Carleton University

Public Policy and Administration PADM 5411

ORGANIZATION THEORY (Fall 2013)

COURSE OBJECTIVES

1. Examine the major theoretical approaches to the study of organizations including political economy, pluralism, Marxism bureaucratic theory, scientific management, human relations,

labour process, post-modernism. 2. Discuss and analyse of how these perspectives inform our understanding and experience of

work and organizations in both the private and public sectors.

3. Provide students with a framework for assessing current management tools and workplace issues in a Canadian and comparative context.

COURSE FORMAT

The course follows a structured teaching and seminar format that requires participants to come to class prepared, having done the week’s readings, and ready to discuss and analyse them in

detail. In order to structure the classes, individuals will be assigned specific readings for which they are responsible for presenting to the class and for leading group discussion.

COURSE MATERIAL

Required Text -Classics of Organization Theory, 7th edition 2010 Jay M. Shafritz and J. Steven

Ott, available in Carleton Bookstore. (S&O)

Optional Text - Work Organisations 3rd edition by Paul Thompson and David McHugh (Palgrave,

publishers, 2002) Used editions may be available but now out of print – selected chapters may be made available on Web CT (T&M)

Supplementary Readings (SM) - will be available on-line subject to copyright restrictions. Some of these will be assigned or required readings (*) while others are optional.

Please note, articles marked (D) are primarily recommended for those particularly interested in

development issues, although they contain useful OT insights for everyone.

Time: Tue 11.35–2.25pm Fall Term 2013-14 Room: RB 3228

Instructor: Christopher Stoney

Room: 5218 RB Office hours: Mon 5.30pm-6.30; Tue 2.30pm-3.30

or by appointment. Email: cstoney@connect.carleton.ca

COURSEWORK AND EVALUATION

Assignment Summary &

Analysis of

selected reading(s)

Summary &

Analysis of

Class Discussion

Questions (any two)

Briefing

Note

Term

Paper

Class

Participation

Due Date As selected Class 8 Class 8 Last

Class

Throughout

% of Final Grade

10% 20% 20% 60% 10%

Summary and analysis of selected reading (10%) Summary and analysis of selected readings should be succinct, about 10 minutes, in order to

allow time for discussion. Written summaries should also be succinct and no longer than two pages. Please note that summaries should not be simply condensed versions of the article, but

will be assessed on their ability to address the following questions:

a) What are the principal arguments in the article and how are they relevant to the

main topic (s) of the class? b) What theoretical perspective, if any, does the article adopt?

c) How does the article compare to related work on this topic? d) How does the article compare to other articles and arguments discussed in the

course?

e) How does the article relate to real and topical issues and/or your own experience? f) How valid or important is the article’s argument and how might it be improved?

In addition, the summary and analysis will be assessed on your ability to stimulate and guide

discussion and respond to questions effectively. To this end you may find that generating 1 or 2

questions yourself for the group to discuss is an effective way of promoting and guiding relevant discussion. Use of a seminar format to present your analysis is fine but, if you prefer, please feel

free to use slides or power point. In either case, you are encouraged to draw on relevant newspaper articles, models, reports or news clips to enhance your analysis and illustrate the

relevance of the article to contemporary issues in organisation theory and/or public management.

Your written summary should aim to reflect and support the presentation content and aims and should include any questions for discussion. NB. Please identify the written summaries

with your name and the title of the article and make copies available to the class the day before class (via email) or on the day (paper copy).

OR

Summary and analysis of class questions and discussion (20%)

Each class seminar will address a question or questions (to be circulated early in the term) for the purpose of facilitating discussion. Your task is to address any two of these questions

drawing on, course material, class discussion and using examples to illustrate and inform your answer. Each question should be addressed succinctly in no more than 600 words each (i.e.

1200 word max).

Briefing Note (20%) Early in the term you will be provided with a newspaper article focusing on aspects of the public

service. Drawing on your knowledge of organization theory, your task is to write an informal briefing note to the Clerk of the Privy Council identifying the source of the challenges and the

theories that will be useful in addressing the problems identified. The briefing note will be

assessed in terms of its effectiveness in applying theory to the practical challenges identified, the options proposed for reform and the suggested ways in which barriers to reform can be

successfully negotiated. The Clerk is very busy and you are required to keep your briefing note to a maximum of 1200 words.

Term Paper (60%) An essay of no more than 4000 words is due by the last class of this course and could address

one of the following alternatives:

(a) Select any three ‘schools’ of organisation theory (e.g. refer to the chapter headings used by

Shafritz and Ott) and use them to analyse a specific organisational event or situation with which you are familiar (this could be work related or an issue reported in the media – public,

private or voluntary sector). Examples might include developments in social values, personal work experiences, organisational change, cultural shifts, scientific advances, economic or

social trends, political trends or other phenomena. As well as using the different perspectives

to analyse the chosen issue, you should compare and contrast the explanatory value of the different schools used. You should avoid elaborate description of the chosen issue and aim

to provide a critical review of each of the schools in the process of your analysis and evaluation. However, you may wish to reflect how the theoretical approaches selected have

influenced your understanding and reactions to the specific issue or situation chosen.

(b) Use both mainstream and radical (i.e. Marxist based) theories to analyse current trends in

work and organisations (e.g., changes in employment laws and practices, job opportunities, skills and careers, the use of technology, restructuring, downsizing). You should try to

develop two coherent, but contrasting accounts of why these changes are taking place. You

may also assess both accounts in terms of their plausibility and ability to explain. You may also use both accounts to predict future changes in these areas.

c) Focus on the development of the Canadian or comparative public sector and illustrate and

analyse how it has changed (determine your own time frame). You might want to explore specific issues such as job design or broaden the analysis to consider changes in structure,

leadership, culture, measures of performance, management of stakeholders, motivation

practices and so on. You should contextualise, analyse and assess these changes in the context of the course themes and literature.

(d) Select a topic of your own choice, subject to the instructor’s approval

OR

The aim of the paper is to critically analyse and not simply describe an issue, organisation, policy

or reform and it should demonstrate knowledge and understanding of the literature by applying it to your chosen topic.

Class participation (10%) The class participation element of the mark will reflect attendance (please let me know in

advance if you are not able to attend class) and ‘informed’ participation in class discussion throughout the term.

GRADING CRITERIA

Students should be aware of and must adhere to the university’s policies on plagiarism.

The SPPA use Carleton University’s 12 point grading scale with the following descriptive equivalencies. Normally, graduate students do not get credit for courses with a grade of less

than B-

A+ 12 Outstanding. For written work, virtually publishable.

Demonstrates evaluative judgement and mastery of technical

as well as literary aspects of writing.

A 11 Excellent. Demonstrates superior grasp of material and

capacity to understand and extend underlying patterns.

A- 10 Very good. Demonstrates clear grasp of material, its component parts, and capacity to analyze their relationships to

each other.

B+ 9 Good. Demonstrates basic understanding of material and ability to apply concepts. Written work is competent.

B 8 Satisfactory, but below average. Demonstrates comprehension of material with ability to apply concepts.

B- 7 Adequate, but less than average. Demonstrates

comprehension and understanding, with limited capacity for application.

C+ 6 Less than adequate. A final grade of C+ is not normally

sufficient for credit.

ACADEMIC ACCOMMODATION You may need special arrangements to meet your academic obligations during the term. For an accommodation request the processes are as follows: Pregnancy obligation: write to me with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details visit the Equity Services website: http://www2.carleton.ca/equity/ Religious obligation: write to me with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for

accommodation is known to exist. For more details visit the Equity Services website: http://www2.carleton.ca/equity/ Academic Accommodations for Students with Disabilities: The Paul Menton Centre for Students with Disabilities (PMC) provides services to students with Learning Disabilities (LD), psychiatric/mental health disabilities, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD), chronic medical conditions, and impairments in mobility, hearing, and vision. If you have a disability requiring academic accommodations in this course, please contact PMC at 613-520-6608 or pmc@carleton.ca for a formal evaluation. If you are already registered with the PMC, contact your PMC coordinator to send me your Letter of Accommodation at the beginning of the term, and no later than two weeks before the first in-class scheduled test or exam requiring accommodation (if applicable). After requesting accommodation from PMC, meet with me to ensure accommodation arrangements are made. Please consult the PMC website for the deadline to request accommodations for the formally-scheduled exam (if applicable) at http://www2.carleton.ca/pmc/new-and-current-students/dates-and-deadlines/ You can visit the Equity Services website to view the policies and to obtain more detailed information on academic accommodation at http://www2.carleton.ca/equity/

CLASS TOPICS AND SCHEDULE

Class 1

Introduction – Course aims objectives, assessment and content _________________________________________________

Class 2

Conceptualising organisations. How can we think of organisations?

S&O - Katz, D. and Kahn R. L. ‘Organisations and the System Concept’ pp. 407-418

- P. Blau and W. R Scott, ‘The Concept of Formal Organizations’, pp. 206-210

T&M chapter 1 & 25

SUPPLEMENTARY READINGS *M.J. Hatch, ‘Why study Organization Theory?’, Ch.1 in Organization Theory (1997, OUP)

http://www.oup.com/uk/orc/bin/9780199260218/hatch_ch01.pdf *Gibson Burrell, Gareth Morgan Sociological paradigms and organisational analysis: elements of the sociology of corporate life (Ch1 ‘Assumptions about the Nature of Social Science, pp 1-9,

of 432), 1985, Ashgate publishing. *Morgan, G. Images of Organization (1997) pp.355-373, (The Multicom Case), 1997, Sage

Publications, Thousand Oaks, Calif, 2nd ed. *Clement Wallace, ch 1 Introduction: ‘Wither the New Canadian Political Economy’ in

Understanding Canada : building on the new Canadian political economy / edited by Wallace

Clement, Montreal : McGill-Queen's University Press, c1997. * Tompkins, J.R., Organization Theory and Public Management (2005) ch.1: An introduction to

Organization Theory; ch 2: The Distinctive Context of Public Management, Sengage Learning. Waterman, R.H., T.J. Peters and J.R Phillips, ‘Structure is not Organization, Business Horizons, June 1980, Vol.23, Issue 3, p.14, 13p. Available through Library,

http://web.ebscohost.com.proxy.library.carleton.ca/bsi/pdf?vid=3&hid=25&sid=bdeb4af5-5af6- 47a2-82f8-1101e2a2d668%40sessionmgr14

Turner M. and D. Hulme, Governance, Administration and Development (1997), Making the State Work, ch1 ‘Development and its Administration’ pp. 1-12, (1997) & ch.2 Organisational

Environments: Comparisons Contrasts and Significance pp. 22-55. (D) Houndmills:MacMillan, 1997.

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Class 3 Classical, Pluralist and Radical Perspectives. Do organisations have consensual aims? Is social

Darwinism the ultimate measure of performance or do organisations require a licence to operate

from their stakeholders?

S&O - Carroll & Buchholz, ‘Corporate Citizenship: Social Responsibility...and Performance’ 496-512

- McWilliams & Siegel, ‘Corporate Social Responsibility: A theory of the firm...pp 513-522

T&M Chapter 5 and pp.359-362

SUPPLEMENTARY READINGS

*Morgan, Gareth, ‘Natural Selection’ in Images of Organization pp. 66-76, 1986 Sage. *A. Neale ‘Responsible organizational behaviour?, in Organization and Management: A Critical Text, eds. Barry, J. et al. pp. 214-230 (2000) Intl Thomson Business Press (February 2000)

*Morgan, G. 1997 ‘Contradiction and crisis:the logic of dialectical change’ in Images of Organisation pp283-2971997, Sage Publications, Thousand Oaks, Calif, 2nd ed.

*Good, D. ‘Looking Underneath Dichotomies and Contradictions in Public Administration’ in The Politics of Public Management 2003 pp.14-20, IPAC Toronto.

*Stoney,C. and D. Winstanley, ‘Stakeholding: Confusion or Utopia? Mapping the Conceptual

Terrain’ (2001), ‘Journal of Management Studies’ pp. 603-626, Vol.38, No.5 July 2001. *Argenti, J., ‘Stakeholders, the Case Against’ (1997) and Campbell, A. ‘Stakeholders, The Case

in favour’(1997), Both articles in Long Range Planning Vol. 30, Issue No. 3, June pp. 442-448, http://journals1.scholarsportal.info.proxy.library.carleton.ca/journal.xqy?uri=/00246301

Benson, J.K. ‘Organizations: A Dialectical View’ (1977), Administrative Science Quarterly, 22, 1-21.

Kiggundu, M.N. (1989). Managing Organisations in Developing Countries. West Hartford, T.:

Kumarian Press. ch.1 ‘The importance of Organizations for Developing Countries’ (D) __________________________________________

Class 4

Classical Organisation Theory I – FW Taylor: explores the principles of scientific management and

assesses its impact on organisation theory and practice. Also explores its strengths and weaknesses through the work of critics including Marxist and labour process theorists such as

Braverman.

S&O - Adam Smith ‘Of the Division of Labour’ – pp. 41-45

- F.W. Taylor, ‘The Principles of Scientific Management’ – S&O pp. 65-76

T&M chapter 3 (pp. 29-34) and pp. 365-370

SUPPLEMENTARY READINGS

*Harry Braverman and the degradation of work’ *Harry Braverman and the

Degradation of work’ in The Sociology of Organisations: classic, contemporary, and critical readings (ed M.J Handel 2003), Sage.

*R. Johnstone, ‘Hidden Capital’ in Organization and Management: A Critical Text. eds. Barry et al, pp. 16-34, 2000, Thompson Learning.

C.Stoney, Strategic Management or Strategic Taylorism? A Case Study into Change Within A UK Local Authority international Journal of Public Sector Management, 2001, Vol 14, No 1, pp27- 42, Emerald Group Publishing.

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Class 5 Classical Organisation Theory II – Max Weber: explores the principles of bureaucracy and

assesses the impact on organization theory, practice and the public sector. Also examines its

strengths and weaknesses through the work of neo-classical critics such as Merton and Michels.

S&O - ‘Neoclassical Organisational Theory’ pp. 88-92

- *Max Weber, ‘Bureaucracy’ – S&O pp.73-78 - H. Simon, ‘The Proverbs of administration – pp. 112-134

- R. Michels, ‘Democracy and the Iron Law of Oligarchy’ pp290-304

- *R.K. Merton, ‘Bureaucratic Structure and Personality’ – S&O pp.103-110

T&M chapter 3 (pp.-34-42) and pp. 357-359

SUPPLEMENTARY READINGS

*Blau, p.m and W. Meyer ‘Bureaucratic Dysfunctions’ Ch 7 in Bureaucracy in Modern Society 3rd edition, 1987, Random House.

*Johnson, D. Ch.12 of Thinking Government 2006 pp. 627-637 c.f. ‘pathologies of bureaucracy’, University of Toronto Press, 2006.

DiMaggio, P.J. and W.W Powell, ‘The Iron Cage Revisited’, reproduced in Sociology of

Organisations, Handel M.J. 2003 Sage. *Haney, C and Philip Zimbardo, ‘The ease with which people fit into pre-defined roles Navel

Research Reviews’ (1973) http://www.zimbardo.com/downloads/1973%20A%20Study%20of%20Prisoners%20and%20Gua

rds,%20Naval%20Research%20Reviews.pdf Turner M. and D. Hulme Governance, Administration and Development (1997), ch.4

‘Bureaucracy: Obstructing or facilitating Development’ Houndmills:MacMillan, 1997. (D)

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Class 6

Modern Legacies of the Classical Management School: Examines the evidence, manifestations and extent of Taylorism and rational bureaucracy in modern work practices. According to some scholars, post-bureaucratic or post-Fordist

organisations have eroded the traditional controls, methods and structures of work. For others, labour process theorists and Foucauldian scholars for example, the classical methods of control,

work intensification and routinisation have simply been transformed by more sophisticated and technologically advanced processes raising ethical and health concerns.

T&M chapters 8, 18, 21 and pp.184-188 and 370-374

SUPPLEMENTARY READINGS *Baldry, C. Bain, Peter and Phil Taylor, ‘Bright Satanic Offices: Intensification, Control and

Contradiction’ in Thompson, P. and C. Warhurst (eds) Workplaces of the future (1998), pp. 163 - 183. Macmillan Business, *Wickham, J. and G. Collins, The Call Center: A Nursery for New Forms of Work Organisation,

The Service Industries Journal, January, 2004 pp. 1-18. http://web.ebscohost.com.proxy.library.carleton.ca/bsi/pdf?vid=3&hid=25&sid=f7b4a84b-4ee8-4970-9ca0- 5cb8bbc43f9d%40sessionmgr11

*Taylor, S. ‘Emotional Labour and the New Workplace’, in Thompson, P. and C. Warhurst

(eds) Workplaces of the future (1998), pp. 84—103. Macmillan Business, *Wexler M.,Exploring the Changing Emotional Landscape of the Public Administrator, Vol. 30,

Issue 2, Jun 2000, Page 9, http://www.optimumonline.ca/article.phtml?id=56

Bolton, S. C. ‘Emotion Here, Emotion there. Emotional Organisations Everywhere’ Critical Perspectives on Accounting (2000) 11, Issue 2 155-171,

*Allen, R., Miller, N. and S. Wyatt, ‘ New Technologies and Organizational Behaviour’ in Organization and Management: A Critical Text (eds. Barry et al, pp. 85-95, 2000)

Kanungo, R. N ‘Work Alienation in developing countries: Western models and Asian

Realities, In Management in Developing Countries ed. Jaeger and Kanungo pp- 193-208, 1990 Routledge (D).

Allan McKinlay, ‘Managing Foulcault: Geneologies of Management’ Management & Organizational History February 2006 1: 87-100. Kanungo, R. N ‘Work Alienation in developing countries: Western models and Asian

Realities, in Management in Developing Countries ed. Jaeger and Kanungo pp- 193-208, 1990, Routledge. (D)

For an Interview with George Ritzer on ‘McDonaldization’ go to:

http://www.mcspotlight.org/people/interviews/ritzer_george.html

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Class 7 The Human Relations School: Incorporating a psychological perspective into organisational theory and behaviour, this approach has developed in part as an alternative to the sociological, rational and control based classical

theories. Centring on the individual, human relations has placed the emphasis on theories of human nature, motivation, personality and improving the quality of working life.

S&O - ‘The Human Resource Theory or the Organisational Behaviour Perspective’ pp.149-155

- F. J. Roethlisburger, ‘The Hawthorne Experiments’, S&O pp. 1628-170 - Abraham H. Maslow, ‘A theory of Human Motivation’ – S&O pp. 171-182

- D. McGregor, ‘The Human Side of Enterprise – pp.179-184

- T&M chapters 4, 19, and 24

SUPPLEMENTARY READINGS

* Kerr, S. ‘The Folly of Rewarding A While Hoping for B’The Academy of Management Executive; Feb 1995; 9, 1;

*Johnson, P & Gill, J. ‘The evolution of motivation theory’ in Management Control and

Organizational Behaviour, pp. 39-66 (1993) London: Paul Chapman * Glor, E. Ideas for Enhancing Employee Empowerment in the Government of Canada, , Vol.

30, Issue 3, Apr 2001, Page 14 http://www.optimumonline.ca/pdf/30-3/empowerment.pdf

*Kernaghan, K, et al Ch. 7 ‘Empowering and being Empowered’ in The New Public Organization (Kernaghan et al pp.157-179, 2000 IPAC)

*Wilson, W. ‘Motivation’ In Organizational Behaviour and Gender ch 4 pp. 125-146 (1995)

Ashgate Publishing. Walton R.E. ‘From Control to Commitment in the Workplace’ Harvard Business Review,

Mar/April 1985, Vol. 63 Issue 2, p77, 9p. Langbein, L. ‘Controlling Federal Agencies: The Contingent Impact of external controls..’,

paper presented to SPPA http://www.pmranet.org/conferences/AZU2007/ArizonaPapers/Langbein_2007.pdf

Hackman J.R. et al ‘A New Strategy for Job Enrichment’ California Management Review,

Summer 1975, pp. 57-71

Kiggundu, M. ‘Limitations to the application of socio-technical systems in developing countries’ in Management in Developing Countries ed. Jaeger and Kanungo pp. 146-162 1990

Routledge (D)

Cases:

*Bourgault and Parent ‘Inspiring Exemplary Practices in Canada...Professionalism, Pride and Recognition’ in Professionalism and public service: essays in honour of Kenneth Kernaghan eds.

D.Siegel and K. Rasmussen , Ch 7 pp. 152-174 2008.

Lindquist, E, ‘In Kernaghan’s Wake’ The choppier seas of commitment...’ Ch 6 in Professionalism and public service: essays in honour of Kenneth Kernaghan, eds D.Siegel and K.

Rasmussen, 2008 UTP.

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Class 8

Modern Organisational Design: from iron cage to post-modern-age? The growing awareness of bureaucratic dysfunctions, and the contradictions between Taylorism

and knowledge, learning and innovation, has fuelled the search for new and more effective organisational structures. Facilitated by new technologies and changes in the workforce, there

has been a putative shift away from centralised ‘patriarchal’ bureaucracy to post-bureaucratic and

flexible networks. Described as virtual organisations, new organisational forms remain controversial both in terms of their existence and efficacy. Structuralist critics, for example,

maintain that power, control and traditional hierarchies should remain the dominant features of effective, accountable organisational structures.

S&O - ‘Modern Structural Organization Theory’ – pp. 197-200

- *T. Burns and G.M. Stalker’Mechanistic and Organic Systems’ pp. 201-205 - H. Mintzberg, ‘The Five basic Parts of the Organization S&O pp. 222-233

- R. Burton and B. Obel ‘Technology as a Contingency Factor’ 234-242 - Acker, J. ‘Gendering Organisational Theory pp. 480-488

T&M, chapters 10, 11 and 12 and pp. 374-380

SUPPLEMENTARY READINGS *Olson, J.P. ‘Maybe it’s time to reconsider Bureaucracy’ (2005) Journal of Public Administration Research and Theory (January 2006) 16 (1): 1-24. http://jpart.oxfordjournals.org.proxy.library.carleton.ca/content/16/1/1.full.pdf+html *B. Victor and C. Stephens, ‘The Dark Side of Organizational Forms’ Organization Science (1994) Volume: 5, Issue: 4, Pages: 479-482 http://web.ebscohost.com.proxy.library.carleton.ca/bsi/pdf?vid=3&hid=25&sid=92cbfb7c-0cc4-4262-846e-1c8df26d2c7c%40sessionmgr13

*Kernaghan, K, et al ‘Restructuring and Re-engineering’ in The New Public Organization Kernaghan et al pp.92-122, 2000 IPAC *E. Jacques ‘In Praise of Hierarchy’ Harvard Business Review January-February 1990

http://www.westrendgroup.com/Westrend_Group/Organizations_files/In%20Praise%20of%20Hierarchy.pdf

Parker, M., ‘Postmodernizing organizational behaviour: new organizations or new organization

theory?’ in eds. Barry et al, pp. 36-49, 2000 Thompson Learning. Turner and Hulme ch.7 ‘Decentralization within the state: Good Theory, but Poor Practice? ’ in Governance, Administration and Development (1997), 1997 pp.151 –174, (D). Turner M. and D. Hulme ch.10 ‘The International Environment: External Influences and

Governance’’ in Governance, Administration and Development (1997) pp. 220-237 MacMillan (D)

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Class 9

Group Dynamics and Decision-Making: The importance of group dynamics in the context of decision-making is increasingly recognised.

Research into the processes leading to major and sometimes catastrophic decisions such as the

launch of the Challenger space shuttle and the Bay of Pigs invasion have revealed the significance of group dynamics and further discredited the notion of classical decision-making.

The phenomenon of group dynamics has serious implications for decision-making at all levels of organisations, government and society.

S&O

- Irving. L. Janis, Groupthink: ‘The desperate Drive for Consensus at Any Cost’ pp. 189-196

- Cox Jr. T., ‘Creating the Multicultural Organization: Challenge of Managing Diversity’ 489-495

T&M Chapter 20

SUPPLEMENTARY READINGS

*Kim, Y. ‘A comparative Study of the Abilene Paradox and Groupthink’ Public Administration Quarterly, Vol. 25, No 2, Summer 2001.

*Vaughan, D. ‘Rational Choice, Situated Action and the Social Control of Organization: The Challenger Launch Decision’ in The Sociology of Organisations: classic, contemporary, and critical readings, PP. 443- 456ed. M.J Handel 2003, Sage.

Whyte, G. ‘Groupthink Reconsidered’ , Academy of Management Review, 1989, Vol.14, No. 1 *Warah, A. Trust Building in Organizations, Vol. 30, Issue 3, Apr 2001, Page 94, Aïda Warah,

http://www.optimumonline.ca/pdf/30-3/trust_building.pdf _________________________________________________

Class 10 Leadership, organizational learning and renewal Perhaps the most glamorous and mythical aspect of organisation theory and behaviour, there remains considerable debate as to the nature of leadership and the capacity of managers to

acquire and deliver it. In debating these issues, the session aims to examine leadership and consider its significance in the context of public sector governance and learning.

T&M Chapters 17,7 and 16

SUPPLEMENTARY READINGS Bennis, W. ‘The 4 Competencies of Leadership’ in Leaders, NY Harper & Row, 1985 pp.395-

401.

*Manz, C. C. and H. P. Sims, Jr,. ‘Superleadership: Beyond the Myth of Heroic leadership’

Organisational Dynamics, Vol. 19, No.4 Spring 1991. *S. Tietze et al ‘Leadership and Language’ in Understanding Organizations through Language, 131-152 Sage London Wexler, M.N. ‘Emotional Intelligence’, a Review and Appraisal, , Vol. 30, Issue 2, Jun 2000, Page 1, http://www.optimumonline.ca/article.phtml?id=55

Sadler, P. ‘Leadership and Organizational Learning’ in Handbook of Organisational Learning & Knowledge, M. Dierkes et al 2001 pp.415-427, Oxford. *Rosell, S. A. ‘The Learning Organization’ In Renewing Governance: Governing by Learning in the Information Age pp. 60-85, 1999, OUP. Wilson, W. ‘Leadership’ in Organizational Behaviour and Gender pp. 152-179, 1995,

Ashgate Publishing. *Thomas, P. G. ‘Many Hands on the Tiller: Change, Governance and Leadership’ (very short)

http://www.optimumonline.ca/pdf/29-1/leadership.pdf

Rosener, J.B. ‘The Ways Women Lead’ Harvard Business Review, Nov-Dec 1990, pp. 119-126. (See also discussion document at http://www.mrg.com/documents/The_Way_Women-Men_Lead.pdf)

Tichy. N, and D. O. Ulrich ‘The leadership Challenge – ‘A call for the Transformational Leader’ Sloan Management Review, Fall 1984 pp. 59-68

Woycke, J. ‘Managing political modernization: charismatic leadership in the developing

countries in Management in Developing Countries eds. Jaeger & Kanungo, pp. 275-286, 1990 Routledge (D).

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Class 11 Power and politics: ideology and agenda setting What is power and what are its sources? How is power used and played out through the process of organisational politics? Although power has often been naively neglected in organisational

thinking, recent decades have seen it return to the fore through the work of Lukes, Clegg and

Foucault.

S&O - Power and Politics Organization Theory – pp. 271-276

- John R. P. French, Jr. and B. Raven ‘The Bases of Social Power’ pp 298-306

- Pfeffer, J. ‘Understanding the Role of Power in Decision-making 277-290 - Henry Mintzberg, ‘The Power game and Power Players’ S&O 330-337

T&M Chapter 9

SUPPLEMENTARY READINGS *Johnson, P & Gill, J. ‘Power and Management Control’ in Management Control and

Organizational Behaviour, pp. 39-66 (1993) London: Paul Chapman La Palombara, J. ‘Power and Politics in Organizations: Public and Private Sector Comparisons’

in Handbook of Organisational Learning & Knowledge, M. Dierkes et al 2001 pp.557-581,OUP.

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Class 12

Culture, sense-making and change

Culture is increasingly seen as a form of ‘sense-making power’ and is conceptualised in

mainstream organization literature as an invaluable management tool that can be used to reprogram employee thinking and behaviour and change organisations. Critical organization

theorists regard this as a superficial view of culture and argue that changing values norms,

behaviour and organizations is a much more complex and contested process. In the context of

this debate, to what extent can governments’ expect to transform the public service, change societal attitudes towards key policy concerns such as sustainable development or reflect broader

cultural changes within Canada’s increasingly multicultural society?

S&A

- Theories of Organizational Culture and Change - pp.338- 348 * Edgar H. Schein, ‘The Concept of Organizational Culture: Why Bother?’ pp. 349-360

- Martin, J. Organizational Culture: Pieces of the puzzle 361-383

T&M Chapter 13 and 6

SUPPLEMENTARY READINGS

*Meek, L. M., ‘Organisational culture: origins and weaknesses’ in Human Resource Strategies, Salaman, G. (ed.) 1992, London:Sage.

Needle, D., ‘Culture at the level of the firm: organizational and corporate perspectives’ in

Organization and Management: A Critical Text, Barry et al eds, pp. 101-118, 2000, Thompson Learning.

*Kernaghan, K, et al ‘Sharing and managing values’ in The New Public Organization Kernaghan et al pp.44-63, 2000, IPAC

Adler, N. Ch. 2 ‘How Cultural Differences Affect Organizations’,in International Dimensions of Organizational Behaviour, pp.44-65, 5th ed 2008 Thompson Ray, C. A., ‘Corporate Culture: The Last Frontier of 2002, Journal of Management Studies, pp.

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