New York University

Leonard N. Stern School of Business

Department of Management & Organizations

Couse Syllabus
Leadership in Organizations Fall 2014, Section 11
Thursdays, 6-9 pm, KMC 2-65
CONTACT INFORMATION
Instructor: Prof. Lisa M. Leslie
Office: Tisch Hall, Suite 717
Phone: (212) 998-0455
E-mail: lleslie@stern.nyu.edu
Office hours: By appointment*

Teaching Assistant: Elad Green

E-mail: elad.green@stern.nyu.edu
In-class support: Ana Almagro
E-mail: asa386@nyu.edu

* Before or after class is a great time to touch base on quick questions. For longer conversations please
do not hesitate to e-mail me to set up an appointment.

COURSE DESCRIPTION & GOALS

Why do some organizations flounder while others flourish, even when operating in the same industry
and with the same resources? Why do some MBAs take the fast-track to the top while others stagnate,
even among MBAs with the top-rate technical skills? The answer to these questions lies, at least in
part, in effective leadership.
This course is designed to help you develop critical leadership skills that will enable you to effectively
analyze and navigate your future career. It is based on the premise that, regardless of your position
within an organization, leadership opportunities and challenges present themselves every day and that
it is to your advantage to recognize and make the most of these opportunities. It is also based on the
premise that effective leadership requires in-depth understanding of how organizations work and how
to work with and through other people.
The course is divided into two parts. We will first focus on macro topicsor critical competencies
for leading organizationsincluding how to create alignment, structure work effectively, implement
and sustain a productive culture, lead teams to high performance, and manage change. We will then
cover micro topicsor critical competencies for leading peopleincluding how to motivate and
influence others, support high-quality, ethical decision making, navigate office politics, and provide
effective feedback. In covering these topics, we will grapple with the following questions:
1. How do we analyze what is happening in an organization or team, focusing on organizational
structure, culture, change, and the importance of alignment?
2. What is leadership and how do effective leaders influence, motivate, and build?
3. In what ways are you a leader, and what will leadership look like for you in your life and career?
By the end of the course, you will be more knowledgeable about how organizations work (or dont
work), more conscious of the leadership choices you make, and more aware of the consequences of
those choices.

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REQUIRED MATERIALS
Course syllabus you are responsible for all information included in this syllabus
Online course packet available from Harvard Business School Publishing
(https://cb.hbsp.harvard.edu/cbmp/access/28595834). You will need to create an account.
Other readings, videos, exercises, cases, etc. posted on NYU Classes or distributed by email

ASSIGNMENTS & GRADING

Case Analyses

30%

Team Project

30%

Logging & Takeaways Project

25%

Contribution to the Learning Environment

15%

Case Analyses. Most weeks we will be using a pre-assigned case as the basis for our discussions and
learning, along with other in-class exercises, discussions, and activities. To prepare for class and
ensure you get as much out of each session as possible: (1) read the weekly how to prepare email, (2)
read the non-case assigned readings/videos, (3) read the case preparation questions included in this
syllabus (pp. 10-11) and consider them as you read the case. This syllabus also includes a guide to
case analysis that provides helpful tips regarding how to prepare cases (pp. 7-8).
You will turn in a written analysis of two cases (3-4 pages each). You may choose to write a case
analysis for any two of the following four cases: Big Spaceship, Duane Morris, NYPD New, Thomas
Green. Use the case preparation questions to guide your write-up. For each case, you will be asked to
use course concepts and frameworks to analyze the situation and to provide a recommendation that
follows logically from your analysis. The written analyses will be evaluated on the extent to which you
use course material to analyze the situation, the justification of the recommendation you provide, and
the quality of the writing.
Written case analyses are due by 6 pm on the date for which the case is assigned. Bring a hard copy to
class AND upload an electronic version to NYU Classes (see the Assignments section). Your ability to
analyze cases is likely to improve with practice. To reflect this learning curve, the first case analysis
you submit is worth 10% of your grade and the second is worth 20% of your grade.
***Before starting this assignment, carefully read the full set of instructions and grading rubric, which
are posted on NYU Classes (see the Assignments & Rubrics folder in the Resources section).
Team Project. The goal of this project is to help you sharpen your analytical skills and to apply course
material to analyzing and understanding a real world organization. To this end, you will select an
organization to focus on, conduct interviews, and write a report that summarizes your analysis. You
will complete this project in your study groups. The team project will be evaluated in terms of the
quality of your analysis and insight, understanding of course concepts, interview guide, and writing.

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The team project reports are due at the start of our last class session. Please bring a hard copy to class
AND upload an electronic version to NYU Classes (see the Assignments section). Only one hard copy
and one electronic copy is needed per team. The final report is not due until the end of the semester,
but I strongly encourage you work on this assignment throughout the semester and not leave it until the
last minute. A good goal is to select an organization and at least some of your interviewees by Week 5.
***Before starting this assignment, carefully read the full set of instructions and grading rubric, which
are posted on NYU Classes (see the Assignments & Rubrics folder in the Resources section).
Logging and Takeaways Project (25%). This course is designed to provide you with key principles
of effective leadership. This information will serve you well in your career, but only if you are able to
connect these principles to your experiences. This assignment will help you make these connections.
Weekly logging. The logging component is designed is to help you retain course material and see the
world through a Leadership in Organizations (LiO) lens. Each log entry should describe how the
course material (readings, cases, activities, interaction with classmates, etc.) relates to your experiences
and/or has changed your thinking. You will turn in a log entry for any 6 of the 12 course sessions. For
each entry, write approximately 250 words (1 page) on the following:

What connections do you see between course materials and your own experiences (e.g.,
extracurricular activities, news events, past work experiences)?
What surprised you about this weeks materials and class?
What were your personal takeaways from this weeks session?

Weekly log entries are due before the start of the next weeks class (e.g., if you submit a log entry for
Week 1, it is due before the start of the Week 2 class). Upload your log entries to NYU Classes (see
the Assignments section), but you do not need to hand in a hard copy. Your log should be cumulative
in that each submission should include all previous log entries, in the order in which you wrote them.
Course takeaways. Like the weekly logging, the course takeaways component of this assignment is
designed to help you retain course material and see the world through the lens of LiO. In addition, it
will provide you with a deliverable that you can refer to in years to come. Your course takeaways
should be approximately 750-1250 words (3-5 pages). There is both a default option and a flexible
option, which are fully described in the assignment posted on NYU Classes. I encourage you to create
this document in a way that it will be meaningful to you and that you can refer to it when needed, for
example after a rough day at work, when contemplating or dealing with a job or career change, when
mapping out how to achieve your career goals, or when dealing with a work-related crisis.
A final document including your log entries and takeaways is due on December 23 by 6 pm. Upload
your assignment to NYU Classes (see the Assignments section), but you do not need to turn in a hard
copy. The log and takeaways will be evaluated as a single final product. Excellent submissions will
demonstrate how the course has changed your thinking and relates to your experiences and goals.
***Before starting this assignment, carefully read the full set of instructions and grading rubric, which
are posted on NYU Classes (see the Assignments & Rubrics folder in the Resources section).

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Contribution to the Learning Environment. Learning in this course is an active, collaborative

endeavor. My goal is to facilitate a learning environment, characterized by the following principles:
You will get as much out of this course as you put in.
You will learn as much from each other as you will from the course materials.
I am committed to facilitating your learning.
I encourage you to engage in the following behaviors, which are likely to deepen your individual
learning as well as that of your classmates.
Come to class. It goes without saying that you cannot contribute to the learning environment if you are
not here. We all lead busy, complicated lives and things will come up, so missing one (or perhaps even
two) classes during the semester is not a problem; however, missing a larger number of classes will
significantly limit your ability to benefit from this course. If extenuating circumstance arise that will
cause you to miss a large number of classes, please let me know so that we can work out a solution.
The class sessions are recorded and the recordings are posted on NYU Classes after each session. If
you miss class, I recommend that you watch the class video. However, watching the video and/or
looking at the slides and handouts is not a substitute for attending class. Your ability to learn and apply
the course material is contingent on active engagement with the material and discussions in class.
Contribute to in-class discussions. Your engagement in and contributions to in-class discussions are
incredibly valuable for your own learning and the learning of others. That being said, quality matters
more than quantity. High quality comments are comments that add something new to the discussion,
and your ability to listen to others is therefore just as important as your willingness to speak up. Some
examples of high-quality comments include raising a new point or question, building on a previous
comment, and offering a counter-point. I want to emphasize that high-quality contributions do not have
to be right or reflect the majority opinion in the class. Wrong answers and comments that generate
debate can be highly valuable. Ask yourself if your comment or question is motivated by a desire to
push the conversation forward. If the answer is yes, its a valuable comment, regardless of the
content. My goal is to facilitate a culture of trust in class, in which everyone feels comfortable
speaking up and is willing to experiment and take risks, but I understand that people vary in their
comfort with speaking in groups. Developing this skill is critical to your future as a manager and a
leader, and the stakes in this class are much lower than they will be in your career. I therefore
encourage you to use this as an opportunity to gain confidence and comfort with speaking up. Also,
please note that I do warm call students to get as many voices as possible into the conversation and
to hear from individuals who may have experience relevant to a particular case. I call this a warm call,
not a cold-call, because you always have the option to pass and there is no penalty for doing so. If there
are any circumstances that may prevent you from contributing to class discussions on a regular basis
please let me know so we can work together to find a solution.
Engage in small groups activities. During most classes we will break out into dyads or small groups
for a part of the session to do an activity or have a discussion. When in small groups you will be
responsible for managing the discussion/activity on your own, and I will move from group to group to
check in and answer questions. Small group activities are most effective when everyone is actively
engaged and contributes to the activity. You will engage in small group activities with those sitting
close to you, but the seating chart will change each week so that you have the opportunity to network
with and get to know different classmates. Each week I will place name tents around the classroom and
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I ask that you sit in the assigned seat. If sitting in a particular seat is important to your comfort or
ability to learn, please let me know and I will be happy to accommodate your needs.
Complete the end-of-class memo. In the last 5 minutes of class you will complete a memo, in which
you will note your key takeaway from the class and relate class material to your experiences. You may
want to use your phone to take a picture of your memo before you turn it in. Doing so may help you
with the weekly logging assignment (described above). I read every memo, every week to keep on top
of what you are taking away from the class. The memos are not graded, but failing to complete the
memos will detract from your grade. An article on the value of this exercise in the classroom and
beyond is posted on NYU Classes (see the Value of Memo-ing Article in the Resources section).
Take the online surveys. I will occasionally ask you to complete online surveys designed to help me get
to know you, to deepen your learning, and to ensure the course is meeting everyones needs. Please
complete these surveys by the requested date.
Be professional. Contributing to the learning environment also entails treating one another with
respect, and refraining behaviors that are distracting to others and take away from their ability to learn.
Examples of unprofessional, disruptive behaviors include, using technology for non-class purposes
during class, arriving late or leaving early, being rude to others, and having side conversations.
***For more information on how contributions to the learning environment will be evaluated, please
see the rubric posted on NYU Classes (see the Assignments & Rubrics folder in the Resources section).
Guidelines for Written Work. When completing all written work, keep the following in mind:
1. Use 12-point Times New Roman font, double spaced with 1 margins on all four sides.
2. Follow the assignment page limits.
3. Your assignments will be checked for plagiarism using Turnitin.
4. Late assignments will not be accepted. There are no make-up or extra credit opportunities.
A Comment on Grades. I know it is easy to focus on grades and there are many good reasons to care
about your grades. That being said, please recognize the opportunity you have to learn about
organizations and about yourself as a (future) leader. Several years from now I promise you will not
remember the grade you received in this course, but you will hopefully be using takeaways from the
course to be a more effective leader in your everyday life. I therefore strongly encourage you to
approach the course with a focus on learning more than a focus on outcomes (i.e. grades).
In terms of the grading process, the course teaching assistant and I take our responsibility to provide
grades that are fair, unbiased, and accurate *very* seriously. If you ever have a question about a grade,
please come and talk to one or both of us. We are always more than happy to provide feedback that
will help you improve your learning and performance in the course. The Stern grading policy stipulates
that only 25%-35% of you can receive an A or an A-. Regardless of the benefits and drawbacks of this
policy, it is our reality and we have to live with it. Please let me worry about the grading while you
worry about learning. Your time is valuable and this course is important to your future successdo not
let grades get in the way of learning!
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CLASSROOM POLICIES
Technology. I encourage you to use strategies, including the use of technology, that will maximize
your personal learning and development. That being said, use of large screen devices (e.g., laptops,
tablets) during class is more likely to hinder your learning than to enhance it. This is a discussionbased, experiential course that does not require extensive note-taking. Moreover, research provides
strong evidence that use of laptops during class is a distraction both to the user and to other students
that prevents deep learning. For these reasons, I ask that you do not use large screen devices in class. I
of course understand that you may occasionally need to be on call for work or personal reasons and
have to check small screen devices (e.g., smart phones) during class. Occasional use of small screen
devices during a class or two is therefore acceptable. If use of a large screen device during class would
significantly improve your learning experience (e.g., you reference articles/cases exclusively on a
tablet) or you need to use a small screen device during class on a regular basis, please let me know.
Please note that there is absolutely no use of technology during visits from guest speakers. These
individuals have dedicated their time to speak to us and we need to put our best foot forward.
Honor Code. I take the Stern Honor Code seriously and any honor code violations will be dealt with
seriously. Please come and talk to me if you ever have a question about what may constitute an honor
code violation. Here are a few examples of how the Stern Honor Code applies to this course. Please
note that this list is not exhaustive and you are expected to abide by the full Honor Code.
Individual assignments (case analyses, logging and takeaways) must reflect your personal ideas.
You may discuss cases and the material with your current classmates prior to completing these
assignments, but you should not use any outside resources, including students who have previously
taken the course or covered the same material.
If you are familiar with a case or exercise used in class, please do not be a spoiler for the rest of the
class in any way. If you let me know about this ahead of time I can find a way to make the
case/exercise useful for you.
All exercises and their solutions are confidential and are not to be circulated to other potential
students in any format.
Disability. If you have a qualified disability and require accommodation during this course please
come and talk to me so that we can figure out what will be best for you. Also please contact the Moses
Center for Students with Disabilities (CSD, 998-4980) and provide me with a letter from them
outlining the necessary accommodations.
Open Door. Course policies and assignments are based on scholarly research on teaching and learning,
as well as my experience and the experiences of other Stern professors with regard to what tends to
facilitates learning among Stern MBAs. That being said, everyone has different learning styles and
preferences. I embrace an open door policy and encourage you to come and talk to me about any aspect
of the course that could be changed to enhance your learning and development. If you are not finding
the course useful for any reason, lets work out a solution sooner rather than later.

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A GUIDE TO CASE ANALYSIS (adapted from an unknown, but duly credited, source)
Many students find case analysis to be difficult due to the relative lack of structure of most
management problems. No correctly answered list of questions or mechanical process will lead to the
right answer. In fact, there is no right solution to most managerial problems. When analyzing a
case, remember that there are many possible approaches and solutions. The goal is not to figure out
the answer but to sharpen your analytic, problem-solving, decision-making, and leadership skills.
The following steps outline the basic approach you should follow when analyzing a case, whether for
class discussion or in preparation for a written analysis.
First, read the assigned reading material (e.g., readings, videos). The material in the reading will play a
role in your analysis of the case. Remember that the material in this course is cumulative. Thus,
material from earlier classes may be relevant and should be applied even if it means using concepts
that were discussed several weeks ago.
Second, read the case and the case preparation questions (pp. 10-11 of this syllabus). Take notes about
the important issues that the case raises and the text relevant to that issue. The questions provided are a
guide to issues that you must consider, but you will need to go beyond merely answering the questions.
Third, analyze the case. You should be able to identify outcomes in the case and/or issues that the
organization faces. These outcomes may be bad (e.g., shrinking market share, hostile employees,
conflict among departments, inability to control operations), or they may be good. There may be
numerous problems and issues. The goal of analysis is to explain the underlying mechanisms that are
producing the outcomes or problems that you see in the situation. This process will require you to
distinguish between symptoms and causal mechanisms. Consider the following example: You go to the
doctor with the problem of a cough or a fever. It may be easy for the physician to treat the cough or
fever with a number of medicines much like we could treat worker dissatisfaction by paying higher
wages. However, it is important for the physician to determine the causes of the problem. If the cause
of the cough is tuberculosis then only treating the cough is apt to lead to serious long-run consequences
because the underlying disease process will still be at work. Clearly the cough is just a symptom of a
deeper underlying problem, the disease of tuberculosis. Good analysis cleverly weaves symptoms into
a causal map that gets to the underlying root of the situation. What I look for in the case analysis is the
cogency of your explanation of the process leading to the symptoms. At the outset you are likely to
struggle with this. It is a difficult and time-consuming process to develop clinical skills.
Remember that the specific cases are assigned because they present good opportunities to practice
using frameworks and concepts we will be developing in the course. Therefore, you know in every
instance that a framework or concept in the assigned reading, and possibly frameworks and concepts
from earlier readings, are applicable to the case. You will likely find the frameworks and concepts we
examine in the course to be helpful in supporting your analysis. You should view the theories as a way
to explain the underlying causal mechanisms contributing to the outcomes in the case, and as a way to
organize and justify your arguments. Avoid the tendency to throw in course terminology as
buzzwords. If it does not advance your analysis, dont use the idea.
Recognize that some cases do not have problems as such. The organization may be doing quite well.
Cases are situations, not necessarily examples of bad or even good management. Dont make up
problems when none exists. Take the situation for what it is rather than approaching it with a point of
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view. Be alert for the danger that some information in some cases is coming from biased participants
and therefore must be taken with a grain of salt.
A characteristic of cases is that you never have all the information that you want and there is often
considerable information that is irrelevant, trivial, or even obfuscating. The absence of essential
information may force you to make one or more assumptions. Assumptions should always be clearly
labeled and explicitly stated as such, they must be necessary and they must be realistic.
Assume that I have read the case and that I am aware of all the facts. For the written case analyses, do
not describe events in your written analysis. This is a waste of space. Rather, you should use material
in the case to support your analysis or to provide examples to back up your arguments. Remember,
your objective is to analyze and explain, not describe or report.
At the conclusion of each written case analysis, you will need to offer recommendations for an action
plan, or recommendations for how the situation could have been better handled. The action plan part of
the analysis is often where students falter the most. My sense, over the years, is that students spend
most of their time analyzing the situation, but then give limited space to their plan of action. Analysis
is meaningless if it cannot be translated into a plan of action. This view has two implications. First,
you should devote as much time to developing an action plan as you do to developing your analysis.
Second, the action plan should flow directly from the analysis. In other words, every issue you discuss
in terms of implementing an action plan should be linked to your analysis of the problems the
organization is facing. This last point is very important: it makes no sense to analyze and diagnose a
problem and then make a set of recommendations that do not relate directly to that analysis. Also keep
in mind that recommendations typically have both positive and negative consequences. For example, a
solution may eventually work but be very costly, difficult to implement, and take a long time to have
an impact. You should develop recommendations that have maximum positive impact and minimum
negative consequences. Recommendations should logically follow from the analysis and they should
be feasible. For example, firing the boss and replacing her/him with a better manager may be a good
theoretical solution but it may not be feasible in a given set of circumstances. Recommendations
must be effective and efficient. Killing a fly with a bomb is effective but not efficient.
Finally, for the written case analyses, make sure that your paper is well-written, clearly organized, and
has a logical flow. It usually helps to provide a brief summary statementor roadmapat the
beginning of the analysis to orient and guide the reader. Also make sure that any recommendations you
provide follow directly from your analysis of the problem, and that your overall conclusions are
consistent with your analysis.
PARTICIPATING IN CASE DISCUSSIONS
1) Keep in mind that there is usually more than one right answer. A case is a problem-solving
situation, and managerial effectiveness often depends upon seeing different solutions.
2) Offer your ideas, substantiating them with facts from the case and course material.
3) Adopt an open-minded stance, entertain new ideas from others and consider how
recommendations might change in light of these new insights.
4) Listen to your classmates and build on what they have to say. Resist the impulse to focus so
strongly on what you want to say next that you lose track of where the discussion has moved.

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COURSE SCHEDULE
Week Date

Topic

Cases/Exercises

Sept 18 Introduction

Oct 2

Alignment

Oct 9

Structure

Oct 16

Culture

Oct 23

Teams

Oct 30

Change

Nov 6

Motivation

Nov 13 Ethical
Decision
Making

Nov 20 Power &

Politics

10

Dec 4

Persuasion

11

Dec 11

Evaluation & Rob Parsons Case

Feedback
Feedback Exercise

12

Dec 18

Readings/Assignments

United 173 Case (no prep)

What Leaders Really Do
Lululemon Case (no prep)
What Makes a Leader?
NO CLASS ON SEPT 25
Big Spaceship Case
Big Spaceship Case*
Congruence Model Note
Mercy Corps Case
Mercy Corps Case
Words in Sentences
A Note on Organizational Structure
Words in Sentences Instructions
Duane Morris Case
Duane Morris Case*
Artifact Exercise
What is an Organizations Culture?
Guest: Michael Lebowitz
Artifact Assignment
Guest speaker prep
***Meet in KMEC 1-70***
Taran Swan Case
Taran Swan Case
Team Exercise (no prep)
Leading Teams
NYPD New Case
NYPD New Case*
The Change Game
Leading Change
Bring $1 to class
Harrahs Case
Harrahs Case
Kidney Exercise (no prep)
Do Financial Incentives Drive Performance?
The Puzzle of Motivation Video
Martha McCaskey Case
Martha McCaskey Case
Carter Racing (no prep)
How (Un)Ethical Are You?
Implicit Association Test
Our Buggy Moral Code Video
Thomas Green Case
Thomas Green Case*
Best Stuff on Earth
The People Who Make Organizations Go
Dont Forget Your Boss
Best Stuff on Earth Instructions
NO CLASS ON NOV 27
12 Angry Men (no prep)
The Necessary Art of Persuasion

Rob Parsons Case

Set Up to Fail Syndrome
Feedback Exercise Assignment
Integration
Erik Peterson Case
Erik Peterson Case Parts A & B
How Will You Measure Your Life
How Resilience Works
Team Project Due by 6 pm
***Dec 23, 6 pm - Logging & Takeaways Project Due***

* This case is an option for the two written case analyses. Please submit a written analysis for two and only two
of these cases. Case analyses are due at the start of the class (6 pm) on the day we discuss the case.

Reading/assignment will be distributed via NYU Classes and/or email. All other readings are included in the
online course packet (https://cb.hbsp.harvard.edu/cbmp/access/28595834).

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CASE PREPARATION QUESTIONS

Consider the following questions as you read each case. Cases marked with an asterisk are eligible for
the two written cases analyses. See the written case analyses assignment and grading rubric posted on
NYU Classes for instructions. To get the most out of each session, consider the preparation questions
even if you do not submit a written analysis.
Week 1-Introduction. No case to prepare.
Week 2 Alignment. Big Spaceship: Ready to Go Big?*
1. What is the value proposition of Big Spaceship, and how does that value proposition enable the
firm to strategically differentiate itself within its industry?
2. How do the formal organization, culture, critical tasks, and people facilitate or constrain the firms
ability to pursue strategic differentiation within the industry? What are the alignments and
misalignments that you observe?
3. Should Big Spaceship go big? If yes, why should Big Spaceship pursue a growth strategy and
what changes should Michael Lebowitz make to ensure that the growth is a success? If no, why
should Big Spaceship maintain its current size and what changes should Michael Lebowitz make to
ensure continued success?
Week 3 Structure. Mercy Corps: Positioning the Organization to Reach New Heights
1. How is Mercy Corps structured? Does this structure make sense, given the organizations strategy,
critical tasks and the environment in which it operates?
2. Does Mercy Corps HQ provide the needed support to each of its operating units? What are the
variables they need to consider in designing and implementing this support?
3. How important are the regional program directors (RPDs) for Mercy Corps success? How should
work be divided between the RPDs and the CDs?
Week 4 Culture. Collaborating for Growth: Duane Morris in a Turbulent Legal Sector*
1. What role has the culture at Duane Morris played in its success? To what extent does the culture
support the firms strategic objectives?
2. Which aspects of Duane Morriss culture and organizational processes are most easily scalable?
Which are least? Why?
3. Is continuing to promote collaboration more trouble than it is worth for Duane Morris? Should
Duane Morris maintain its collaborative culture as it continues to grow? If so, how? If not, why
not?
Week 5 Teams. Taran Swan at Nickelodeon Latin America
1. How did Taran Swan design her team at Nickelodeon Latin America? Is the design likely to enable
the team to deliver strong performance?
2. How would you characterize Swans leadership style? How has her style impacted team processes
and outputs?
3. What is the dilemma Swan faces at the end of the case? What action should she take? Why?

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Week 6 Change. NYPD New*

1. What were the most critical challenges Bratton faced when he took the job at the NYPD?
2. What were the most important decisions Bratton made and actions he took to address those
challenges? Why were these so important?
3. At the end of the case, what challenges does Bratton face in sustaining the NYPD's efforts and the
results it has achieved in the past two years? What advice would you give to Bratton (or his
successor) for sustaining the NYPDs efforts and results?
Week 7 Motivation. Harrahs Entertainment, Inc.: Rewarding Our People
1. What are the strengths and weaknesses of Harrahs gain sharing program? What impact has it had
on employees and their performance?
2. To what extent are Harrahs HR practices aligned with their strategy?
3. Do you think the company should keep the gainsharing program in its current form, change it in
some way, or eliminate it? Explain. Be sure to consider both the pros and cons of your
recommendation as well as its impact on employee motivation.
Week 8 Ethical Decision Making. Martha McCaskey
1. What is troubling Martha McCaskey? Do you agree with her assessment of the situation?
2. How did McCaskey end up in this situation? Was it avoidable?
3. As Martha McCaskey, what is your plan of action for finishing the Silicon 6 project? Please map
out your detailed plan of action.
Week 9 Power & Politics. Thomas Green: Power, Office Politics, and a Career in Crisis*
1. What are the work styles, personalities, and expectations of Thomas Green and Frank Davis? To
what extent are they aligned or misaligned?
2. What is your analysis of Thomas Greens actions and job performance in his first five months?
What mistakes has he made?
3. Imagine you are Thomas Green. What would you do next?
Week 10 Persuasion. No case to prepare.
Week 11 Evaluation & Feedback. Rob Parsons at Morgan Stanley
1. Analyze the performance appraisal system at Morgan Stanley. Consider why they may have
implemented this system, and what challenges it may pose.
2. What is your assessment of Rob Parsons and his promotion potential? What are the reasons why he
should and should not be promoted?
3. What should Nasr say to Rob in the performance appraisal meeting? Should he promote Rob and
what feedback should he give him?
Week 12 Integration & Wrap-Up. Erik Peterson at Biometra
1. What are the problems facing Erik Peterson?
2. What are the underlying causes of these problems? How effective has Peterson been in terms of
managing the new operation and providing leadership?
3. What actions, if any, should Peterson take to turn the situation around and prepare for his meeting
with the executives from Los Angeles?
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