• How organizations can be lead and managed for effective performance.
• The tensions and dilemmas associated with designing organizations
• How to determine and shape organizational culture
• The management and development of people within organizations.
• The development of appropriate business policies and strategies to meet stakeholder needs within a changing environment

This course prepares students to thrive in organizations that need to adapt to a changing environment. Students will be introduced to concepts, theories and illustrations which will help them to become effective leaders and managers in these organizations. To enable this, three fundamental issues will be emphasized. First, the leadership and management of organizational processes, in particular, organizational culture, organizational change, decision making, knowledge management; power, conflict, and control will be examined. Secondly, organizational design, in particular the alignment of strategy, structure, and environment will be analyzed. Thirdly, the relationship between organizational design, management, and organizational performance will be explained.
 
The course's development of personal competences:

• Cognitive skills of critical thinking, analysis and synthesis, including the ability to identify assumptions, to evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately, and to generalize appropriately.
• Qualitative skills, including the ability to work with case studies.
• Self-awareness, openness, and sensitivity to diversity in terms of people, cultures, business, and management issues.
• The ability to conduct research into business and management issues, either individually or as part of a team, including a familiarity with a range of business data and research resources and appropriate methodologies.
• Effective oral and written communication skills in a range of traditional and electronic media.
• Effective self-management in terms of time, planning and behaviour, motivation, self-starting, and individual initiative.
• Development of reflective, adaptive and collaborative learning skills.

Daft, Richard L., Jonathan Murphy, and Hugh Willmott (2010). Organization Theory and Design. Stamford: Cengage Learning
 
 
Preliminary Assignment: Self-graded True/False Quiz
 
Read Chapter 1 of the Daft et al. textbook and answer the True/False Quiz
 
 
Class Session 1: Introduction / Strategy and Organization
 
Readings:

• Daft et al., Chapters 1 and 2
• Peteraf, M. (1993). The cornerstones of competitive advantage: A resource-based view. Strategic Management Journal 14(3), pp. 179-191.

 
Case: Philips versus Matsushita: Competing strategic and organizational choices. Bartlett, C. and Beamish, P., Transnational Management (2011), pp. 315-331.
 
 
Class Session 2:  Managing Organizational Structure
 
Readings:

• Daft et al., Chapter 3
• Neilson, G. and Wulf, J. (2012). How many direct reports? Harvard Business Review 90(4), pp. 112-119.

 
Case: Beijing EAPs Consulting Inc., Ivey (2009), 9 pages.
 
 
Class Session 3: Managing Culture
 
Readings:

• Daft et al., Chapter 10
• Barney, J. (1986). Organizational culture: Can it be a source of sustained competitive advantage? Academy of Management Review 2(3), pp. 656-665.

 
Case: How to change a culture: Lessons from NUMMI (2010). MIT Sloan Management Review 51(2), pp. 63-68.
 
 
Class Session 4: Power and Persuasion in Organizations
 
Readings:

• Daft et al., Chapter 13
• Pfeffer, J. (1992). Understanding power in organizations. California Management Review 34(2), pp. 29-50.
• Cialdini, R. (2001). Harnessing the science of persuasion. Harvard Business Review 79(9), pp. 72-79.

 
Case: Frank Borman at Eastern Airlines, 3 pages.
 
Class Session 5: Organizational Control
 
Readings:

• Daft et al., Chapter 8, pp. 315-320; Chapter 9, pp. 362-374.
• Simons, R. (2008). Control in an age of empowerment. Harvard Business Review 73(2), pp. 80-88.
• Kerr, S. (1995). On the folly of rewarding A, while hoping for B. Academy of Management Executive 9(1): 7-14
• Gratton, L. (2011). The end of the middle manager. Harvard Business Review 89 (1/2), p. 36.

 
Case: GE’s two-decade transformation: Jack Welch’s leadership, Harvard (2005), 24 pages.
 
 
Class Session 6: Leadership
 
Readings:

• Linstead, S., Fulop, L., and Lilley, S. (2009). Management & Organization (Second Edition). New York: Palgrave  Macmillan. Chapter 10: Leadership and leading, pp. 473-520.
• Kotter, J. (2001). What leaders really do. Harvard Business Review 79(11), pp. 85-96.
• Yukl, G. (2012). Effective leadership behavior: What we know and what questions need more attention. Academy of Management Perspectives 26(4), pp. 66-85.

 
Case: The real leadership lessons of Steve Jobs (2012).Harvard Business Review90(4), pp. 92-102.
 
 
Class Session 7:  Mid-term Assignment: Group Presentations
 
Each student is expected to participate in an oral group presentation which applies concepts from the first six classes to an existing organization.
 
 
Class Session 8: Managing Teams
 
Readings:

• McShane, S. L. and Von Glinow, M. A. (2010). Organizational Behavior (Fifth Edition). New York: McGraw-Hill.Chapter 8: Team dynamics, pp. 233-261.

Case: Mount Everest - 1996, Harvard (2003), 22 pages.
 
 
Class Session 9: Managing Change
 
Readings:

• Daft et al., Chapter 11
• Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review 85(1), pp. 96-103.

 
Case: Celeritas, Inc.: Leadership challenges in a fast-growth industry, Harvard (2011), 11 pages.
 
 
Class Session 10: Interorganizational Networking
 
Readings:

• Daft et al., Chapter 5
• Grandori, A and Soda, G. (1995). Inter-firm networks: Antecedents, mechanisms and forms. Organization Studies 16(2), pp. 183-214.

 
Case: Eden McCallum: A network-based consulting firm (A), Harvard (2011), 15 pages.
 
 
Class Session 11: Comprehensive Review