CORE-GP 1020.

003
Management and Leadership (M&L)
Fall 2019

Instructor Information
Professor Preston Lindsay
Faculty Bio: https://wagner.nyu.edu/community/faculty/prestonlindsay
Linkedin: https://www.linkedin.com/in/prestonvlindsay/
Email: [email protected]
Phone: 929-418-5230
Class Dates:
Office: Puck Building, 3059
Office hours: By appointment

Course Information
Section 003 Information
Time: Tuesday, 6:45pm-9:30pm
Location: Bobest Library Room LL150
Teaching Colleague: TBD
TC office hours: TBD
Writing tutor: TBD
Writing office hours: TBD

Course Description
Management 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.

Course Material
 NYU Classes (http://newclasses.nyu.edu/): You will find the course syllabus, assignments,
exercises, surveys, and slides here. If you have not activated your NYU Net ID or have

M&L 1
 forgotten your password, you can activate or change your password at Start NYU
(http://start.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.
 NYU Bookstore (http://www.bookstores.nyu.edu/): You will need to purchase a paper course
pack with readings (digital version is available at no extra cost). To keep costs down, NYU
Classes will have links to readings you can access and print from the NYU library.
 Some class announcements 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/).
 Electronics such as computers, tablets, and phones are not allowed during class so please bring
your readings, a notebook, pen, etc.

Learning Objectives and Skill Development

The course combines conceptual and experiential approaches and is divided into four modules:
1. Teams and teamwork
2. Interpersonal dynamics
3. Designing and aligning organizations
4. 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 is as follows:
a. Identify, analyze, and address underlying problems and opportunities
b. Recognize, analyze, and manage complex relationships
c. Reframe the way you approach people and situations
2. Leveraging diversity and its supporting skillset is as follows:
a. Identify, understand, and use different types of diversity
b. Explore how to create, participate in, and coach diverse teams
c. Develop skills to address the challenges and opportunities of diversity
3. Communication and its supporting skillset is as follows:
a. Recognize the importance of clear communication with stakeholders
b. Prepare effective, clear, organized written reports and presentations
c. Conduct effective meetings and facilitate group/team discussions

Class Teams
You will self-select into teams on the second day of class that work together the entire
semester. At the start of each class, you will have the opportunity to discuss and debate the
case analysis and recommendations before the class discussion in which you may be called.
You are expected to do all of the reading and answer the case questions before class.

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Assessment and Grading Policy
Individual assessment (60%)
20% Participation & contribution to discussion & learning
10% Professionalism
30% Final exam

Team assessment (40%)

20% Two analytical memos
15% Congruence model analysis
5% Congruence model presentation

1. Contribution to discussion and learning

Managerial and leadership practices are critical for organizational success, but they are
nuanced and need to be applied thoughtfully with an eye to power, culture, and organizational
alignment. Each of us brings different and relevant experiences to the classroom, so we will be
learning from each other, challenging our assumptions and trying to understand the
assumptions that drive our colleagues’ behavior. During the case discussions and exercises,
you will be called on to analyze the situation at hand and share recommendations. The only
way to conduct a sharp case analysis and contribute insightful comments is to read the case and
articles carefully and complete the exercises, reflecting on how they inform situations you have
experienced.

2. Professionalism
Professionalism is calculated based on attendance, lateness, and number of course assignments
(i.e., surveys, 100-word case write ups, reflections) completed on time. If you will be absent or
delayed (e.g., train delays, family emergencies), please email the teaching colleague.

3. Final exam
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 will have one week to return it.

4. Two analytical memos

Your purpose in writing these memos is to provide information and make recommendations to
people who must make decisions about key strategic issues. Pedagogically, this assignment
provides you with the opportunity to develop your writing, analysis, and communication skills.
It also gives you the ability to apply course principles and practices.

For each of the group memos, 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.
The memo should be 2 pages (not including the cover page), single spaced, 1-inch margins,
and 12-point Time New Roman font—this format is required of all written assignments. List
references or figures, if necessary, on a concluding page. Format, grammar, punctuation, and
spelling all matter. Please use paragraph headings. Explain your reasoning clearly, succinctly,
and convincingly to your target audience. When you present your recommendations, make sure

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they are realistic and take the individuals, context, timing, and other variables in the case into
account. A strong memo always considers the most compelling alternative explanations or
recommendations, as well as criticisms of your ideas, and makes an argument for why your
choices are the best option in this situation.

Memo outline:
 Open with a brief one-paragraph summary
o What is the context, key issue(s), and your recommendation?
 Background: Diagnosis
o Why is this group/department/organization facing these issues? Identify root causes.
 Recommendations / next steps
o What are your specific recommendations? Rationale? Alternatives?
o How should your recommendations be implemented? What are the priorities?

Memo 1
Please email your memo to Prof Lindsay by Wednesday, October 10 at 9:00 pm. Remember
to always copy everyone in your group to the email.
 Case: Amabile, T. M. & Schatzel, E. A. (2003). The Satera team at Imatron Systems, Inc. (A).
Harvard Business School Case 9-803-141.
 Target: You are a consultant hired by Rick Levinger to assess the situation and provide
guidance to Gary Pinto. Please address your memo to Levinger.

Memo 2
Please email your memo to Prof Lindsay by Wednesday, November 7 at 9:00 pm.
 Case: McGinn, K. L., Kutchma, B., & Hammer, C. B. (2012). Carolina for Kibera. Harvard
Business School Case 9-913-701.
 Target: Assume you are a consultant hired by Rye Barcott to assess the situation and provide
guidance. Please address your memo to Barcott.

5. Congruence model analysis

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.
Part 1
Please email a 1-page analysis to Prof Lindsay and your TC by Wednesday, November 21 at
9:00 pm.
 Succinctly state the gap that you will address. Explain why you know it is a gap (i.e., the
difference between expectations and reality for a performance gap). Explain why this is the
most important gap to address.
 State the root causes and explain why you think they are the root causes.

Part 2
Please email a 3-page memo to Professor Lindsay and your TC by Friday, December 7 at 9:00
pm.
 Target: Address an appropriate target in the organization and make it compelling/persuasive.

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  State a revised and refined gap statement.
 Provide enough context, history, and organizational description to explain your gap, root cause
analysis, and recommendations.
 Explain the root causes, why they are important, and why you focused on these (instead of
something else), and what you learned from mapping them to the congruence model (e.g.,
alignment problem between Critical Tasks and Capabilities: Do the skills, abilities and motives
of the employees fit with the task requirements?)
 Propose an action plan. Explain how it addresses the gap and root causes, why these are the
best steps (instead of others), and how would these be carried out (e.g., order, timing).

6. Organizational Development Diagnostic model presentation (December 3, 2018)

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), model, and action plan
make sense? 2) Clarity—do you clearly communicate your message? 3) Persuasiveness—Are
you convincing and memorable? You will be able to incorporate feedback from your professor
and classmates into Part 2 of your Congruence Model Analysis.

Henry and Lucy Moses Center for Students with Disabilities at NYU
Academic 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 [email protected]) 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 Holidays

NYU’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.

Statement of Academic Integrity

Academic 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 you are unsure
about what is expected and how to abide by the academic code, you should consult with me.

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Module 1: Teams and Teamwork

Class 1 – September 10, 2019

Please prepare in the order presented in the syllabus; bring your notes for discussion.

Class 1 Introduction to Management and Leadership

Exercise 1: Leadership Style: PDF in NYU Classes.

Exercise 2: Myers Briggs online

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

Survey: Introductory online survey due Wednesday, September 5 at 9:00 pm

(https://nyu.qualtrics.com/jfe/form/SV_bw2ui5g3YgQNdpr UPDATE)

Reading 1: Gabarro, J. J., & Kotter, J.P. (2005). Managing Your Boss. Harvard
Business Review, 83(1). In course pack.

Reading 2: Manzoni, J. F., & Barsoux, J. L. (1998). The set-up-to-fail syndrome.

Harvard Business Review, 76(2), 101-113. NYU Classes link to
library
(http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=bth&AN=297850&site=eds-live)

Case prep: Gomez-Ibañez, J. A. (1986). Learning by the case method. Case

Program, Harvard Kennedy School of Government. NYU Classes
PDF.

Case: Manzoni, J-F. & Barsoux, J-L. (1996) Lee Coker. INSEAD. In
course pack.

Case writing: Post your very brief answers (1-2 sentences each) to the following
questions on NYU Classes in Assignments under “Lee Coker” by the
start of class (September 10 at 9:30 am). Please come to class
prepared to provide support for your perspective.
1. What is the performance gap (the motivating problem) in the Lee
Coker case? What caused it?
2. How did Ed and Lee’s assumptions and behaviors contribute to the
performance gap?
3. What should Lee do next?
4. What should Ed have done and when should he have done it?

M&L 6
Learning
Lead and manage individuals, teams, and organizations
objective:
a. Understand your strengths and weaknesses as a manager and employee
b. Examine your own behavior and beliefs about leadership and managerial
behavior, and contrast, debate, and integrate these ideas with the theories and
observations of others
c. Develop a self-improvement plan

Class 2 – September 17, 2019

Class 2 Building high-performing teams

Writing: Please write a one-page single-spaced memo to your fellow students

telling your story in a paragraph, including your professional and
personal interests and your reasons for attending Wagner. In a second
paragraph, articulate your strengths and areas of development as a
leader and a team member, and the conditions under which you work
best. Post this on NYU Classes in “Forums” under “Your Story” by
Wednesday, September 12 at 9:00 pm. Please read your classmates
memos and bring your own memo to class.

Reading 1: Polzer, J. (2009). Leading teams note. Harvard Business School Note
9-410-051. In course pack.

Reading 2: Leonard, D., & Straus, S. (1997). Putting your company's whole brain
to work. Harvard Business Review, 75(4), 110-122. NYU Classes link
to library
(http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=bth&AN=9706292956&site=eds-live)

Reading 3: Phillips, K. W. (2014). How diversity works. Scientific American,

311(4), 42-47. Copy and paste in browser:
https://www.researchgate.net/profile/Megan_Bang/publication/280845
360_Particular_Points_of_View/links/57485c2808ae18b6dce91abf.pdf

Reminder: Start working on Memo 1 due October 10 at 9:00 pm

Learning
Build teams effectively
objective:
a. Learn when having teams is beneficial and when it is not
b. Thinking through who should be on the team and why
c. Identify the impact of different types of diversity on teams
d. Understand the components for launching an effective team

M&L 7
 Class 3 – September 24, 2019

Class 3 Team processes and effectiveness

Survey: Psych safety and team learning survey due Wednesday, September 19
at 9 pm (https://nyu.qualtrics.com/jfe/form/SV_6A32hrG4qhUNoMZ
UPDATE)

Reading 1: Detert, J.R. & Burris, E.R. (2016). Can your employees really speak
freely? Harvard Business Review, 94(1), 80-87. NYU Classes link to
library
(http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=bth&AN=111889894&site=eds-live)

Reading 2: Eisenhardt, K. M., Kahwajy, J. L., & Bourgeois, L. J. (1997). How

management teams can have a good fight. Harvard Business Review,
75(4), 77-85. NYU Classes link to library:
(http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=bth&AN=9706292947&site=eds-live)

Case: Roberto, M.A. & Carioggia, G.M. (2003). Mount Everest—1996.

Harvard Business School Case 9-303-061. In course pack.

Case writing: Post your very brief answers (1-2 sentences each) to the following
three questions on NYU Classes in Assignments under “Everest”
before the start of class. Please come to class prepared to provide
support for your perspective.
1. Why did this tragedy occur?
2. What should they have done to avoid these types of issues?
3. What can we learn from this for our organizations?

Guest: TBD Professor Kiki Ramsey will cover the basics of effective team
dynamics.

Learning
Building and coaching teams; teamwork
objective:
a. Manage team/group processes, relationships, and responsibilities
b. Understand how teams can make decisions more effectively
c. Use frameworks for evaluating team effectiveness
d. Understand the basics of teaming

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Module 2: Interpersonal Dynamics

Class 4 – October 1, 2019

Class 4 Power and influence

Exercise: Austen-Smith, D., Feddersen, T. Galinsky, A. & Liljenquist, K. Kidney

Case. Kellogg Dispute Resolution Research Center. In course pack.
Fill out the Kidney case survey by Wednesday, September 26, 2018 at
9:00 pm. (https://nyu.qualtrics.com/jfe/form/SV_cTOPMk7Sr9lSYe1
UPDATE)

Reading 1: McGinn, K.L. & Long Lingo, E. (2001). Power and influence:
Achieving your objectives in organizations. Harvard Business School
Note 9-801-425. In course pack.

Reading 2: Cialdini, R. B. (2003). The Power of Persuasion. Stanford Social

Innovation Review, 1(2), 18-27. NYU Classes link:
(http://ssir.org/articles/entry/the_power_of_persuasion)

Case: McGinn, K. and Gendron, A. (2001). Reverend Jeffrey Brown: Cops,

Kids, and Ministers. Harvard Business School Case, pp. 1-20. In
course pack.

Case writing: Post your very brief answers (1-2 sentences each) to the following
questions on NYU Classes in Assignments under “Rev Brown” before
the start of class. Please come to class prepared to provide support for
your perspective.
1. What are the root causes of the crisis?
2. Map out Rev Brown’s sources of power.
3. How did his power allow him to achieve success to date? How will
his existing power sources help or hinder his achievement of his future
objectives?
4. What influence tactics do they use? How do they use them?
5. Consider the power dynamics in the coalitional leadership structure.
What are the costs and benefits to this approach, given the objectives of
the coalition?

Learning
Using your power for good
objective:
a. Identify and learn to use your sources of power
b. Map the power structure in your team, organization, and/or coalition
c. Learn about influence in written and verbal communication

M&L 9
 Class 5 – October 9, 2018 (Tuesday)

Class 5 Decision making and ethics

Reading 1: Kahneman, D., Lovallo, D., & Sibony, O. (2011). Before you make
that big decision. Harvard Business Review, 89(6), 50-60. NYU
Classes link to library: (http://ezproxy.library.nyu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=60781382&site=eds-live)

Reading 2: Banaji, M., Bazerman, M. H., & Chugh, D. (2003). How (un)ethical
are you? Harvard Business Review, 81(12), 56-64. NYU Classes link
to library:
(http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=bth&AN=11587432&site=eds-live)

Reading 3: Dovidio, J. F., & Gaertner, S. L. (2005). Color blind or just plain blind.
The Nonprofit Quarterly, 12(4). Available online:
https://nonprofitquarterly.org/2005/06/21/color-blind-or-just-plain-
blind-the-pernicious-nature-of-contemporary-racism/

Exercise: Play around with: http://ncase.me/polygons/

MEMO 1 due: Group analytical memo: Amabile, T. M. & Schatzel, E. A. (2003).

The Satera team at Imatron Systems, Inc. (A). Harvard Business
School Case 9-803-141. In course pack. Due Wednesday, October
10 at 9:00 pm

Learning
How to make effective and moral decision
objective:
a. Basics of systematic and unconscious biases
b. Improve your decision-making skills
c. Consider the role of ethics and how it is different from good intentions
d. Apply all of the above to demographic differences (e.g., race, gender, sexual
orientation, nationality, religion, political orientation, etc.)

Guest Lecturer: Cherise Cole, MBA

M&L 10
 Class 6 – October 15, 2018

Class 6 Negotiation

Topics: BATNA; reservation price; ZOPA; prioritizing interests; value

creation; distributive versus integrative outcomes

Exercise: Negotiation and Thomas Kilman Conflict Survey. PDF in NYU

Classes. Fill out the survey by Wednesday, October 10, 2018:
https://nyu.qualtrics.com/jfe/form/SV_8iFYjxDaioiyfbv UPDATE

Reading 1: Neale, M. (2004). Are You Giving Away the Store? Strategies for
Savvy Negotiation. Stanford Social Innovation Review, 2(3), 33-39.
In course pack.

Reading 2: Bazerman, M. H., Baron, J., & Shonk, K. (2001). Their Gain is Our
Loss. In “You Can’t Enlarge the Pie”: Six Barriers to Effective
Government, pp. 44-65. Cambridge, MA: Basic Books. NYU Classes
PDF.

Reading 3: Malhotra, D., & Bazerman, M. H. (2008). Confronting lies and

deception. Negotiation genius: How to overcome obstacles and
achieve brilliant results at the bargaining table and beyond (pp.196-
218). Bantam. NYU Classes PDF.

Learning
How to create value
objective:
a. Understand the basics of negotiation
b. Learn how to create value for yourself and others
c. Gain comfort and confidence in approaching and engaging in a negotiation

M&L 11
 Class 7 – October 22, 2018

Class 7 Motivation

Topics: When to apply different types of motivation; Identity; Compensation;

Tying motivation to mission and vision; job crafting

Survey: Motivation survey due Wednesday, October 17 at 9:00 pm:

https://nyu.qualtrics.com/jfe/form/SV_erDSzlLpQhtAh13 UPDATE

Reading 1: D’Aunno, T. & Gilmartin, M. (2012). Motivating people. In Burns, L.,

Bradley, E. & Weiner, B (Eds). Shortell and Kaluzny Health
Management: Organization design and behavior, 6th edition, chapter 4.
Delmar Cengage Learning. NYU Classes PDF.

Reading 2: Pfeffer, J. (2005). Putting People First: How Nonprofits that Value
their Employees Reap the Benefits in Service Quality, Morale, and
Funding. Stanford Social Innovation Review, 3(1), 27-33. In course
pack.

Reading 3: Thomas-Brietfeld, S. (2017). How to Think Differently about Diversity

in Nonprofit Leadership: Get Comfortable with Discomfort. Nonprift
Quarterly. Available online:
(https://nonprofitquarterly.org/2017/04/10/think-differently-diversity-
nonprofit-leadership-get-comfortable-discomfort/)

Case: Dutton, J. (2009). Job Crafting at Burt’s Bees. Center for Positive
Organizations.

Case writing: Post your very brief answers (1-2 sentences each) to the following questions
on NYU Classes in Assignments under “Burt’s Bees” before the start of class.
Please come to class prepared to provide support for your perspective.
1. Why do employees job craft?
2. How would you summarize the way each person crafted his or her job?
What does this tell you about the options that people have in crafting their
jobs?
3. In what ways is job crafting beneficial for the four employees described in
the case?
4. What could make the four employee’s job crafting costly to Burt’s Bees?
5. In general, what are the potential benefits and costs of job crafting?

Learning
Motivation
objective:
a. Recognizing individual and contextual differences in motivation
b. Learning to approach motivation holistically

M&L 12
c. Better understand the types and effects of individual and team goals

M&L 13
Module 3: Designing and Aligning Organizations

Class 8 – October, 29, 2018

Class 8 Strategy and structure

Topics: Mission and vision; Organizing and organizational design; Structural

approaches to coordination and control; Strengths and weaknesses of
formal structures

Readings: Phills, J. A. (2005). Introduction: The Role of Mission and Strategy in

Enhancing the Performance of Nonprofit Organizations, & Mission: The
Psychological and Emotional Logic. In Integrating Mission and Strategy
for Nonprofit Organizations, pp. 3-47. New York, NY: Oxford
University Press. NYU Classes link to library:
(https://ezproxy.library.nyu.edu:2136/lib/nyulibrary-ebooks/reader.actio
n?ppg=20&docID=271689&tm=1502633705458)

Business Wire (2011). When Fair Goes Foul: MIT Sloan Researcher
Finds That Efforts to Promote Workplace Meritocracy Can Have the
Opposite Effect. Available online:
(http://www.businesswire.com/news/home/20110502006774/en/Fair-
Foul-MIT-Sloan-Researcher-Finds-Efforts#.VebJjZcXu77)

Case: Nelson, B.J. & Hummer, A. (2004). Mission expansion: The origins of
the YWCA’s anti-racism campaign. In Nelson, B. Leadership and
Diversity: A Case Book. UCLA. In course pack.

Case writing: Post your very brief answers (1-2 sentences each) to the following
questions on NYU Classes in Assignments under “YWCA” before the
start of class. Please come to class prepared to provide support for your
perspective.
1. By 1970, in what ways was the YWCA and its work aligned and
misaligned with its mission?
2. What were the goals behind the One Imperative? Explain the strategy
used by members of the Conference of Black Women to reach these
goals. How did the structure of the YWCA help and hurt this effort?
3. What advice would you give Helen Claytor, the national YWCA
President, and Edith Lerrigo, the Executive Director, about how to
implement the One Imperative in a federated organization with a good
deal of local autonomy?

M&L 14
Learning
Strategy & structure
objective:
a. Analyze and understand the role of mission, vision, values, and goals
b. Learn the key features of an organization’s strategy
c. Understand different organizational structures and when to use them

Class 9 – November 5, 2018

Class 9 Organizational alignment

Topics: Defining problems in alignment; Applying the congruence model:

strategic context, strategic choices, structure, culture, critical tasks,
people, and performance.

Reading: 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. Boston, MA:
Harvard Business School Press. NYU Classes PDF.

Case: Anteby, M., Battilana, J., & Pache, A-C. (2007). Marie Trellu-Kane at
Unis-Cité. Harvard Business School Case 9-407-106. In course pack.

Case writing: Post your very brief answers (1-2 sentences each) to the following
questions on NYU Classes in Assignments under “Unis-Cité” before the
start of class. Please come to class prepared to provide support for your
perspective.
1. What is the gap?
2. What are the root causes of that gap? (If there are many, please
prioritize the top three.)
3. What alignment issues are there?
4. What action plan do you recommend?

MEMO 2 due: Group analytical memo: McGinn, K. L. & Hammer, C. B. (2013).

Carolina for Kibera with embedded video. Harvard Business School
Case 9-910-017. In course pack. Due Wednesday, November 7 at 9:00
pm.

Learning
Problem solving & Strategy
objective:
a. Identify, analyze, and on underlying issues
b. Analyze and assess environmental context
c. Understand and work within formal and informal structures

M&L 15
 Class 10 – November 12, 2018

Class 10 Organizational culture

Topics: Culture as shared values; Culture as social control; Culture that benefits
from diversity; Cultural fit; Creativity and innovation

Readings: 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.
NYU Classes PDF.

Thomas, D. A., & Ely, R. J. (1996). Making differences

matter. Harvard Business Review, 74(5), 79-90. In course pack.

Dobbin, F., & Kalev, A. (2016). Why diversity programs fail and what
works better. Harvard Business Review, 94(7-8), 52-60. Available
online: (https://hbr.org/2016/07/why-diversity-programs-fail)

Writing: Post your very brief answer (1 short paragraph) to the following
questions on NYU Classes in Assignments under “Organizational
culture” before the start of class. Please come to class prepared to
discuss this with your team.
1. Reflect on your organization’s culture.
2. What are the artifacts, values, and assumptions that define your
organization’s culture?
3. 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.

Learning
Problem solving & Strategy
objective:
a. Identify, analyze, and use organizational culture
b. Understand the impact of organizational culture on an organization’s ability to
benefit from diversity

M&L 16
 Class 11 – November 19, 2018

Class 11 Managing and measuring performance

Topics: Reasons for measuring performance; Measurement approaches; Thinking

through impact; Logic model

Reading 1: Behn, R. D. (2003). Why Measure Performance? Different Purposes

Require Different Measures. Public Administration Review, 63, pp. 586-
606. NYU Classes link to library:
(http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.co
m/login.aspx?direct=true&db=edsjsr&AN=edsjsr.3110101&site=eds-
live)

Reading 2: 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: Grossman, A. & Curran, D. F. (2004). Harlem Children’s Zone: Driving

performance with measurement and evaluation. Harvard Business School
Case 9-303-109. In course pack.

Case writing: Post your very brief answers (1-2 sentences each) to the following
questions on NYU Classes in Assignments under “Harlem Children’s
Zone” before the start of class. Please come to class prepared to provide
support for your perspective.
1. What was the starting point for Rheedlen/Harlem Children’s Zone
(HCZ) in the 1990s? What was making them successful? What was a
challenge?
2. What was HCZ’s theory of change?
3. Apply the logic model to the HCZ case.
4. What were the strengths and weaknesses of implementation?

Congruence Please email a 1-page analysis to Prof Satterstrom and your Teaching
model Part 1: Colleague by November 21 at 9 pm. Succinctly state the gap that you
will address. Explain why you know it is a gap (i.e., the difference
between expectations and reality for a performance gap). Explain why
this is the most important gap to address. State the root causes and explain
why you think they are the root causes.

Learning
Performance
objective:
a. Understand the difference between managing and measuring performance and

M&L 17
 why that matters
b. Understand and use theory of change and logic models

Module 4: Leading Change

Class 12 – November 26, 2018

Class 12 Bottom-up approaches to leading change

Topics: Battilana’s 3 Cs; Martorana, Galinsky, & Rao, 2005; Ganz’s Personal
Narrative; Story boarding and story arc; Running effective meetings

Watch and take Watch this Nancy Duarte video (minutes 2:20-15:40) to think more
notes: deeply about how great speeches are structured.
(https://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_t
alks)

Watch and take Watch this public speaking for quiet people video (for as long as it’s
notes: helpful to you) (https://www.youtube.com/watch?v=Egq6IPUMgh4)

Watch and take Watch this 7 minute video about story boarding:
notes: (https://www.youtube.com/watch?v=eSGkeXsaXSY)

?? Find a great video on how to pitch something short OR on running

meetings

Final Review: Start studying for the final exam and bring questions for us to cover in
class.

Learning
Creating change within or across organizations, communities, policy areas
objective:
a. Understand the basic elements of using your story to create change
b. Understanding how to convey information convincingly and succinctly

M&L 18
 Class 13 – December 3, 2018

Group presentations

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.

MEMO 3, Part 2: Congruence Model Analysis Part 2 is due Friday, December 7 at 9:00 pm.

M&L 19
 Class 14 – December 10, 2018

Class 14 Leading change

Topics: Bringing it all together…leadership, teams, power, negotiation, motivation,

performance, culture, and strategy.

Survey: TBD Please complete the course survey, which will be used to help us
understand how to improve this course.

Reflection Please write a one-page single-spaced reflection on how you plan (or have
started) to use any of the material covered in class to be a more effective
and/or efficient manager and leader. Post your response on NYU Classes in
Assignments under “Final Reflection” by the start of class.

Reading 1: Kotter, J. (2007). Leading Change: Why Transformation Efforts Fail.

Harvard Business Review, January, pp. 96-103. NYU Classes link to
library:
(http://ezproxy.library.nyu.edu:2048/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=bth&AN=23363656&site=eds-live)

Reading 2: 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. NYU Classes PDF.

Case: ??

Case writing: ??

Learning
Leading change
objective:
a. Learning to read and respond to the external environment, especially to
customers.
b. Understanding the individual, team, organizational, and leadership components
of leading change.

Final Exam
The 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.

M&L 20