addition, it is considered to cheating when one cooperates with someone else in any such misrepresentation. The use of the intellectual property of others without giving them appropriate credit is a serious academic offense. It is the University's policy that cheating or plagiarism result in receiving a failing grade for the work or course. Repeat offenses result in dismissal from the University. 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.
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. 
Class Schedule
Spring, 2012
January 9 •Introduction & Course Overview; Organization Theory
(Class # 1) •Group Arrangements & Other Administrative Matters
•Student Expectations of Course & Course Instructor
January 23 •Organizational Theory
(Class # 2) •The Congruence Model - Introduction
Assignment due:
January 30 •Strategic Management & Goals
(Class # 3) •Effectiveness in Organizations
•The Congruence Model
Assignment due:
Select a group spokesperson and alternate, and notify instructor.
Textbook, Ch. 2, "Strategy, Organization Design, and Effectiveness,"
pp. 56-81.
Vista: Nadler & Tushman (1980), "A Model for Diagnosing Organizational
February 6 •The External Environment
(Class # 4) Assignment due:
Optional due date for Individual Reflection Paper, Assignment #1
continued next page >>>>
"The University Art Museum," pp. 81-4.
Vista: Tuck, A. & Taft-Pearman, M. (2011). How non-profit networks are
raising the bar on results. Stanford Social Innovation Review. Available
on Vista or at: http://www.ssireview.org/opinion/entry/how_
nonprofit_networks_are_raising_the_bar_on_results/
B. Oakley, "Coping with Hitchhikers & Couch Potatoes on Teams."
February 13 •Organizational Structures
(Class # 5) Assignment due:
Optional due date for Individual Reflection Paper, Assignment #1
Textbook, Ch. 3, "Fundamentals of Organization Structure," including
C & C Grocery, pp. 88-131.
February 20 •Interorganizational Relationships
(Class # 6) Assignment due:
Optional due date for Individual Reflection Paper, Assignment #1
153(20) (Business Section), 6 pages.
February 27 •Global Competition & the International Environment
(Class # 7) Assignment due:
Optional due date for Individual Reflection Paper, Assignment #1
Textbook, Ch. 6, "Designing Organizations for the International
Environment,” including Rhodes Industries case, pp. 208-47.
March 5 •Changing Organizations
(Class # 8) Assignment due:
Optional due date for Individual Reflection Paper, Assignment #1;
last due date for papers on student-selected topics
Textbook, Ch. 11, "Innovation and Change," pp. 410-439.
Vista: Rousseau (1996), "Changing the Deal While Keeping the People."
March 12 •Organizations and the Management of Technologies
(Class # 9) •"A Major Malfunction," The Challenger Disaster, Part 1,
begin Part 2
Assignment due:
Last due date for Individual Reflection Paper, Assignment #1
Optional due date for Individual Congruence Paper, Assignment #2 Textbook, Ch. 7, "Manufacturing and Service Technologies," pp. 252-93.
March 19 No Class - Spring Break
March 26 •Organizational Culture and Ethics
(Class # 10) •Organizational Analysis Presentation - Student Group[3]
Assignment due:
April 2 • Intergroup Dynamics and Conflict in Organizations
(Class # 11) •"A Major Malfunction," The Challenger Disaster, finish Part 2
•Organizational Analysis Presentation - Student Group3
Assignment due:
Textbook, Ch. 13, "Conflict, Power, & Politics," pp. 490-97, & 517-23.
April 9 •Organizational Power and Politics
(Class # 12) •Organizational Analysis Presentation - Student Group3
continued next page >>>>
Assignment due:
Textbook, Ch. 13, "Conflict, Power, & Politics," pp. 497-521.
materials to class
April 16 •Decision-Making in Organizations
(Class # 13) •Organizational Analysis Presentation - Student Group3
Assignment due:
Textbook, Ch. 12, "Decision-Making Processes," pp. 450-89.
April 23 •Information Technology and Control in Organizations
(Class # 14) •Organizational Ethics: "A Major Malfunction," The Challenger
Disaster, sections of Part 3
•Organizational Analysis Presentation - Student Group3
Assignment due:
Textbook, Ch. 8, "Using IT for Coordination and Control," pp. 294-326.
to the Challenger case
April 30 •Integration of Course Concepts/Theory & the Big Picture
(Class # 15) •Organizational Analysis Presentation - Student Group3
Assignment due:
All group peer review ratings due
Textbook, Ch. 9, "Organization Size, Life Cycle, & Decline," pp. 332-45 &
352-63.
(No exam)
Hand in this form with your paper
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Point Scores |
Criteria |
Instructor Comments |
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3.5 points |
Introduces paper and selected organization. Summarizes theory to be used (and sources, if not from textbook or assigned readings). Focus of paper is on a whole organization.
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7 points |
Applies theory to the selected organiz-ation. Develops a clear thesis or point of view. Uses most of the key concepts from the theory. Shows mastery of the concepts and understanding of their relevance. Demonstrates critical thinking about the theory and the application, e.g. contingency thinking, organizational structural and contextual dimensions relevant to theory use, etc.
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3.5 points
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Writes clearly & coherently. Uses grammatically correct language with accurate punctuation & spelling. Uses topic sentences and logically structures paragraphs. Correctly cites sources of materials other than textbook or course readings. Follows APA or other selected style format.
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14 points: Total Possible Score
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Your Score: |
Appendix B: Congruence Paper Grading Criteria
Hand in this form with your Congruence Paper
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Point Scores |
Criteria |
Instructor Comments |
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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.
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6 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.
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4 points
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Writes clearly & coherently. Develops a thesis, or storyline. Paper uses gram-matically correct language with accurate punctuation & spelling. Logically structures paragraphs and uses topic sentences. Follows APA or other selected style format.
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Total Possible Score: 20 points
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Your Score: |
Appendix C: Group Project Presentation Grading Criteria
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Point Scores |
Criteria |
Instructor Comments |
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3 points |
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6 points |
Content of presentation: understanding of the organization and command of the theory; quality of information; clarity and comprehensiveness of pre-sentation; use of a systems perspective.
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6 points
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3 points
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Amount of "polish" and/or creativity, in the presentation to classmates.
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2 points
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Total Possible Score: 20 points
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Your Score: |
Appendix D: 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
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Criteria for Evaluation:
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1. On time for all group meetings and stayed for their duration |
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2. Cooperative/communicated well with other members; shared information, listened well |
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3. Dependable, kept his/her word, met task deadlines set by group |
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4. Exerted effort and/or extra effort; did his/ her share of work; took an active role |
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5. Made cognitive contributions; possessed and applied course knowledge to accomplish group goals |
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6. Made valuable contributions and submitted quality work |
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7. Provided structure for goal achievement, identified and assigned tasks, monitored progress |
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8. Helped to manage member differences and resolve conflicts |
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9. Kept the group organized & cohesive, and moving toward completion of the group's work |
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Total points: |
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Divide total points by 9, and multiply by 10. |
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[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, respectful
disagreement, and being aware of other students’ needs for participation. Dominating discussions is not the same as
“good participation.”
[3] Peer reviews due from members of presenting group (see Appendix B).
