BMA 5557
Leadership and Organizations
Fall, 2010
Instructor:Lee Bolman
Office: 322 Bloch
Telephone:(816) 235-5407
E-mail:
Overview: The course focuses on how organizations work and how leaders can help them work better. Its goal is to provide ideas, tools and tactics that will help you become a more effective leader.
Leadership is rooted in context, ambiguity, and choice – how you lead depends on how you understand yourself, your circumstances, and what you’re leading. Effective leaders are clear about where they hope to go, understand the organizational context in which they lead, and know what they bring to the leadership table. Leaders need:
1. Useful and powerful ideas about leadership and organizations
2. Strategies for effective action
- Self-awareness: knowledge of their own beliefs, values, predispositions, strategies, and impact on others.
The course views leadership as a performing art situated in relationships and organizational context. Leadership requires integration of thought, feeling and action, with self as the delivery vehicle. This course is designed to challenge students conceptually through readings, discussions, and developmental assessments, and to challenge at the level of self-awareness and action through teamwork, reflective activities, role plays, case applications, and “leadership challenges.”
The primary conceptual framework for this course will be Bolman & Deal's four-frame analysis of leadership and organizations.
Readings: The following two books will serve as the primary texts:
Bolman L. G. and Deal, T. E. Reframing Organizations, 4th ed. San Francisco: Jossey-Bass, 2008
Gallos, J. V. Business Leadership, 2nd ed. San Francisco: Jossey-Bass, 2008
Other readings, cases, and auxiliary materials will be provided in student binders or distributed in class.
Course Activities and Assignments: Grades will be based on four sets of activities: (A) a developmental exam completed both individually and in teams to assess and develop skills in conceptual learning and in persuasive communication; (B) team-based leadership challenges that test capacities to wed theory and practice; (C) individual class participation; and (D) (optional) individual final paper to integrate course learnings. In addition, extra credit is available for short papers responding to class study questions.
A. Developmental Exam
There will be a developmental examnear the end of the term. Exams are imperfect vehicles for assessing student learning, but this exam is designed (a) to get you back into the swing of reading theory carefully; (b) to assess how well you can handle conceptual material during the program’s first semester; and (c) to identify and clarify concepts that you didn’t fully understand from the readings. The course (and all EMBA courses) will assume that you have studied assigned readings, even if we do not always review them in class. The exams are in-class written tests: a mixture of true/false, multiple-choice, and short-answer questions that require you to have read and thought deeply. The exam will have an individual and a group component, and each component will count as half the exam grade.
B. Team Leadership Challenge
The leadership challenge will be team-based: a team will work together and prepare one of its members to represent it in a challenge. The leadership challenge will be graded, and will reflect both instructor and peer assessment. Grades in the challenge will be shared equally among all members (i.e., when someone represents the team, you get what your representative gets).
C. Class Participation
Strong oral communication skills are a leadership strength, and the program has expectations that you will enhance yours over the course of the EMBA. The cohort model of learning also requires participation and involvement: you have unique knowledge and experiences to share and you can test the validity of your perspectives by asking others to respond to and examine them. All readings and assignments are due for the day on which they have been assigned unless otherwise indicated. Criteria for assessing class participation are the following:
(1) quality: responses that make our discussion better by posing good questions, clarifying ideas, or adding insight and creative perspectives to the conversation.
(2) quantity: regular involvement in class discussion and in large and small groups (attendance will be factored in to quantity: you can’t participate if you’re not there)
Quality counts more than quantity, and it’s possible to over-participate in ways that detract from the quality of the conversation or from others’ learning. Study questions are provided for each class to assist your preparation.
The class participation grade will also take account of peer assessment from your team members to be filled out near the end of the term.
D. Final Paper (optional)
Think of the final paper as a memo to yourself. The goal is to write a summary of what you’ve learned that will be useful to you. Use the following questions as a guide:
1. In brief, what are the most important ideas about leadership that you take away from the course and from your EMBA experience so far?
2. What are the most important things that you have learned about yourself and about your leadership since beginning the EMBA program? What do you see as your leadership strengths and challenges? [Consider your experiences in the course, the residency, and your 360-degree feedback activity.]
3. How will you apply your learning to your work (or life)? How and where will you think or act differently based on what you have learned?
Papers should present a clear, thoughtful and organized response to the questions. Grades will be based on:
(1) How clearly and persuasively the paper articulates important learning from the course and the EMBA experience
(2) How much insight is reflected in the description of learning about self?
(3) How well the paper develops linkages between theory and practice.
Suggested length for the final paper is 7-8 pages, double-spaced. The final paper is optional – it’s no fun grading a paper that someone doesn’t want to write. There is, however, incentive to write it:the opportunity to integrate and document your leadership development to date and to have a touch-point for assessing your progress down the line.
If you choose to do a final paper, it must be emailed (to: ) no later than Saturday, December 18. If you do not turn one in at that time, you automatically opt for the no-final paper grade option.
Grading
Grades will be based on the scale below, with some adjustment depending on the actual distribution of numeric grades at the end of the term. No one will get a lower grade than specified in the scale, but some might be higher. (For example, if it turns out that the two highest grades in the course are a 98 and a 97, both individuals might get an A.)
A+ 100-98A 97-94A-93-90
B+89-86 B85-82B-81-78
C+77-74C73-70C-69-66
D65-62F0
AVAILABLE EXTRA CREDIT: One point will be added to the final course grade of anyone who writes a memo that offers a clear and persuasive response to the study questions for classes 2, 3, 4 or 5. (For class 3, you may write 2 memos: one for each of the two cases.) This means, for example, that if your final course grade was a B+ (89%), successful submission of two extra credit memos would raise your final grade to 91% or A-. Extra credit is graded PASS/FAIL, and a grade of PASS is required for credit. Criteria for assessment will include quality of writing, organization of paper, and strength of analysis. No junk or surface skating: this needs to be a strong PASS to get the extra credit. Each extra credit memo should be a maximum of 3 pages. All extra credit memos must be emailed to no later than the start of class, except for the class on November 6, which has a special set of instructions.
NOTE: All written assignments will be graded for writing and content. Strong written communication skills are vital for leadership – including ability to write in a succinct and compelling fashion, to make a strong argument, and to use theory and research to support and expand assertions. Students and teams are encouraged to work with Professor Erin Blocher at the Bloch UMKC Writing Center to improve professional writing skills. ADVICE: do that early and often for your career advancement.
There are two alternatives for computing the course grade: option I if you submit a final paper, and option II if you do not.
Assignment / Option 1 / Option 2Class participation / 15% / 20%
Developmental Assessment - individual / 20% / 25%
Developmental Assessment I- team / 20% / 25%
Leadership Challenge / 25% / 30%
Final Paper / 20% / ---
TOTAL / 100% / 100%
Class Schedule
CLASS 1. Saturday, September 11, 1:00 – 5:00 pm: Reframing Leadership – An Introduction
In this first class, we’ll explore how you can best learn about leadership and organizations, and discuss the course approach.
Readings:
Bolman and Deal, Reframing Organizations, chapters 1, 2
Gallos, Making Sense of Organizations: Leadership, Frames, and Everyday Theories of the Situation (Chapter 13 in Business Leadership)
Study Questions:
- What makes organizations and leadership so complex?
- What is a frame – and why is it important for understanding leadership, organizations, and ourselves?
CLASS 2. Saturday, September 25, 1 to 5 p.m.: Theories for Action
Argyris, “Skilled Incompetence” (HBR article in binder)
Case: The Case of the Underperforming Executive (in binder)
Study Questions:
1. What is a theory for action? What is the difference between an espoused
theory and a theory-in-use?
2. What is your assessment of Sandy's effectiveness in the meeting with Bill? In
what ways was Sandy effective or ineffective?
Class 3: Saturday, October 23, 8:00 – 12:00 pm: Reframing: Structure and People
Activities in today’s class will explore two leadership roles: social architect, and catalyst. As architect, a leader provides an environment where clarity of structure, roles, lines of authority, information flow, policies, and procedures all work to facilitate productivity. Doing that well requires strong analytic skills and good understanding of organizational design. As catalysts, leaders motivate and empower others to action. This requires the capacity to create environments where people take ownership for their jobs, are committed to the larger enterprise, and adhere to positive organizational norms and values.
Readings:
Bolman and Deal, Reframing Organizations, chapters 3, 4, 5, 6, 7, 8
Kouzes and Posner. The Five Practices of Exemplary Leadership (Chapter 3 in Business Leadership)
Cases: Campbell & Bailyn's Boston Office: Managing the Reorganization (HBS)
The Men’s Wearhouse: Success in a Declining Industry (HBS/Stanford HR5)
Study questions for Campbell and Bailyn::
1. What are the major assumptions and concepts of the structural frame?
2. What changes in its industry and customers were affecting Campbell & Bailyn in 2007?
3. What were the strengths and weaknesses of the C & B brokerage division prior to the changes described in the case?
4. In the light of the changes in the marketplace, was creating KAT a good idea? If not, what should Ken Winston have done?
Study Questions for Men’s Wearhouse:
1. What are the central concepts and assumptions of the human resource perspective and how do they compare to Kouzes and Posner’s Five Practices?
2. Men’s Wearhouse, along with other progressive companies like Costco, has been successful in a brutally competitive retail industry by bucking conventional wisdom and investing in people. Why has it worked?
3. Would similar practices work in other industries or is there something special about retailing? Would similar practices work in your workplace?
CLASS 4: Saturday, November 6, 1:00 – 5:00 pm: Reframing Leadership IV: Leadership in Action
An in-class organizational simulation will present opportunities to observe and practice leadership under challenging circumstances. Tough times demand savvy leaders. Do you know how to map your terrain, understand the needs of your stakeholders, and respond to complex power dynamics?
Sales, Leadership and the Power of Position: Understanding Structural Dynamics in Everyday Organizational Life (Chapter 14 in Business Leadership)
Study questions:
1. As you anticipate putting your leadership skills to the test under simulated conditions of pressure and ambiguity, how do you think you’ll do? What have your learnings to date – and especially your 360’ feedback – taught you about the strengths, strategies, and potential stumbling blocks that you bring to leadership under fire? [If you choose to do an extra-credit memo for this class, please do a draft in advance of the class responding to the study question. Then, after the class, update the memo with a reflection on what you did and what you learned from the simulation experience. Email your memo by November 13.]
CLASS 5. Friday, December 3, 1:00 - 5:00 pm: Reframing: Politics & Symbols
Return to the days of yesteryear and to a story that once fascinated America – a cheating scandal at West Point.The case is remarkably rich in lessons for political and symbolic leadership, but, to get to those lessons, you’ll need to immerse yourself in the historical and cultural context of America in the mid-1970s.
Developmental Exam will be held in this class.
Readings:
Reframing Organizations, chapter 9, 10, 11
Case: West Point: the Cheating Incident (A) [HBS]
Study questions:
1. What are the basic assumptions of the political frame?
2. Politically, what was happening at West Point?
3. Symbolically, what was happening at West Point?
4. It is May 19, 1976. What should General Berry do?
Class 6. Friday, December 18, 1:00 – 5:00 pm: Reframing: Leadership Challenge
We’re closing the term with a rich and complex leadership challenge. A good board presentation requires strong analysis, understanding people and audience, capacities to influence up, and use of appropriate symbols. How will you rate on the mechanics? On the substance? On impact? As we reach the end of the semester, have you acquired the acumen, confidence, and resilience needed to deliver a high-stakes, CEO-level performance?
NOTE: Final paper must be emailed today for those taking that option.
Leadership Challenge # 2:
The Gary Rodkin board presentation is an opportunity to pull it all together. Each team will prepare and present its board presentation, and we will assess the impact. Additional details will be provided in class. This challenge is graded by both instructor and peer assessment.
Readings:
Bolman and Deal, chapters 12,14, 17, 18
Case: Gary Rodkin at Pepsi Cola North America (A) (HBS 403080)
optional:
Ready. Leading at the Enterprise Level. (Chapter 30 in Business Leadership)
Bennis and Thomas. Resilience and the Crucibles of Leadership. (Chapter 39 in Business Leadership)
Study questions:
- It is January 2000. As Rodkin, you have been in the job about four months. What are your priorities? How will you achieve them?
- Roger Enrico has asked you to make a brief presentation to the board in which you outline PCNA’s most important opportunities and challenges and what you’re going to do about them. How will you approach this opportunity? What do you hope to accomplish? What will you tell the board?