CORE-GP 1020 Management and Leadership (M&L) Section

002 Fall 2018

Class Information Meeting Days/Times: Mondays, 6:45pm-9:30pm; September 4 to December 14, 2018 Location: Meyer Hall, 4 Washington Place, Room 102

Instructor Information Instructor: Laura Sabattini, Ph.D (http://wagner.nyu.edu/sabattini)

o Email: laura.sabattini@nyu.edu o Office Hours: Before class and by appointment (email is the best way to reach me during

the week). Teaching Assistant: TBD

o Email: Writing Tutor: TBD

o Email:

Course DescriptionManagement and Leadership is designed to empower you with the skills you will need to make meaningful change in the world—whether you care about bike lanes, criminal justice, prenatal care, community development, urban planning, social investment, or something else. Whatever your passion, you can only have an impact by leading and managing organizational processes. In this course, you will enhance the technical, interpersonal, conceptual, and political skills needed to run effective and efficient organizations embedded in diverse communities, policy arenas, sectors, and industries. In class, we will engage in a collective analysis of specific problems that leaders and managers face—first, diagnosing them and then, identifying solutions—to explore how organizations can meet and exceed their performance objectives. As part of that process, you’ll encounter a variety of practical and essential topics and tools, including mission, strategy, goals, structure, teams, diversity and inclusion, motivation, and negotiation.

Required Course Materials

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1. Bolman, L. G, & Deal, T. E. (2017). Reframing Organizations Artistry, Choice and Leadership, 6th Edition, Jossey-Bass. ISBN-978-1-119-28182-5 (paperback, also available as an E-Book.). Hereafter referred to as Reframing.

2. Rath, T., & Conchie, B. (2009). Strengths Based Leadership. Gallup Press, 2009. ISBN-10:1595620257; ISBN-13:978-1-59562-025-5. Hereafter referred to as Strengths. NOTE: This book must be purchased new as each book contains a unique code for the assessment.

3. Coursepacks: Two course packs are available for this class, one includes additional readings and one include the case studies that we’ll use for team activities. Hereafter referred to as “Coursepack” and “Case Coursepack” respectively. Please make sure to purchase the materials associated with this section (# 002) [ADD LINK].

Other Materials To keep costs down, NYU Classes will have links to readings you can access and print from the

NYU library or PDF of readings organized by week. Some class materials will also be distributed via e-mail. Thus, it is important that you actively use

your NYU e-mail account, or have appropriate forwarding set up on NYU Home (https://home.nyu.edu/).

M&L Plus (https://docs.google.com/document/d/1ajEvLMnn24aIxg2qYZgq-tWPqyq5wpDvHGUbAy_dy5g/edit?usp=sharing): This document provides additional courses and optional readings so that you can explore the topics we cover in more depth

Learning Objectives and Skill DevelopmentThe course combines conceptual and experiential approaches and is divided into four modules:

1. Teams and teamwork2. Interpersonal dynamics3. Designing and aligning organizations4. Leading change

Readings will introduce key concepts and useful ways of thinking about common situations in complex organizations. Case studies, exercises, and in-class discussions provide opportunities to apply theories, concepts, and research findings to particular situations to hone your managerial and leadership skills. The written assignments require you to consolidate your insight and practice your analytical and communication skills.

There are three learning objectives that cut across each class:

1. Analytical Thinking and its supporting skillset:a. Identify, analyze, and address underlying problems and opportunitiesb. Recognize, analyze, and manage complex relationshipsc. Reframe the way you approach people and situations

2. Leveraging diversity and its supporting skillset:

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a. Identify, understand, and use different types of diversityb. Explore how to create, participate in, and coach diverse teamsc. Develop skills to address the challenges and opportunities of diversity

3. Communication and its supporting skillset:a. Recognize the importance of clear communication with stakeholders b. Prepare effective, clear, organized written reports and presentationsc. Conduct effective meetings and facilitate group/team discussions

Class TeamsYou will be assigned to a team early in the semester and work with the team throughout the semester. You will have lots of opportunities to discuss and debate issues including the cases, readings, and exercises. You are expected to do all of the assigned readings on your own before class

Assignments and Grading PolicyGrades include individual and group elements and are calculated based on the components listed below. WRITTEN ASSIGNMENTS: All written assignments should be single spaced, 1-inch margins, and 12-point Time New Roman font.

Individual Components (IND) – 60% Participation, attendance, and professionalism, including board posts (15%) Assessments and exercises (including strengths assessments) (10%) Self- and peer evaluation (5%) Final exam (30%)

Group Components (GROUP) – 40%For each of the group assignments, please include a cover page with the names of everyone who contributed to the memo and the role they played in the memo. If a group member did not contribute, do not include that person’s name and s/he will not receive credit for this assignment. Everyone whose name does appear on the assignment will receive the same grade.

Team Prospectus and Debrief Documents (5%) Case Summaries, Exercises, and Strategy Memos (15%) Congruence model analysis (15%) Congruence model presentation (5%)

Participation, Attendance, and Professionalism (IND):Attendance, participation, and professionalism are key to the success of this course. All class sessions will involve active discussion based on the readings and cases, with an emphasis both on theoretical questions and practical implications. You should be prepared to share your analysis and contribute insights and recommendations using the language and tools provided in the reading materials. Class participation is evaluated based on students’ ability to integrate readings, concepts, personal insights, as

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well as on relevance, thoughtfulness, and active listening skills when other students are speaking or presenting. In addition, students are required to contribute a certain number of forum posts (see below). These provide an additional opportunity to share thoughts, continue conversations started in class, and other reflections from class activities (see below). Finally, professionalism is calculated based on attendance, lateness, and number of course assignments (e.g., write ups, reflections) completed on time. If you will be absent or delayed (e.g., train delays, family emergencies), please email me and the teaching colleague.

Forum Posts: To get full participation credit, students must contribute at least 3 (original) posts AND at least 3 responses to other students’ posts (i.e., comments or reactions to other board posts). Forum posts topics can include readings, news articles related to what we covered in class, or insights from case studies and class discussions, for example a comment that you did not have the chance to share in class. I recommend distributing the posts throughout the semester.

Assessments and Exercise (IND):During the semester you will be asked to complete several assessments including, but not limited to: Strengths-Based Leadership, Frame Leadership Orientations, and Conflict Style; and participate in several exercises and activities.

Self and Peer Evaluation (IND):At the end of the semester, you will be asked to reflect on what you have learned during the course about yourself as a manager, leader, and team member (the assessment will be available on the class website the week of November 19 and is due Dec 3, 2018). In addition, you will ask to review your classmates’ participation and your own during the group activities using a more detailed rubric provided in class (Due by Dec 10, 2018).

Final Exam (IND):The final exam will cover topics from the readings, course discussions, and your team work. If you do all the readings, engage in class discussions, and reflect on the material we covered, you will be prepared. The final exam will be take-home – you have one week to return it. It will be sent the last week of class.

Team Prospectus and Debrief Documents (GROUP):Each team will be asked to complete a proposal (prospectus) outlining how you plan to work together, e.g., roles communication guidelines, responsibilities, etc. (due September 24, 2018). Two short summaries to debrief and reflect on whether the initial structure is working (October 9 and November 12 on the schedule, more information will be provided in class).

Summaries, Exercises, and Strategy Memo (GROUP):Throughout the course, you will participate in activities to help you develop key career and leadership skills (e.g., networking). In addition, each team will work on two short case summaries (due October 1,

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2018 and Oct 29, 2018, respectively) and one (more in depth) STRATEGY MEMO applying course principles and practices (due on Wednesday, November 7, 2018). Additional information about these assignments will be provided in class.

Congruence Model Analysis (GROUP):You will discuss and select one team member’s case—either a performance gap or an opportunity gap that s/he 1) observed or experienced, has some authority/ownership over, and has enough information to conduct a root cause analysis, 2) is interesting and motivating for the team to tackle, 3) is measurable, 4) could impact the team member and his/her organization, and 5) has a clear timeline. The organization/people can be anonymized. Each team will start working on their analysis in class and submit an outline of the key elements of their model. A final congruence analysis is due by December 10, 2018. More information is provided in the schedule of assignment and additional guidelines will be shared in class.

Henry and Lucy Moses Center for Students with Disabilities at NYUAcademic accommodations are available for students with disabilities. Please visit the Moses Center for Students with Disabilities (CSD) website and click on the Reasonable Accommodations and How to Register tab or call or email CSD at (212-998-4980 or mosescsd@nyu.edu) for information. Students who are requesting academic accommodations are strongly advised to reach out to the Moses Center as early as possible in the semester for assistance.

NYU’s Calendar Policy on Religious HolidaysNYU’s Calendar Policy on Religious Holidays states that members of any religious group may, without penalty, absent themselves from classes when required in compliance with their religious obligations. Please notify me in advance of religious holidays that might coincide with exams to schedule mutually acceptable alternatives.

Academic IntegrityAcademic integrity is a vital component of Wagner and NYU. All students enrolled in this class are required to read and abide by Wagner’s Academic Code. All Wagner students have already read and signed the Wagner Academic Oath. Plagiarism of any form will not be tolerated and students in this class are expected to report violations to me. If any student in this class is unsure about what is expected of you and how to abide by the academic code, you should consult with me.

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Class Schedule

Module 1: Teams and Teamwork

Week 1: Your Leadership Approach – Sept 10

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Review course

Managing and Leading

Management theory and practice

Multi-frame thinking

ASSESSMENTS- Leadership Orientation Self-Assessment Survey :

http://fs25.formsite.com/josseybass/form29/index.html

- Strengths-Based Leadership (Questionnaire from Strengths-Based Leadership book)

- Leadership Style: PDF in NYU Classes- Myers Briggs online

(http://www.humanmetrics.com/cgi-win/jtypes2.asp#questionnaire)

Written Assignment: N/A

Introductions and Discussion

Management & Leadership

Learning Objective Your Leadership Approacha. Understand your strengths and weaknesses as leader, manager, and individual

contributor.b. Examine your own beliefs about leadership, team, and teamwork.

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Week 2: Leading Teams and Teamwork – Sept 17

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Management vs. Leadership

Intro to Team Design and Processes

ASSESSMENTS- Inclusive Leadership Quiz

(http://www.catalyst.org/knowledge/quiz-are-you-inclusive-leader) also on NYU Classes

REFRAMING: Chapter 1 and 2

NYU CLASSES- Inclusion Matters (also available online

http://www.catalyst.org/knowledge/inclusion-matters_)

- Gomez-Ibañez, J. A. (1986). Learning by the case method. Case Program, Harvard Kennedy School of Government.

- Groysberg & Slind (2012). Leadership is a Conversation.

- Phillips, K. W. (2014). How diversity works. Scientific American (also available online, link below) https://www.researchgate.net/profile/Megan_Bang/publication/280845360_Particular_Points_of_View/links/57485c2808ae18b6dce91abf.pdf

COURSEPACK- Gabarro & Potter (2004). Managing your Boss.- Goleman & Boyatzis (2008). Social Intelligence and

the Biology of Leadership.

Written Assignment (in class): Team names, team description, roles, and guidelines.

Discussion:Inclusive leadershipPositive Psychology and Emotional Intelligence

Case Study: Team strategy discussion

Learning Objective Leading Teams and Teamworka. Examine benefits and challenges of teamwork.b. Understand the stages of team development.c. Identify best strategies and approaches for team design.d. Examine team processes, relationships, and responsibilities.

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Week 3: Leading Teams and Teamwork – Sept 24

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Team/Group Processes (cont’d)

Team Effectiveness

Goals and Strategy

REFRAMING: Chapter 5

NYU CLASSES- Hackman (1987). The design of work teams. In J.

Lorsch (Ed.), The Handbook of Organizational Behavior (pp. 315-342). Englewood Cliffs, New Jersey: Prentice-Hall

COURSEPACK- Druskat & Wolff (2001). Building the Emotional

Intelligence of Groups. - Detert & Burris (2016). Can your employees really

speak freely? Haas & Mortensen (2016). The Secrets of Great Teamwork.

- Polzer (2003). Leadings Teams.

CASE COURSEPACK- CASE 1: Roberto, M.A. & Carioggia, G.M. (2003).

Mount Everest—1996. Harvard Business School Case 9-303-061

Written Group Assignments (before class): “Official” team prospectus due

Discussion:Positive Psychology and Emotional Intelligence (cont’d)Strategy & Goals

Case Study: In-class Practice Summary and Mt Everest Discussion

Learning Objective Building and coaching teams; teamworka. Discuss and practice Inclusive leadership behaviors.b. Discuss and practice mentoring and coaching behaviors.c. Consider effective decision-making and other elements of team effectiveness.

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Module 2: Interpersonal Dynamics

Week 4: Decision Making – Oct 1

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Team Effectiveness (cont’d)

Decision Making & Bias

REFRAMING: Chapter 8

NYU CLASSES - Banaji, M., Bazerman, M. H., & Chugh, D. (2003).

How (un)ethical are you? Harvard Business Review, 81(12), 56-64. Also http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=11587432&site=eds-live

- Brockner, J. (2006). Why It’s So Hard to Be Fair. Harvard Business Review, March, pp. 122-129.

- Kahneman, D., Lovallo, D., & Sibony, O. (2011). Before you make that big decision. Harvard Business Review, 89(6), 50-60.

- Catalyst (2014, 2015). How to combat unconscious bias as an individual and as a leader. http://www.catalyst.org/knowledge/infographic-how-combat-unconscious-bias-individual http://www.catalyst.org/knowledge/infographic-how-combat-unconscious-bias-leader-your-organization

- Dovidio, J. F., & Gaertner, S. L. (2005). Color blind or just plain blind. The Nonprofit Quarterly, 12(4). Online: https://nonprofitquarterly.org/2005/06/21/color-blind-or-just-plain-blind-the-pernicious-nature-of-contemporary-racism/

- Roberto (2002). Lessons from Everest, the Intersection of Cognitive Bias, Psychological Safety and System Complexity (also at library).

CASE COURSEPACK- CASE 1: Roberto, M.A. & Carioggia, G.M. (2003).

Mount Everest—1996 (cont’d from last week)

Written Group Assignment (due before class): CASE 1 Summary 1 [2-4 pages]

- Why did this tragedy occur?- What should they have done to avoid these types of

issues? - What can we learn from this for our organizations?- Use insights from course readings and discussion.

N/A

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Learning Objective Decision Makinga. Improve your decision-making skills.b. Basics of systematic and unconscious biases.c. Consider workplace, bias, and exclusion across different dimensions of

diversity.

Week 5: Power and Influence – Oct 9Note: This class is on a Tuesday.

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Decision Making & Bias (cont’d)

Power and Influence

Power and Communication

REFRAMING: Chapter 9-10

NYU CLASSES- Catalyst (2016). Conversation ground-rules.

http://www.catalyst.org/system/files/conversation_ground_rules.pdf

- Cialdini, R. B. (2003). The Power of Persuasion. Stanford Social Innovation Review, 1(2), 18-27 (http://ssir.org/articles/entry/the_power_of_persuasion)

- Ibarra (2016). 5 Misconceptions about networking.

COURSEPACK- McGinn, K.L. & Long Lingo, E. (2001). Power and

influence: Achieving your objectives in organizations. Harvard Business School Note 9-801-425

CASE COURSEPACK - CASE 2: McGinn, K. and Gendron, A. (2001).

Reverend Jeffrey Brown: Cops, Kids, and Ministers. Harvard Business School Case.

Individual Assignment: CASE 2Read the case before the start of class and come prepared to answer the following questions.

- What are the root causes of the crisis?- Map out Rev Brown’s sources of power in relation to

past and future achievements.- Consider the power dynamics in the coalitional

leadership structure. What are the costs and benefits to this approach, given the objectives of the coalition?

Written Group Assignment (due before class): Team debrief 1.

Case StudyTeam discussion

Activity:Low- and High- Power behaviorshttps://ncase.me/polygons/

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Learning Objective Decision Makinga. Identify types and sources of power.b. Map the power structure in your team, organization, and/or coalition.c. Understand links between individual and organizational power and inclusion.

Week 6: Negotiation – Oct. 15

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Power, Politics, and Communication (Cont’d)

BATNA Negotiation and Conflict Management

REFRAMING: Chapter 9-10 (Cont’d)

NYU CLASSES- Neale, M. (2004). Are You Giving Away the Store?

Strategies for Savvy Negotiation. Stanford Social Innovation Review, 2(3), 33-39.

- Kray, L.J. & Thompson, L. (2004). Gender stereotypes and negotiation performance. Research in organizational behavior, v 26, p. 103-182.

- Deborah Cameron (2007). What Language Barrier? http://www.theguardian.com/world/2007/oct/01/gender.books

- Carolyn O'Hara (2014). How to negotiate with someone more powerful than you. https://hbr.org/2014/06/how-to-negotiate-with-someone-more-powerful-than-you

CASE COURSEPACK - CASE 3. Amabile, T. M. & Schatzel, E. A. (2003).

The Satera team at Imatron Systems, Inc. (A). Harvard Business School Case 9-803-141

Individual Assignment: Case 3Read the case before the start of class and come prepared to answer the following questions:

- What is the context, key issue(s)?- Why is this group/department/organization facing

these issues? Identify root causes.- Recommendations / next steps- How should your recommendations be

implemented? What are the priorities?

Activity:Negotiationhttp://journals.sagepub.com.proxy.library.nyu.edu/doi/10.1177/1052562916667603

Learning Objective Negotiationa. Understand the basics of negotiation.b. Learn how to create value for yourself and others.c. Understand variations in negotiation approach and outcomes (by context,

demographics, etc.).

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Week 7: Motivation – Oct 22

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Negotiation and Conflict Management (Cont’d)

Motivation

Job crafting

REFRAMING: Chapter 6-7

NYU CLASSES:- Brickson, S. (2011). Confessions of a Job Crafter- Parker, S. K, Bindl, U. K., and Strauss, K. (2010).

Making Things Happen: A Model of Proactive Motivation. Journal of Management, Vol. 36 No. 4, July 2010 827-856. DOI: 10.1177/0149206310363732

CASE COURSEPACK - CASE 4 Dutton, J. (2009). Job Crafting at Burt’s

Bees. Center for Positive Organizations.

Written Group Assignment (due before class): CASE 4 Summary 2 [3-5 pages]

- Why do employees job craft?- How would you summarize the way each person

crafted his or her job?- In what ways is job crafting beneficial for the four

employees described in the case?- In general, what are the potential benefits and costs

of job crafting?

DiscussionJob crafting

Learning Objective Motivationa. Recognize individual and contextual differences in motivation.b. Learn to approach motivation holistically.c. Examine the types and effects of individual and team goals.

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Week 8: Strategy and Structure – Oct 29

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Strategy and Structure

Mission and Vision

REFRAMING: Chapter 3-4

NYU CLASSES- Catalyst (2010). Strategy Matter.

http://www.catalyst.org/knowledge/strategy-matters-evaluating-company-approaches-creating-inclusive-workplaces

- Colby, S., Stone, N. & Carttar, P. (2004). Zeroing in on impact. Stanford Social Innovation Review, Fall, pp. 24-33.

COURSEPACK- Quinn, R.A., & Thankor, A. V. (2018). Creating a

Purpose-Driven Organization. HBR.

CASE COURSEPACK- CASE 5 (DUE NEXT WEEK): McGinn, K. L.,

Kutchma, B., & Hammer, C. B. (2012). Carolina for Kibera. Harvard Business School Case 9-913-701.

Written Group Assignment: Case 5 Start working on Strategy Memo (Due Wednesday, November 7).

Group Discussion: Congruence Model Discussion, identify issue and outline key elements.

Learning Objective Strategy and Structurea. Learn key features of organizations’ structures and processes.b. Understand the role of mission, vision, and values.c. Discuss variations in organizational structures and external environments.

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Module 3: Designing and Aligning Organization

Week 9: Strategy and Alignment – Nov 5

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Strategy and Structure (Cont’d)

Organizational Alignment

Norms and Unwritten Rules

NYU CLASSES- Tushman M. L. & O’Reilly, C. A. (2002).

Managerial problem solving: A congruence approach. Ch 4. Winning through innovation: A practical guide to leading organizational change and renewal.

- Davies & Frick (2014). The origins of the ideal worker. Work and Occupations, Vol. 41(1) 18–39

CASE COURSEPACK- CASE 5. McGinn, K. L. & Hammer, C. B. (2013).

Carolina for Kibera with embedded video. Harvard Business School Case 9-910-017

- CASE 6: Organizational Alignment Exercises

Individual Assignment Read CASE 6 before class and come prepared to provide examples from your experience and organization.

Written Group Assignment (Email by Wednesday, November, 9pm): CASE 5 Strategy Memo.Assume you are a consultant hired by Rye Barcott to assess the situation and provide guidance. Please address your memo to Barcott. Open with a brief one-paragraph summary:

- What is the context, key issue(s), and your recommendation?

- Background: Diagnosis- Why is this group/department/organization facing

these issues? Identify root causes.- Recommendations / next steps- What are your specific recommendations? How

should your recommendations be implemented? What are the priorities?

Case 5 discussion

Organizational Alignment Exercises

Learning Objective Strategy and Alignmenta. Identify and analyze alignment issues.b. Understand and work within formal and informal structures.

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Week 10: Organizational Culture – Nov 12

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Norms and unwritten rules.

Organizational CultureDiversity, inclusion, and work-life

REFRAMING: Chapter 12, 13

NYU CLASSES- Catalyst (2011). Unwritten Rules.

http://www.catalyst.org/knowledge/unwritten-rules-why-doing-good-job-might-not-be-enough

- Erhardt et al. (2016). Am I doing the right thing? Unpacking workplace rituals as mechanisms for strong organizational culture.

- Schein E.H. (1990) Organizational Culture. American Psychologist, 43, 109-119.

- Schein E. H. (2010). Organizational culture defined (pp1-5). The three levels of culture (Ch2, pp. 23-33). Organizational culture and leadership: A Dynamic View. 4th Ed. San Francisco: Jossey-Bass Inc.

Written Group Assignment (due before class): Team debrief 2.

Individual Assignment: Reflect on your organization’s culture and outline your responses to the following questions.

- What are the artifacts, values, and assumptions that define your organization’s culture?

- What is rewarded in your organization? These are not the things that senior managers tell you; rather, these are the things that really exist in your organization

N/A

Learning Objective Organizational Culturea. Identify and analyze key elements of organizational cultures and implications

for change.b. Learn strategies to identify and navigate unwritten rules.

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Week 11: Managing and Measuring Performance – Nov 19

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Reasons for measuring performance

Measurement approaches and challenges

Thinking through impact

Logic model

NYU CLASSES- Behn, R. D. (2003). Why Measure Performance?

Different Purposes Require Different Measures. Public Administration Review, 63, pp. 586-606.

- Bias Interrupters. Review toolkits for organizations. https://biasinterrupters.org/toolkits/orgtools/

- W.K. Kellog Foundation (2004). W.K. Kellog Foundation Logic Model Development Guide. Required: Chapter 1, pp. 1-14. (Optional – Rest of Guide). Available online (https://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide).

CASE COURSEPACK- CASE 7. Levy, D. & Datla, A. (2014). New York

City's Teen ACTION Program: An Evaluation Gone Awry. Harvard Kennedy School Case 2027.

Individual Assignment: Case 7 Read the case before the start of class and come prepared to answer the following questions.

- What are key elements of the evaluation design?- How did the evaluation work?- What could the CEO have done to prevent the

problems?

Written Group Assignment (in class): Congruence Model Outline (more information provided in class).

Activity:Congruence model outline

Learning Objective Managing and Measuring Performancea. Understand the difference between managing and measuring performance and

why that matters.b. Understand and use theory of change and logic models.

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Module 4: Leading Change

Week 12: Approaches to Organizational Change – Nov 26

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Organizational change

Culture change

Diversity and inclusion

REFRAMING: Chapter 15, 18

NYU CLASSES- Thomas, D. A., & Ely, R. J. (1996). Making

differences matter. Harvard Business Review, 74(5), 79-90

- Thomas, R. A., & Hardy, C. (2011) Reframing resistance to organizational change. Scandinavian Journal of Management, v. 27, 322-331.

CASE COURSEPACK - CASE 8: Luca, M., Schwartzstein, J. R., &

Subramani, G. (2017) Managing Diversity and Inclusion at Yelp. Harvard Business School

- Case 9-918-009[add description].

Case Discussion

Learning Objective Approaches to Organizational Changea. Learn about different approaches to organizational change.b. Review key elements to culture change initiatives.

Week 13: Approaches to Organizational Culture – Dec 3

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Organizational change

Congruence Models

Congruence model presentation:Each team will have 8 minutes to present their congruence model case followed by 4 minutes of Q&A. You are presenting to your target (i.e., the person in the organization you are writing to). You will be graded on:

1) Content—does the gap, root cause(s), congruence model, and action plan make sense?

2) Clarity—do you clearly communicate your message?3) Persuasiveness—Are you convincing and

memorable?

Audience:As an audience member, you will be given a sheet to fill out for each presentation. You are expected to listen carefully, ask clarifying questions after the presentation, and provide specific, useful, and reasonable advice to the presenter. Think about the advice you would want to receive and think about what would be of most value to the presenter

N/A

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Learning Objective Approaches to Organizational Changea. Understand the basic elements of using your story to create.b. Practice on how to convey information convincingly and succinctly.

Week 14: Change Leadership – Dec 14

Topics Readings/Assignments(to be completed before class)

In-Class Activities

Organizational change

Change leadership

Bringing it all together

REFRAMING: Chapter 17

NYU CLASSES- Gilley, A., et al. (2009). Organizational Change &

Leadership Effectiveness.- Kotter, J. (2007). Leading Change: Why

Transformation Efforts Fail. Harvard Business Review, January, pp. 96-103.

- Tushman M. L. & O’Reilly,C. A. (2002). Implementing strategic change. Ch 8. Winning through innovation: A practical guide to leading organizational change and renewal. Boston, MA: Harvard Business School Press.

Written Group Assignment (due before class)Congruence Model Analysis Due

Wrap up

Final exam review

Learning Objective Change Leadershipa. Learn about different approaches to organizational change (cont’d).b. Review key elements to culture change initiatives (cont’d).c. Understanding the individual, team, organizational, and leadership components

of leading change.

Final Exam due Dec 19The M&L final will be sent out on Wednesday, December 12 at 10:00 am, and you will have until Wednesday, December 19 at 10:00 am to submit it.

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