University of Minnesota Carlson School of Management Industrial and Employee Relations
HRIR 8101 Strategy, Execution and Ethics
HRIR 8101 Strategy, Execution and Ethics 2 credits
Businesses must execute a sound strategy to be profitable. Strategy comprises many components derived from a sound business model. The strategy and execution of the same have to be performed against myriad of laws, statutes and ordinances many of which center on the employer – employee relationship. Lawful does not mean it is ethical. The robust dynamics between strategy, execution and ethics with a human resource management focus form the content of this course.
University of Minnesota Carlson School of Management Industrial Relations Center 3-300W Carlson School of Management 321 – 19th Avenue South Minneapolis, MN 55455
January 2008
© Copyright: The content of this document may not be copied, in part or whole, or otherwise utilized without the express permission of the author: Robert D. (Bob) Lindberg. HRIR 8101 Strategy, Execution and Ethics
Instructor name: Robert D. (Bob) Lindberg, B.A. M.A. SPHR
Telephone numbers: (612) 624 2500 (CSOM HRIR)
E-mail address: [email protected]
Course Description: Businesses must execute a sound strategy to be profitable. Strategy comprises many components derived from a sound business model. The strategy and execution of the same have to be performed against myriad of laws, statutes and ordinances many of which center on the employer – employee relationship. Lawful does not mean it is ethical. The robust dynamics between strategy, execution and ethics with a human resource management focus form the content of this course.
Course Overview:
We consistently read on-line, hear news reports or in reading the Sunday paper learn about a prominent business in either financial scrutiny or engaged in questionable business practices. What forms the basis for a company’s success short term and/or long term in the market place? Several dynamics come together and arguably have to stay together for a business to be profitable not just short term but in the long run. We explore the dynamics of strategy, execution, and ethics against today’s legal and regulatory environment. Never have there been more financial or human resource laws, statutes or ordinances. Yet, the number of headlines about businesses’ wrongdoing continue and with new twists not regulated by any law, ordinance or statute. Strategy, execution and ethics would seem to go hand-in-hand with sustained success. What happens that the three concepts supporting a sound business model may actually come in conflict with serious consequences for any business.
The course will actually begin by exploring ethics. Learners will be given a scenario and asked to judge the legal and ethical dynamics they perceive by reading the scenario. We will understand the basic concept of a balanced scorecard and its components in the formation of strategy supporting a sound business model. We will briefly touch on key roles in strategy execution, and some of the many ways to organize around a strategy inclusive of structural design of the business, its place in the life cycle and various ways to market. All this will be discussed first night of class as the continuing backdrop to the course and the evolving discussion of the dynamics between strategy, execution and ethics.
A myriad of high profile laws will be discussed week two. The laws discussed will fundamentally be in the realm of HR though SOX will also be presented. The question learners should consider is “in an age with so many laws regulating financial and human behavior, why do companies continue to be in the news for practices that garnish the anger of consumers and the eye of regulators?”
(continued)
2 “Successful habits of visionary companies” will be explored by reading and discussing what is shared in the best seller, Built to Last by James C Collins and Jerry I Porras. What should all business people take away from their six years of research and findings shared in the book?
Finally in the course we will read and understand the concepts of a charismatic leader, career military man who has caught our attention and our ear. The Leadership Secrets of Colin Powell will serve for great discussion on leadership and its relationship to execution. Are they different, are they related, when do they converge and diverge?
In the end, learners will be able to explain how sound strategy, execution and ethics are the basics for business or any organization’s sustained success.
3 Table of Contents
Course Description……………………………………………………………………. 2
Course Overview… ...... 2
Course learning outcomes...... 5
Course materials...... :...... 6
Course policies and expectations...... 7
Assignments and Class Schedule (details)...... 9
Grading/Evaluation ...... 15
Grading Guidelines for Papers………………………………………………………16
Addendums …………………………………………………………………… A thru E
4 LEARNING OUTCOMES
I. Course learning outcomes Participants will be able to define key course concepts inclusive of strategy, execution, ethics, leadership, balanced scorecard, lawful and others as components of a sound business model/plan.
Participants will understand that being legal is not always synonymous with ethical behavior.
Competitive advantage of visionary companies will be understood by Participants in terms of what does visionary mean and how is it executed.
The dynamic interdependent existence of strategy, execution, and ethics will be understood; their sustainability and their vulnerabilities.
What are the similarities and differences between leadership, management and execution; and what differentiates ethics, honesty and integrity.
Participants should be able to do their own due diligence on any business or organizational environment and make their own solid assessment of business plan, strategy, execution, ethics and sustainability.
5 Course Materials
II. Course Materials A. Texts
Built to Last: Successful Habits of Visionary Companies, Jim Collins and Jerry I Porras, November 2004. ISBN-13: 9780060566104.
Leadership Secrets of Colin Powell, Oren Harari, August 2003. ISBN-13: 9780071418614.
The Power of Ethical Management: Why the Ethical Way is the Profitable Way, in Your Life, in Your Business, Kenneth H Blanchard, and Norman Vincent Peale. ISBN-13: 9780688070625.
B. Harvard Case Studies via www.universityreaders.com/student. See Addendums A – E. Order for: University of Minnesota, Winter Quarter 2008, HRIR 8101. 1. Conflict on the Trading Floor (A) 2. IKEA’s Global Sourcing Challenge: Indian Rugs & Child Labor (A) 3. Proctor & Gamble: Global Business Services 4. Premier, Inc. (A) 5. Becton Dickinson: Ethics and Business Practices (A)
C. Supplemental Materials
Instructor developed and copyrighted materials Readings from instructor cited periodicals
6 COURSE POLICIES AND EXPECTATIONS
III. Course policies
A. Class attendance Students are accountable for all required work in the class. They must assume full responsibility for class attendance and for work missed because of absence in a way satisfactory to the instructor. Since class sessions function not merely for individual learning but for group interaction, absence can become a serious problem for both the individual and the group. Robust class discussions and exercises cannot be replicated once completed, thus minimizing the opportunity for a true or realistic make-up. All students are expected to attend the majority of sessions as scheduled. Points for participation are based on Learners attending 7 of 8 sessions. The student must contact the instructor in the event of absence due to illness or other emergency. Students are responsible for content and must review the activities of the class session with fellow students, when not in attendance.
B. Assignment expectations Any papers are to be prepared in 12 point Arial font, double spaced, with proper footnoting and bibliography. Unless otherwise specified these same requirements exist for any research requested of class participants. Assignments are due on the date indicated. Assignments will not be accepted after the respective scheduled class is completed on the date assignments are due.
C. Honesty
Do your own work. Plagiarizing from other students, books and journals, the internet, and other sources is a serious offense and is not acceptable. Plagiarism is automatic grounds for failing the course. Be sure to fully cite your work both in regard to any paper due for the course, and in writing your responses to examination be able to reference the source. Make honest contributions to any group projects.
D. Preparation
Come to class prepared to listen, learn, and participate. Engage in group discussions; be prepared to make full contributions and to help other group members make valuable contributions. Participation will account for a percentage of your course grade as outlined later.
E. Politeness
7 Ask questions and contribute to class discussions in a positive, inclusive, and respectful manner. Respond to dissenting views with respect and reason. Respect your classmates and your group members’ opinions, and perspectives. Be prepared to challenge and be challenged with the intent being mutual discovery, reflection, and knowledge gained. Know that conflict when appropriately managed is healthy.
F. Attentiveness
Turn off and do not answer your cell phone. Laptop computers are welcome for class-related purposes such as note taking. Other activities are inappropriate and exhibit disrespect towards the instructors and other students. Limit individual conversations, eating, and other distractions to break times. Focus on the tasks at hand during group meetings. The instructor reserves the right to ask any class participant, learner or student to leave the class room should his/her behavior become a distraction or impediment to learning.
8 ASSIGNMENTS AND CLASS SCHEDULE
IV. Weekly Assignments and Class Schedule Session I
Introduction to course
Discussion on assignments
Ethics, what is it?
What does it mean to be ethical? Compared to what?
Components of a Business Plan/Model
Balanced Scorecard
Functional Design
Life-Cycle of a Business
Marketing Approaches
Class activity:
After course preliminaries are covered off, students will be asked to read a real business scenario and discuss the obligations of characters outlined in the scenario.
Instructor and Participants will discuss in detail the book, The Power of Ethical Management.
Discussion of what comprises ethics compared to what? Components of a Business Plan.
o Balanced Scorecard
o Functional Design
o Life-Cycle of a Business
o Marketing Approaches
Assignments:
9 Before Class:
Read, The Power of Ethical Management.
After Class/For Next Class
o Each Participant will have identified for next class a company or organization that has found itself in the news over a question of its practice, policy or position (ethics.) The following will be required for handing in by end of Session Two for the Short Paper:
Company in the news
Short thesis statement incorporating the practice, policy or position called into question. The thesis should focus on the handling of the issue by the business and how this situation “speaks to you.”
3 – 5 sources for a brief 5 – 7 page fully footnoted double spaced paper with bibliography. Sources cited in bibliography format.
Paper to be done in 12 point Arial font.
Paper will be due by e-mail by end/close of Session 5
o Chapter Analysis
Each Participant will be assigned a chapter from one of the other two texts for oral presentation to the class and written presentation immediately thereafter to the instructor.
Chapter Analysis will cover:
The theme of the chapter
Key concepts or terms introduce
The Participant’s evaluation of the concepts presented.
What should be the overriding conclusion from the reading.
Participants will be graded on the above in both oral and written form. Written form will be due via e-mail no later than one hour after class based on the draft prepared for class.
o Oral presentation grade will be based on:
. Clear presentation of the above.
. Ability to defend or adjust to conflicting, contrary, or to variations of understanding offered by fellow participants during presentation.
10 . Delivery capability inclusive of tone, volume, pitch, inflection and ability to confirm understanding.
. Presentation with Intro, Body and Conclusion.
Session 2 Key HR and Financial Legislation affecting the world of work with a Federal focus. Built to Last The Best of the Best Clock Building, Not Time Telling No “Tyranny of the OR” More than Profits Preserve the Core/Stimulate Profits
Class Activity:
Lecture and Discussion on Employment and Key Financial Law
What have we learned from the first five chapters of Built to Last.
Assignments
Before Class:
o Complete your Short Paper research, thesis statement and have e-mailed it to the instructor as outlined in Session 1.
o Read Built to Last, chapters 1 thru 5.
After Class
o Short Paper Preparation; due via e-mail by end of Session 5.
o Order Case Studies from www.universityreaders.com/students. See Addendums A – E. Order for: University of Minnesota, Winter Quarter 2008, HRIR 8101.
Session 3
This week we will conclude discussion of what we should learn from Built to Last.
Big Hairy Audacious Goals
Cult-Like Cultures
Try a lot of stuff and Keep What Works
11 Home-grown Management
Good Enough Never Is
The End of the Beginning
Research Issues
Founding Roots of Visionary Companies and Comparison Companies.
Class Activity
Extensive classroom discussion.
Assignments:
Before Class
o Built to Last, Chapters 5 through 10, and appendixes 1 and 2. Session 4 Case Studies in Strategy, Execution and Ethics: (See Addendums A – E)
Class Activity
Extensive classroom discussion with roles assigned to students from the perspectives of: business, stockholders, consumer, country of product origin, general public and/or government.
Assignments:
Before Class
o Reading the Following Case Studies:
. Conflict on a Trading Floor (A)
. IKEA’s Global Sourcing Challenge: Indian Rugs and Child Labor (A)
. Proctor & Gamble: Global Business Services
. Premier, Inc. (A)
. Becton Dickinson: Ethics and Business Practices (A)
After Class
o The Leadership Secrets of Colin Powell, chapters 1 – 6.
o Defining and Differentiating Key Concepts: Strategy, Execution, Ethics, Honesty, Integrity, Leadership and Management by assigned topic. Each class participant will locate from 2 -3 articles on the one respective concept assigned, prepare a bibliography for submission and be prepared to present their understanding of the concept in class supported by material from the articles for
12 the assigned Session. Bibliography will be due before electronically before the start of assigned Session. Session 5
The Leadership Secrets of Colin Powell:
Powell as Provocateur
Know When to Piss People Off
Promote a Clash of Ideas
The Ego Trap
Don’t Go Looking for “No”
The Chief “Dis-organizer”
When to Challenge the Pros
Class Activity
Differentiating Management and Leadership
Extensive classroom discussion on text.
Assignments:
Before Class:
o Before class or absolutely no later than the official end of tonight’s session e-mail the instructor your Short Paper.
o Read The Leadership Secrets of Colin Powell, Part I, Chapters 1 thru 6. Session 6
The Leadership Secrets of Colin Powell continued:
Powell on Strategy and Execution
Close with the Enemy
People over Plans
Vigilance in Detail
Situation Dictates Strategy
Powell’s Rules for Picking People
Trust Those in the Trenches
13 Class Activity
Differentiating Strategy and Execution
Extensive Classroom discussion on text
Assignments
Before Class
o The Leadership Secrets of Colin Powell, Part II, chapters 7 thru 12.
Session 7
The Leadership Secrets of Colin Powell continued:
The Powell Character
The Powell Way
Optimism is a “Force Multiplier”
Take Leave when You’ve Earned It
Prepare for Loneliness
“Quotations from Chairman Powell: A Leadership Primer”
Class Activity
Differentiating Ethics, Honesty and Integrity
Extensive classroom discussion on text
Assignments
Before Class:
o The Leadership Secrets of Colin Powell, Part III, chapters 13 thru 16 and appendix.
After Class:
o Receive list of potential final exam questions from which the instructor will select 2 to 3 for final exam administration, Session 8 Session 8
14 Final Exam – Essay – paper to be supplied by instructor. GRADING AND EVALUATION GUIDELINES
V. Grading/Evaluation
A. Paper Proposal 10%
B. Short Paper 30%
C. Bibliography and Discussion on Key Concepts 10%
D. Chapter Presentation – Oral 20%
E Essay Exam 30%
15 Grading Guidance Matrix for Papers
A Paper B Paper C Paper D or F Paper Content The paper is easy to The paper is Most of the paper is The paper is barely understand; it is comprehensible, but comprehensible, but some comprehensible, even concise and well there a few passages passages require after repeated organized. that are difficult to interpretation by the readings. It is poorly understand. The reader. Some passages organized. organization is generally have poor organization. good. Thesis Easily identifiable, Promising, but may be May be unclear (contain Difficult to identify at plausible, novel, slightly unclear, or many vague terms), all; may be bland sophisticated, lacking in insight or appear unoriginal, or offer restatement of insightful, and crystal originality. relatively little that is new; obvious point. clear. provides little around which to structure the paper.
Structure Evident, Generally clear and Generally unclear, often Unclear, often understandable, and appropriate, though wanders or jumps around. because thesis is appropriate for thesis. may wander Paper contains few or weak or non-existent. Excellent transitions occasionally. The paper weak transitions, many Transitions are from point to point. may have a few unclear paragraphs without topic confusing and Paragraphs support transitions, or a few sentences. unclear. Paper solid topic sentences. paragraphs without contains few topic strong topic sentences. sentences.
Use of evidence Primary source Examples used to Examples used to support Very few or very weak information used to support most points. some points. Points in the examples. General buttress every point Some evidence does paper often lack failure to support with at least one not support point, or supporting evidence, or statements, or example. Examples may appear where evidence used where evidence seems to support mini-thesis inappropriate. Quotes inappropriate (often support no statement. and fit within well integrated into because there may be no Quotes not integrated paragraph. There is sentences. clear point). Quotes may into sentences; excellent integration be poorly integrated into "plopped in" in of quoted material sentences. improper manner. into paper.
Analysis Author clearly relates Evidence often related Quotes appear often Very little or very evidence to "mini- to mini-thesis, although without analysis relating weak attempt to relate thesis" (topic links are not very clear. them to mini-thesis (or evidence to sentence); analysis is there is a weak mini-thesis argument; may be no fresh and exciting, to support), or analysis identifiable argument, posing new ways to offers nothing beyond the or no evidence to think of the material. quote. which to relate it.
16 Logic and All ideas in the paper Argument of paper is Logic may often fail, or Ideas do not flow at argumentation flow logically; the clear, usually flows argument may often be all, usually because argument is logically and makes unclear. May not address there is no argument identifiable, sense. Some evidence counter-arguments or to support. A reasonable, and that counter-arguments make any outside simplistic view of sound. Author acknowledged, though connections. topic; no effort to anticipates and not fully addressed. grasp possible successfully defuses Occasional insightful alternative views. counter-arguments connections to outside and makes novel material made. connections to outside material (from other parts of the class, or other classes), which illuminate thesis.
Mechanics Sentence structure, Sentence structure, Problems in sentence Big problems in grammar, and diction grammar, and diction structure, grammar, and sentence structure, excellent; correct use strong despite diction (usually not major). grammar, and diction. of APA format and occasional lapses; The paper contains errors Frequent major errors style; minimal to no punctuation and citation in punctuation, citation in citation style, spelling errors; style often used style, and spelling. It may punctuation, and absolutely no run-on correctly. Some (minor) have several run-on spelling. Paper may sentences or comma spelling errors; may sentences or comma have many run-on splices. have one run-on splices. sentences and sentence or comma comma splices. splice.
17 Addendum A
18 Addendum B
19 Addendum C
20 Addendum D
21 Addendum E
22