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Course Criteria
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3.00 Credits
Bauer. We live and compete in a global economy increasingly dominated not only by the United States, but also by China. With a different philosophy or set of philosophies, a different concept of "society" and different assumptions about human nature and the future, China can help us to understand how "American" we are. In this course, we look at the ideals and realities of the U.S. and Chinese systems and look at how these systems have developed over time. We raise questions about how we affect each other, as well as potential areas of risk, competition, and cooperation in the Sino-U.S. relationship. Each participant will develop a comparative case study based upon one of three topics for which neither country, one might argue, has a working policy: health environment, or trade.
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3.00 Credits
Stankard. Process improvement is a core capability of competitive and sustainable organizations such as Baptist Healthcare, Federal Express, Ritz Carlton, Toyota Motor Co., General Electric and Motorola for example. Ever rising customer expectations in markets with global competition, compel organizations to "adapt or die." Deming's warning that "There is no need to change; survival is not mandatory" is truer now than ever. Organziational survival and economic success depends upon effective development of smarter and better ways of working--processes--in an organizational context of leadership, learning and customer focus. This course is ideal for those who want to learn how to help organizations boost profitability and sustainability through systematic improvement of quality, throughput, timeliness, economic value, employee and customer satisfaction. Fifteen or more simple, powerful tools (such as brainstorming, affinity diagramming, process mapping, customer value analysis, the five whys of root cause analysis, process behavior and spider web diagrams, prioritization of the vital few versus the useful many, in-process and end-of-process metrics, etc.) by working through an in-class lean sigma improvement project on a simulated process. You will also learn to discuss problem solving and innovation in organizations using the point of view and language of process improvement. Two main strategies of process improvement - the Toyota Production system known as Lean Production, and of statistical approaches to deisgning and improving processes now referred to as six sigma approaches. How process improvement fits into a strategic organizational context by working on a team project to diagnose improvement opportunities and propose a program of action for a case study company. You will work as a member of a team on a final project for the case study organization (or with prior approval from the instructor) to conduct a live process improvement project in your home organizations. Class time is allocated for the instructor to toach your teams on each stage of your projects. How change in work processes impact individual job holders and the whole organization and how
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3.00 Credits
Choukroun. Through presentations by expert speakers, case dicussions, and participation in team projects, students will review and evaluate critical issues from across the frames of business, including general; human resource; marketing; information and stakeholder management; leadership; corporate culture; communications; organizational behavior; sales, marketing and public relations; finance and financial reporting; ethics and social responsibility; unions and government relations; and business law. Each of these elements will be studied in light of changing environmental conditions, including the economy; society; consumer behavior; market trends; regulation; politics, unpredictable events such as 9/11; organizational change; history; and internationalism. 636. 21st Century Leadership Development: Integrating Cultural Influences into Coaching Practice. (C) Reyes. Coaching has been used to support high-level leadership,to develop high potential talent, to overcome or remediate deficiencies or unproductive behaviors, and to support or manage performance during periods of change. As the use of organizational coaching has grown over the last decade, globalization of the economy has transformed organizational markets, operations, and workforces so that "culture" routinely influences interpersonal group and organizational interfaces. In this context, leadership requires an ability to recognize and leverage the "cultural diversity" inherent in teamwork, communication, collaboration, conflict and change. Coaching, as a leadership development practice, must help leaders grow in their ability to recognize and leverage the national, professional, functional and organizational cultures that influence workforce engagement, productivity, and satisfaction and innovation. This course is intended for students with an interest in culturally complex leadership and organizational development. This course had a dual purpose. First, through reading, class discussion and written reflection, the course will enhance student understanding of coaching models, methods, and cases informed by cross-cultural psychology, intercultural communication, anthropology and international business disciplines. Secondly, through guided practice, students will develop their skills in coaching across cultural differences. Students will coach one another through a self- assessment, development planning process and initial movement toward their objectives using a global scorecard using Rosinski's global coaching process as one illustrative example of this kind of coaching.
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3.00 Credits
Wilkinsky. Highly productive teams plan well and execute against that plan. These teams have effective leadership which recognizes and fosters the development of the skills of the team's members. Tasks are accomplished in a cooperative and participative environment. Accomplishments are recognized and, as appropriate, celebrated. Failures and disappointments are explored so that the lessons can be used to succeed in the future. Sadly, not all teams and work groups fit the above description. Too often goals are not met, participation is uneven, finger-pointing, CYA, and lack of motivation permeate the team. In this course, we will explore the roles and functions of the coach and facilitator of organizational teams. This highly participative course will use both theory and practice to determine how to help teams avoid limiting pitfalls and increase their opportunity to become highly productive in the accomplishment of tasks and the professional and personal development of people.
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3.00 Credits
Reyes. In many of today's organizations, the process of improving productivity and performance has become a big business. Quite apart from the myriad internal studies, task forces, reorganization efforts, re-engineering projects, and the like, there are countless external vendors and consultants who provide productivity and performance products and services to organizations of all types. Perhaps the best known are Business Process Re-engineering (BPR) and Business Process Engineering (BPE) which have been developed to tackle the needs for broader-scale improvements. The adoption of Enterprise-wide Resource Planning (ERP) systems based on BPE has been a significant development. Not only does ERP ordinarly constitute a major investment of resources, it requires the adoption of a reconfigured view of the organization and the processes used in its design, structure, and operations. In this seminar, the rationale for ERP will be discussed in terms of its effects and impacts on productivity and performance in organizations. In order to illustrate the factors and considerations used in developing ERP systems, examples will be presented which employ SAP's R/3 system and the R/3 "Business Process Reference Models." In order to facilitate the review, additional examples will be presented.
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3.00 Credits
Wilkinsky. Coaching has become a primary tool for consultants, human resources professionals and administrators interested in promoting and sustaining leadership and executive development, behavioral change, and role transition. This course explores the theory and practices associated with organizational coaching. We examine and practice the steps of the normative coaching process,the issues and boundaries that affect coaching, and pitfalls to avoid. Throughout the course, we will contrast what the theory says and what practitioners in the field have actually experienced. Major foci include the critical nature of gathering and using data, observation tools, internal versus external coaching, informal versus formal programs, and coaching for development versus for corrective action. Participants will engage in coaching processes in the classroom and in their own organizations.
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3.00 Credits
Gale. Setting, monitoring, and controlling organizational plans and their implementation has become increasingly complex in modern organizations. Simple measures of bottom-line profitability by divisions, for example, often mask the processes required for intra-and inter-organizational coordination and effectiveness. Similarly, standard organization charts depict reporting responsibilities and authorities without tracing either the flow of communications or the financial impacts of change. As a means for illustrating alternative approaches to the management of organizations, selected models, methods and examples of organizational resource allocation and control will be reviewed, discussed and analyzed. In addition to the seminar discussions, participants in the course will also be expected to identify, develop, and analyze a resource allocation problem associated with an organization. (Typically, the organization selected is one with which the participant is familiar or is interested in creating.) Selected examples of resource allocation strategies will be discussed during the first seminar. Each participant will be expected to prepare a paper on their problem and to make a brief presentation on the methods of analysis employed and the means for implementing the results. The seminar will involve working both on individual projects and discussions of approaches and methods for the conceptualization and analysis of resource allocation problems. As such, the course will combine elements of a seminar and a workshop. Following the first session (which will cover introductions of the participants, a presentation of the objectives and design of the course,and a review of selected cases), each seminar will be devoted to a review of methods and discussions of the participants' cases.
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3.00 Credits
Bayney. This course examines the fundamental raison d'etre of Project Portfolio Management and its relationships with other organizational disciplines. It is not a course designed to teach individuals how to practice Project, Program or Portfolio Management. Rather, it is a course designed to place Project Portfolio Management front and center of organizational survival and to educate practitioners on how to create strategies for its long-term survival and institutionalization. In today's cost cutting and outsourcing environment, organizations are struggling to continue to grow and create value from declining resource constraints, whether human or budgetary in origin. This places a greater level of importance and burden on Project Portfolio Management but, in so doing, serves to threaten the traditional domains of moreestablished functions that have carefully protected their influential territory for countless decades.
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3.00 - 7.00 Credits
Kamenstein/Zane. Although groups and teams are often lauded as the mechanisms that provide the competitive edge for organizations in today's challenging economic environment, there is often little attention paid to the deeper social and psychological currents influencing group and team dynamics. Organiztional leaders and facilitators frequently lack an in-depth understanding of how work groups, multifunctional teams, and cross-national executive groups develop, operate, accomplish their goals-or not-and end. Team members often struggle to make meaning of the myriad spoken, as well as unexpressed, factors influencing the process and outcomes of the groups of which they are a part. This course, by emphasizing both theory and practice, provides students with a thorough grounding in the ways groups and teams develop and learn. The class will also examine approaches to building group and team competencies related to effective communication, conflict-resolution, and solving complex strategic problems as well as ways to manage the range of intentional and more hidden dynamics that both support and challenge high performance. The course is designed to include seven 3-hour classroom meetings across the semester and two Saturday sessions that will afford students the opportunity to explore various theoretical frameworks. In addition to drawing on the extensive literature and research in group dynamics and team building, the class will rely on experiential methods to help students develop keener understanding and insight into the ways in which their own leadership and followership dynamics, as well as the dynamics of the group-as-a-whole, influence their team's ability to accomplish its tasks.
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3.00 Credits
Zubarev. In this course we present pragmatic reasons that support greater understanding and use of literature and art in organizational decision making and problem solving. We examine how styles and methods of decision making,as represented in the game of chess and as presented in selected works of literature and cinema,can be applied to help solve complicated organizational problems and to improve management interactions. Our analysis will be informed by the contemporary theoretical tools elaborated by the late Dr. Aron Katsenelinboigen, Professor or Operations and Information Management in the Wharton School.
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