Course Overview & Objectives

COURSE OVERVIEW & OBJECTIVES

Have you ever wondered why one organization is more successful than another? This course will focus on one of the answers to this question: that of organizational design. Organizational design examines the specific structural features of an organization and the conditions under which they are most effective. We will examine the role that contextual features such as environment, technology, strategy, size, and culture play in determining the effectiveness of a given organization’s structure. This course also addresses the impact organizations have on the lives of a myriad of stakeholders, including employees, customers, and society at large. Therefore, in this class, we will explore the traditional options for organizational design while using contextual features such as environment, technology, strategy, size and culture to test the effectiveness of a given organizational structure. Considerable time will be spent on deterring the elements of organizational design that create a learning environment.

As organization design is a dynamic process, we will also study the process of organizational (design) change. Previous research has indicated that the success rate of organizational change efforts is quite low, with approximately 70 percent of those initiatives failing to meet their objectives, facilitate change, or create organizational value (Balogun & Hope Hailey, 2004; Beer & Nohria, 2000; Jansson, 2013). The high failure rate among change efforts can be partially attributed to the nature of the process of change itself – a socially complex, causally ambiguous and a multi-level process – that may sometimes generate unanticipated consequences. However, more importantly, major organizational change requires a fundamental shift in the organization’s culture, norms, and employees’ attitudes and behaviors through successful implementation of an intended change management program. Thus, in the process of continually renewing an organization’s direction, structure, and capabilities to serve the ever- changing needs of external and internal customers, change management requires each individual involved in a change effort to think, feel, and behave differently than they are used to. Hence, in this class, we will explore how organizations capitalize on HR knowledge and expertise to reduce resistance to change, modify and align employee attitudes and behaviors during change, and contribute to a successful change process.

The objective of the course is not only to provide ample opportunities to learn about organization and change theories but also to get familiar with real-world application of organization theory and design, change process, international and ethical issues. Thus, students will be required to do a team project, analyze business cases, and participate in group discussions.

Course Learning Objectives: After completing the course, the student should be able to:

 identify basic principles for organizational design and analyze their suitability in different empirical contexts  critically assess, evaluate and compare design choices in various types of organizations  identify and solve organizational design problems taking the business idea and different stakeholder interests as a point of departure,  contribute to a creative dialogue on organizational design issues  analyze issues related to organizational design and identify potential processes of organizational design change.  Understand the role of HRM in organizational change processes.

1  maximize your contribution within an organization by effectively managing your relationships with coworkers, managers, subordinates, clients and customers  develop your ability to access, filter, analyze and communicate information  improve team presentation skills  solve ethical problems, business ethics.

Required Textbook and Materials

 Textbook: Daft, R.L. 2013. Organization Theory and Design, Thomson-Southwest (Cengage Learning), 11th ed.

 A coursepack at the Harvard Business Publishing: You can access to the coursepack by clicking on https://cb.hbsp.harvard.edu/cbmp/access/38862406 (This link is also posted on BbLearn).

- Tushman, M.L., Page, R., & Ryder, T. 2014. Leadership, Culture, and Transition at lululemon. Multimedia Case. Harvard Business Publishing ($8).

 Other readings: I will also have other reading materials throughout the semester. You are responsible for finding some articles in the UI Library.

COURSE REQUIREMENTS

Course Format: Each week we will address one or two major topics in organizational design and change which correspond to chapters in the text(s). Instruction will be, primarily, through lectures supplemented by case studies and discussions to explore issues and reinforce principles. We will address one or more topics in organization design and change each week, corresponding to chapters in the Daft textbook and other reading materials. Accordingly, materials MUST be read by the day they are assigned.

It is important to note that if cases and discussions are to be effective students MUST prepare for and actively participate in the discussions.

Grading will reflect your preparation and contribution.

Evaluation: Grades will be posted on BbLearn. Grades will be determined based on the points accumulated during the semester. I follow the general breakdown: 90% - 100% = A; 80% - 89% = B; 70% - 79% = C; 60% - 69% = D; Below 60% = F. Grade appeals must be submitted within one week of the date when exams or projects were returned in class. Borderline cases will be determined by class attendance (including on-time arrival) and quality of participation .

Grade Weight NOTE: I reserve the right to modify course requirements Four In-class Exams 60% as circumstances dictate. For example, the dates of Team Project 20% exams or other assignments may be revised if Individual Assignments 15% unexpected changes in the class schedule occur. You Engagement 5% will be notified by e-mail via your university address.

Exams: There will be four (4) exams. Questions will be drawn from class lectures, class discussions, cases, exercises, and the required readings prior to each exam. You will also be held responsible for key

2 materials, as noted by your instructor, from earlier portions of the course. You must demonstrate a strong connection between your answer or response and the “best answer” example, lecture materials, and textbook information.

Make-up exams: A makeup exam is allowed only for the university-excused absence. You should provide written documentary evidence (e.g. doctor’s note) that demonstrates that you were unable to take an exam due to unexpected emergencies. In all cases prior documentation of the absence is required; otherwise, the score for the required exam is a zero. Makeup exams can be more difficult than are regularly scheduled exams.

Team Project: Each student will work with a team to complete a major class project. Team project topics will be announced during the semester. Mentor meetings will be required.

Individual Assignment: There will be five (5) individual assignments (Tentative due dates are written in the Class Schedule. Final due dates will be announced by the instructor).  The first two (2) assignments are analyzing cases in the Daft textbook. Questions for case analyses will be provided. The assignment purpose is to have you demonstrate clear understanding of each of the cases assigned.

 The next assignment is Individual Presentation (Application of Key Concepts): This assignment will include a one-page essay and a 5-minute presentation (using PPT slides). Each student (or a pair) will select a specific concept(s) learned in class for the last 10 days, find a real-world example related to the concept, and explain how the example is tied to the concept. Examples will be drawn from newspaper articles (must be reliable sources). The essay (typed and single-spaced) will describe how the example you have found is related to the class concepts. You must turn it in class on the day of the presentation assigned. Present your work in class at the beginning of the assigned date.

 The last individual assignment is to analyze the lululemon Multimedia case (Harvard Business Publishing). It will worth two (2) individual assignments. Questions for case analyses will be provided. The assignment purpose is to have you demonstrate clear understanding of each of the cases assigned.

 Grading: I will grade each of these on a 10 point scale (10= Excellent; 9= Very Good; 8= Good; 7= Adequate; less than 6 Needs Improvement).

 Format: Up to two pages, typed, single-spaced, 12-pt for each case that is assigned. (I will deduct your score if it is more than two pages).

 Due: You must turn it in class before in-class discussion or presentation on the day of the case assigned. You should bring a copy for yourself and have that in class that day. The assignment will be docked 25% per day that it is late.

Engagement (including attendance and in-class activities): People learn best when they are active (not passive). Your active participation is essential to this class. Participation is more than just attending class and asking an occasional question. Full participation consists of demonstrating that you are prepared for each class, asking thoughtful questions that help you and your peers learn, responding respectfully to peers, engaging productively in all class exercises, and responding to queries from me in class. Note that talking is not the same as participating, since excessive talking without offering useful ideas is disruptive.

3 In-class activities: There will be some periodic business-related articles & in class exercises assigned for discussion purposes only. There will be group discussions or exercises during the course. Individuals must be ready to present the group discussion results and, if required, submit answers to questions to the instructor at the end of discussion. All of the discussion cases & exercises are also fair game for exams.

Being outspoken and overbearing is not a desirable form of participation and either is silence. To aid in your participation in class, please bring the assigned readings with you to class (in either paper or electronic format).  Respecting the rights of others to express their views, regardless of what you may think of them.  Respecting the rights of others by voicing your own observations in a clear, concise and precise manner, and by not dominating the conversation.  And adhering to common courtesies and civilities, such as coming to class on-time, turning off cell phones, listening and not talking while others "have the podium," etc., in short, "do onto others as you would have them do to you."

Participation in this course is graded as follows:

Demonstrates consistently poor attendance and poor preparation; may be disruptive in 0-19 class and hinder the learning of others; consistently fails to participate in class activities. Demonstrates inconsistent attendance, timeliness, and/or preparation in class activities; may be disruptive in class; is frequently not prepared; sporadic participation in other class 20-39 activities. Demonstrates consistent attendance and preparation; occasionally participates in class 40-59 discussions but texting and online surfing are seen too much. Demonstrates consistent attendance, preparation, and participation in all class activities and discussions; occasionally demonstrates insight by asking questions or making statements that add to and facilitate the class discussion in class. Some online surfing 60-79 which is disruptive and may be considered rude. Demonstrates consistent attendance, preparation, and participation in all class activities and discussions in class; consistently demonstrates insight by asking questions, making statements that add to and facilitate class discussion, builds upon others’ comments in 80-100 class. Little if any online surfing.

Policy on Absences: I will follow the absence police enforced the Vice Provost for Student Affairs and Office of the Dean of Students (see below). All absences are problematic because you miss important ideas and discussion. You should provide documentary evidence that demonstrates that you were unable to attend a class due to unexpected emergencies (e.g. car accident or student health visit) after the event.

Policy on Absences for University-related Activities: The absence policy is enforced by the Vice Provost for Student Affairs and Office of the Dean of Students, and no other written or verbal agreements preempt this policy.

1. Students are not to be excused from class sessions for any living group-related activities (including, but not limited to, residence hall meetings, fraternity or sorority house meetings, or

4 other living group functions). This includes any function deemed “mandatory” by the living group officers that may carry with it fines or other penalties for non attendance.

2. Only students with a written request signed by a university official will be granted an excused absence for university-sponsored activities, including, but not limited to, travel to sporting events in which the student is an official participant (not spectator) and participation in scheduled, university-sponsored class field trips.

3. Students who seek excused absences from class sessions because of other university-related activities must notify you, the instructor, in advance of their absence to request an excused absence.

4. Students who are granted an excused absence are responsible for completing all work assigned during their absence in the timeframe the instructor establish.

This policy is designed to help you, the students achieve academic success and to remain a full and productive member of your classroom community. If you have questions, please contact the Office of the Dean of Students, 885-6757, TLC 232.

COURSE POLICIES AND GUIDELINES

There is NO tolerance for those cheating on tests or plagiarism on writing assignments. Punishment is at the discretion of the instructor. I have NO tolerance for those cheating noise, talking, or interfering with others learning. Rudeness, verbal or written malicious/defamatory comments may result in an F in the class.

Honesty:  Adhere to the highest academic standards of honesty and integrity.  No cheating, no plagiarism. Plagiarism the passing off someone else's work as your own, without citing the source. This includes direct copying, rephrasing, and summarizing, as well as taking someone else's idea and putting it in different words.  See the Academic Honesty Student Policy: http://www.uidaho.edu/DOS/judicialaffairs/studentcodeofconduct/articleii

Classroom Behavior:  Students are expected to be in their seats and ready to participate when class begins.  Leaving class early and arriving late is disruptive—please avoid this behavior except for emergencies.  Turn off cellular phones—or set them to vibrate if you need to be reached for an emergency.  Do not disrupt class by chattering, reading newspapers, navigating the internet, sleeping, whispering, etc.  Act professionally and with respect to students and faculty.

CBE Expectations: As a student enrolled in the CBE at UI, I have the following responsibilities:  Come to class on time fully prepared and be an active participant.  Be courteous and professional.  Follow the instructor’s policies on the use of electronic devices.

5  Follow the University of Idaho student code of conduct (see Academic Integrity section).

University Classroom Learning Civility Clause: In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and in learning.

Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or requesting support include the Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s confidential services (5-6716), or the UI Office of Human Rights, Access, & Inclusion (5-4285) BbLearn – We will use the BbLearn site extensively during the semester. You need to check the BbLearn site frequently for course announcements, details of assignments, readings, etc. Questions about Technology - Visit the ITS Help Desk at their office in the Administration Building room 133, contact them by e-mail [email protected], or call at 208-885-HELP (4357) with any technology questions they may have. The web site is at http://support.uidaho.edu/. University Disability Support Services - Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306. Please meet with the staff of the DSS office at the beginning of each semester to set up accommodations for the semester so that you may notify your instructor(s) early in the semester regarding accommodation(s) needed for the course. Contact information: 885-6307 [email protected] http://www.uidaho.edu/studentaffairs/asap/dss Writing Your Research Paper - Consider the resources at: http://www.uidaho.edu/class/english/WritingCenter. The Writing Center is a collaborative learning program dedicated to providing one-on-one assistance to student writers. The Writing Center also provides a library of handbooks and style manuals, three student computers, a collection of handouts about writing, and a comfortable place to sit, read, and write. Alternatively, you can contact a CBE copy editor: Hodgin, D’Wayne [email protected] Library Resources - Become very familiar with our library, as it will become a second home. The UI Library has people and resources to help you succeed in research for this course. The library website www.lib.uidaho.edu has many databases that will help you find relevant and reliable books, articles, images, and more, many available online. For a general overview of library resources, see “Getting started on research in the UI Library,” a research guide at www.libguides.uidaho.edu/gettingstarted . Don’t hesitate to contact a librarian for research assistance, either in person at the library reference desk or by phone, email, or chat (http://www.lib.uidaho.edu/index-help.html). UI librarians specialize in helping you find high quality sources for class papers and projects. Take the Information Literacy Tutorial at: http://www.webs.uidaho.edu/info_literacy/. Gun Policy: The University of Idaho bans firearms from its property with only limited exceptions. One exception applies to persons who hold a valid Idaho enhanced concealed carry license, provided those firearms remain concealed at all times. If an enhanced concealed carry license holder’s firearm is displayed, other

6 than in necessary self-defense, it is a violation of University policy. Please contact local law enforcement (call 911) to report firearms on University property. For more information, click on http://www.uidaho.edu/public-safety-and-security/Weapons-on-Campus

7 Class Schedule

Topics Readings Week 1 Course Intro; Organizations overview Ch1 8/24-28 Ch4 Week 2 External Environment Case The Paradoxical 8/31-9/4 Strategy, Design, and Effectiveness Twins (Ch.4, 177-179) Ch2; p. 320-322 Week 3 9/7: Labor Day: No Class Ch2; p. 320-322 9/7-11 Strategy, Design, and Effectiveness Week 4 Organization Structure Ch3 9/14-18 Organization Structure Ch3, Ch6 Week 5 Exam 1 (9/23) Case C&C Grocery 9/21-25 Organizational Structure in the international environment Stores (Ch3, 135-138) Week 6 Organizational Structure in the international environment Ch6 9/28-10/2 Team Formation Week 7 Strategic Human Recourse Management and Design HR Systems 10/5-9 Manufacturing and Service Technologies Week 8 Paper Plane Co. Ch7 10/12-16 Exam 2 (10/14) Manufacturing and Service Technologies Week 9 Ch7&9 Paper Plane Co. 10/19-23 Organizational Size and Life Cycle Week10 Organizational Size and Life Cycle Ch9 &10 10/26-30 Organizational Culture and Ethical Values Week11 Innovation and Change Case: lululemon 11/2-6 Exam 3 (11/4) Week12 Innovation and Change; Ch11 11/9-13 Learning Organization; Social Networks BbLearn Postings Week13 Innovation and Change; Ch11 11/16-20 Learning Organization; Social Networks Week14 Fall Break 11/23-27 Week15 Innovation and Change; 11/30- Learning Organization; Social Networks Ch11 12/4 Exam 4 (12/4) Week16 Team Projects 12/7- 12/11 Week17 Team Debriefs (Thursday 12:30-2:30) 12/17 Note: The schedule is subject to change with notification.