CORE-GP 1020 - NYU Wagner Graduate School of Public Service



CORE-GP 1020 Management and LeadershipFall 2019Instructor InformationDr. Vanessa LéonEmail: vanessa.leon@nyu.eduOffice: Puck Building – 3069Office hours: Tuesdays, 4:00 – 6pm or by appointment, InformationSection 004Time: Wednesday, 6:45pm – 9:30pmLocation: 45 W4th Street, Room B06Course Assistant: Sabrina Taveras, st1769@nyu.edu Course Assistant office hours: Wednesdays, 12 – 2pm or by appointmentCourse DescriptionManagement 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 planning and organizational processes. In this course, you will enhance the technical, interpersonal, conceptual, and political skills needed to manage effective and efficient organizations and teams 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 (whether in the public or private sector) 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 and Learning ObjectivesThe course combines conceptual and experiential approaches and is divided into four modules:Teams and teamworkInterpersonal dynamicsDesigning and aligning organizationsLeading changeReadings 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:Analytical Thinking and its supporting skillset are as follows:Identify, analyze, and address underlying problems and opportunitiesRecognize, analyze, and manage complex relationshipsReframe the way you approach people and situationsLeveraging diversity and its supporting skillset is as follows:Identify, understand, and use different types of diversityExplore how to create, participate in, and coach diverse teamsDevelop skills to address the challenges and opportunities of diversityCommunication and its supporting skillset are as follows:Recognize the importance of clear communication with stakeholdersPrepare effective, clear, organized written reports and presentationsConduct effective meetings and facilitate group/team discussionsRequired Readings and MaterialsThe majority of required readings are available on the course website at NYU Classes for download (and print if desired from the NYU library).Five case studies will have to be purchased directly from Harvard Business Review. Additional Harvard Business Review readings can be obtained for free through NYU Library. To find Harvard Business Review articles:Go to the "Books & More" tab, search for "Harvard Business Review."Click the second result in BobCat (the one with a hyperlink, “Online Access”).Click "EBSCOhost Business Source Complete: Available from 1922."Click "Search within this publication."Delete “JN ‘Harvard Business Review’” in the search box and enter the article title you desire (change the search box to search the "Title" of documents).The Mount Everest Simulation Pack has to be purchased (more details to follow): Assessment and Grading PolicyIndividual Assessment (60%)Contribution to discussion and learning; professionalism (20%)Managerial and leadership practices are critical for organizational success as well as for planning processes, but they are nuanced and need to be applied thoughtfully with an eye to factors that include but are not limited to power, culture, bureaucratical realities 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 of others. A class like this requires careful attention to fairness and mutual respect for the professor, the course assistant and one another. That respect includes showing up to class on time and prepared to be fully present and ready to engage in classroom discussions and activities, even if you have never worked in a professional or group setting. Professionalism therefore is calculated based on attendance and lateness. If you will be absent or delayed (i.e., train delays, family emergencies, etc., please email the course assistant. If you miss a class, you are expected to take full responsibility for the material that was covered during your absence. Case Analyses (15%)You will be reading and analyzing several case studies during the semester. 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. During the in-class case discussions and exercises, you will be called on to analyze the situation at hand and share recommendations.You will be required to do a no more than one-page analysis about each case and post it on NYU Classes by 12pm on the day that it is assigned. You are expected to do all of the reading and answer the case questions before class even if we do not discuss the material in class. You will receive credit for the timely and thorough completion of the write ups.Final exam (25%)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 and will be posted on December 12th at noon. The final exam is due on December 20th at 5pm.Team Assessment (40%)You will be assigned to a team that you will work with in various capacities throughout the semester. You will have many opportunities to discuss and debate issues, including those raised in the assigned cases, readings, and exercises. Note that at any time you, individually and collectively, may be called to contribute to classroom discussions.Two analytical memos (20%)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 writing. If a group member did not contribute, do not include that person’s name and that individual will not receive credit for this assignment. Everyone whose name does appear on the assignment will receive the same grade. The memo should be 3 pages (not including the cover page), single spaced, 1-inch margins, and 12-point 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, as well. Be sure to use paragraph headings. Explain your reasoning clearly, succinctly, and convincingly to your target audience. When you present your recommendations, make sure 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. Only one memo submission per group is necessary. Remember to always copy everyone in your group in the email submission to Professor Léon and course assistant. Memo Outline IntroductionOpen with a brief one-paragraph summary that provides the context and key issue(s) as well as your recommendation(s) Background/diagnosisProvide the root cause(s) for the issue(s) at hand Recommendations/next stepsOffer your specific recommendations along with the rationale behind your approach. Be sure to discuss alternative optionsAlso address how your recommendations should be implemented along with the prioritiesMemo 1 – due October 9th, 5pm“Yemen –?Planning for Whom? Elite-Driven Development in Highly Stratified Urban Environments and the Role of Personal Values” (University of Michigan; University of Colorado Denver).This case explores the ethical planning dilemmas that can arise from client-driven, private sector development. The case takes place in the 2000s in the United Arab Emirates (UAE), during a time of exuberant investment and rapid expansion of luxury urban development, despite the prevalence of extreme poverty and environmental concerns. Students will take on the role of a recent Master of Urban Planning graduate whose first assignment with a US planning firm is to help plan a villa complex in Sana’a, Yemen, targeted to Yemen’s small elite and military class. Students must weigh their long-term career goals and personal ethics when deciding whether to challenge or meet questionable client desires. Address the memo to a former college professor or mentor to whom you are providing an update on your first job out of graduate school.Memo 2 – due November 6th, 5pmEccles, Robert G., Amy C. Edmondson, and Abhijit Prabhu.?"The Greening of DUMBO."?Harvard Business School Case 410-079, March 2010. (Revised June 2010.) Purchase required.The Brooklyn, NY, neighborhood Down Under Manhattan Bridge Overpass (DUMBO) has seen a revitalization since the late 1970s. The neighborhood's business improvement district (BID) is charged with supplementing New York City's efforts in several areas, including safety, sanitation, marketing, promotional programs, capital improvements, and beautification. Since 2007, the DUMBO BID has done "small things that are collectively big" to improve the area and are in line with New York City's "plaNYC," a blueprint to become a "sustainable city" by increasing water quality, energy efficiency, and open space while decreasing greenhouse gas emissions. This year, the DUMBO BID must decide if it should continue its small actions or pursue a neighborhood-wide Leadership in Energy and Environmental Design (LEED) rating while constrained by its budget, staff size, and the recession. Students will serve as a consultant to the BID in recommending which course of action to take.Mount Everest Simulation (Team score – 5%)Your team will climb Mount Everest during an in-class simulation exercise. The score, which will be based on the percent of goals you achieve as a team, will be used to calculate this portion of your grade. Project management plan and presentation, 15%You will learn about project management in urban planning in Week 7. Building off the case study approach that will be employed throughout the semester, your group will have an opportunity to analyze a case while also developing a project plan to guide the execution of the determination that has been made. Each team will have fifteen to twenty minutes to present their case followed by five to ten minutes of question and answers. You will be graded on:Background introduction to the caseContent and analysis of the project scope statement, WBS and communication plan as well as the clarity in communicating this information to a wider audienceHow compelling yet realistic your approach isAdditional details for the final assignment will be provided.Late Submission Policy for AssignmentsExtensions on assignments will be granted only in case of emergency or special circumstances by prior arrangement. This policy is adopted out of respect to those who abide by deadlines despite equally demanding (and unpredictable) schedules. In the case that an extension is granted, confirmation of the extension will be provided along with a modified due date and time. Late submissions without extensions will be penalized 20% per 24-hour period.Letter GradesLetter grades for the entire course will be assigned as follows:Letter GradePointsA4.0 pointsA-3.7 pointsB+3.3 pointsB3.0 pointsB-2.7 pointsC+2.3 pointsC2.0 pointsC-1.7 pointsF0.0 pointsStudent grades will be assigned according to the following criteria:(A) Excellent: Exceptional work for a graduate student. Work at this level is unusually thorough, well-reasoned, creative, methodologically sophisticated, and well written. Work is of exceptional, professional quality.(A-) Very good: Very strong work for a graduate student. Work at this level shows signs of creativity, is thorough and well-reasoned, indicates strong understanding of appropriate methodological or analytical approaches, and meets professional standards.(B+) Good: Sound work for a graduate student; well-reasoned and thorough, methodologically sound. This is the graduate student grade that indicates the student has fully accomplished the basic objectives of the course.(B) Adequate: Competent work for a graduate student even though some weaknesses are evident. Demonstrates competency in the key course objectives but shows some indication that understanding of some important issues is less than complete. Methodological or analytical approaches used are adequate but student has not been thorough or has shown other weaknesses or limitations.(B-) Borderline: Weak work for a graduate student; meets the minimal expectations for a graduate student in the course. Understanding of salient issues is somewhat incomplete. Methodological or analytical work performed in the course is minimally adequate. Overall performance, if consistent in graduate courses, would not suffice to sustain graduate status in “good standing.”(C/-/+) Deficient: Inadequate work for a graduate student; does not meet the minimal expectations for a graduate student in the course. Work is inadequately developed or flawed by numerous errors and misunderstanding of important issues. Methodological or analytical work performed is weak and fails to demonstrate knowledge or technical competence expected of graduate students.(F) Fail: Work fails to meet even minimal expectations for course credit for a graduate student. Performance has been consistently weak in methodology and understanding, with serious limits in many areas. Weaknesses or limits are pervasive.NYU ClassesAll announcements and resources will be delivered through NYU Classes (). I may modify assignments, due dates, and other aspects of the course as we go through the term with advance notice provided as soon as possible through the course website.It is therefore important that you actively use your NYU email account or have appropriate forwarding set up on NYU Home (home.nyu.edu/). Statement of Academic IntegrityAcademic 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 any student in this class is unsure about what is expected of you and how to abide by the academic code, you should consult with me.Henry and Lucy Moses Center for Students with Disabilities at NYUAcademic accommodations are available for students with disabilities.? Please visit the Moses Center for Students with Disabilities (CSD) website and click the “Get Started” button. You can also call or email CSD (212-998-4980 or mosescsd@nyu.edu) 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 HolidaysNYU’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.Wagner Writing CenterThe Wagner Writing Center provides invaluable support including tutors to help students with their writing skills. Please check out the full range of services available to strengthen this critical communication skill – ’s Wellness ExchangeNYU’s Wellness Exchange has extensive student health and mental health resources. A private hotline (212-443-9999) is available 24/7 that connects students with a professional who can help them address day-to-day challenges as well as other health-related concerns.Class PoliciesSafe Space PolicyPlease note that people come to this class with different kinds of academic expertise, different life experiences, and different customs (both individual and cultural). These differences can, and hopefully will, contribute positively to the substance and quality of class discussion. However, because these differences are at times related to social inequalities, they can also be a source of misunderstanding and frustration. It is thus important to keep in mind that active, respectful class participation is as much about listening to and engaging the ideas of others as it is about speaking one's own mind. It also means that debate is encouraged, but only when civil and open-minded in tone.Electronic DevicesWith the exception of Week 8 (October 23rd) where individual laptops will be required in class, the use of electronic devices such as laptops, cell phones and other portable devices including but not limited to iPads, tablets or mp3 players are not permitted in class unless documentation is provided to the professor and course instructor that it is needed for class participation. Email and Communication PolicyWhen contacting Professor Léon or the course assistant by email, as a reminder, please use formal etiquette observing the following guidelines:Include a meaningful subject line [e.g., CORE-GP 1020: questions about text]Format the message as if it were a letter (with a salutation [Dear Professor Leon]Detailed body [I am contacting you because I have a question regarding/I would like to discuss, etc.]Closing [Sincerely,]. Additionally, do note that faculty may not always be available for immediate responses. Therefore, please allow up to 48 hours for a response from Monday through Friday and up to 72 hours for emails sent over the weekend.Grade Change PolicyStudents wanting clarification on a particular grade must submit a request in writing explaining their question and, if they are disputing an answer marked wrong, documentation of the grading error with evidence from the text. These requests should be submitted directly to me. You must type and print out any grade appeals, attaching supplemental information as appropriate, and present them to me in hardcopy.In initiating a re-grading process, please be advised that the entire assignment will be re-evaluated, meaning errors that were not previously identified the first time around may be noted in the second. A re-grade could therefore potentially lead to a lower, rather than a higher, grade. Overview of the SemesterWeek 1Date: September 4thTopic: Introduction to Management and Leadership – Your Leadership ApproachWeek 2Date: September 11thTopic: Your Leadership Approach (cont’d) Week 3Date: September 18thTopic: Power and InfluenceWeek 4Date: September 25thTopic: Power and Influence in Urban PlanningWeek 5Date: October 2ndTopic: Negotiation Week 6Date: October 9thTopic: Decision Making and Ethics (memo 1 due)Week 7Date: October 16thTopic: Project Management in Urban Planning Week 8Date: October 23rdTopic: Motivation and Participatory Planning Approaches Week 9Date: October 30th Topic: Team Processes and Your Impact on Team Effectiveness (in-class Everest Simulation)Week 10Date: November 6thTopic: Managing and Measuring Performance (memo 2 due)Week 11Date: November 13thTopic: Organizational Culture Week 12Date: November 20thTopic: Organizational Alignment, Strategy and StructureNO CLASSDate: November 27thWeek 13Date: December 4thTopic: Top Down and Bottom Up Approaches to Leading Change Week 14Date: December 11thTopic: Group Presentations Detailed Course OverviewWEEK 1: INTRODUCTION TO MANAGEMENT AND LEADERSHIP;YOUR LEADERSHIP APPROACH (September 4th) Objectives:Course introductions and expectationsUnderstand your strengths and weaknesses as a leader, manager and individual contributorBegin evaluating ways in which your identity and lived experiences (among other facets) directly and indirectly influences your perspective and approaches in planning for (and even defining) the “public good”Readings Due:Chapter 2, “Knowing and Managing Yourself” in Denhardt, R. B., Denhardt, J. V., & Aristigueta, M. P. (2015). Managing human behavior in public & nonprofit organizations. Thousand Oaks, Calif: Sage.Gomez-Iba?ez, J. A. (1986). Learning by the case method. Case Program, Harvard Kennedy School of Government.Exercise:Write a one-page double-spaced write-up to your fellow classmates 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 Submission” (“Add a New Conversation”) by Monday September 9th, plete team member survey by Friday September 6th, 12pm.WEEK 2: YOUR LEADERSHIP APPROACH – cont’d (September 11th)Objectives:Begin exploring the role of the planner in planning processes and in (hopefully) achieving planning outcomes [The planner as technician? Practitioner? Political? Apolitical?]Begin examining the variances between planning in the public and private sectorsReadings Due:Howell S. Baum. “Analysts and Planners Must Think Organizationally.”?Policy Analysis, vol. 6, no. 4, 1980, p. 479.Hoch, Charles. “Chapter 1: Planning and Professional Authority in a Liberal Society,” in What Do Planners Do: Politics, Power and Persuasion.Beauregard, Robert. “The Multiplicities of Planning.” Journal of Planning Education and Research, 20: 437-439.WEEK 3: POWER AND INFLUENCE (September 18th)Objectives:Identify and learn to use your sources of powerMap the power structure in your team, organization, and/or coalitionLearn about influence in spoken and unspoken communication, as well as in written and verbal communicationReadings Due:Nye, Joseph S. “Power and Leadership” in Khurana, Rakesh, and Nitin Nohria. Handbook of Leadership Theory and Practice. Harvard Business Review Press, 2010. Case #1:McGinn, K. and Gendron, A. (2001). Reverend Jeffrey Brown: Cops, Kids, and Ministers. Harvard Business School Case, pp. 1-20.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.What are the root causes of the crisis?Map out Rev. Brown’s sources of power.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?What influence tactics do they use? How do they use them?Consider the power dynamics in the coalitional leadership structure. What are the costs and benefits of this approach, given the objectives of the coalition?Exercise:Read fellow team members’ “Your Story” submission in NYU Classes.WEEK 4: POWER AND INFLUENCE IN URBAN PLANNING (September 25th)Objectives:Evaluate the ways in which planners interface with ‘power’ as professionals as well as in working towards planning outcomesEvaluate the ways in which information and power intersect in planningReadings Due:John Forester (1982)” Planning in the Face of Power,” Journal of the American Planning Association, 48:1, 67-80.Baum, Howell S. “Autonomy, Shame, and Doubt: Power in the Bureaucratic Lives of Planners.”?Administration & Society, vol. 15, no. 2, Aug. 1983, p. 147.?Exercise:Work on analysis for Memo 1WEEK 5: NEGOTIATION (October 2nd)Objectives:Learn how to create value for yourself and othersGain comfort and confidence in approaching and engaging in a negotiationEvaluate challenges and opportunities in planning across disparate settings, ethnicities, cultures, etc.Readings Due:Neale, M. (2004). Are You Giving Away the Store? Strategies for Savvy Negotiation. Stanford Social Innovation Review, 2(3), 33-39. NYU library – similar search to Harvard Business Review Forester, John. “Planning in the Face of Conflict: Negotiation and Mediation Strategies in Local Land Use Regulation.”?Journal of the American Planning Association, vol. 53, July 1987, pp. 303–314.?Bollens, Scott A. “Urban Planning and Intergroup Conflict: Confronting a Fractured Public Interest.” Journal of the American Planning Association, vol. 68, no. 1, Dec. 2002, pp. 22–42.Reminder:Memo 1 due via email on October 9th WEEK 6: DECISION MAKING AND ETHICS (October 9th)Objectives:Consider the role of ethics and how it is different from good intentionsExplore the role of ethics in striving towards equitable planning outcomesEvaluate how to read and respond to external environments Readings Due:APA (2019). "Planning for Equity: Policy Guide" pp. 2-10; pick your specific planning focus/area of interest to read between pp. 11-22.Peter Marcuse?(1976)?Professional Ethics and Beyond: Values in Planning,?Journal of the American Institute of Planners,?42:3,?264-274.Case #2 (in-class):Case: Edmondson, Amy C., Robert G. Eccles, and Mona Sinha.?"Mistry Architects (A)."?Harvard Business School Case 609-044, February 2009. (Revised April 2011.) Purchase required.What is the vision Sharukh and Renu Mistry have for Mistry Architects?Who is the client for the tsunami villages being designed by the firm?How should the firm respond to the villagers request for a reinforced cement concrete roof?How should professionals balance client demands with their own judgments?WEEK 7: PROJECT MANAGEMENT IN URBAN PLANNING (October 16th)Objectives:Learn a project management method as it relates to urban planningDevelop skills and techniques necessary to employ a project management approach to planning projects and processesReadings Due:American Planning Association (APA). “Project Management Is Good Planning!”WEEK 8: MOTIVATION AND PARTICIPATORY PLANNINGAPPROACHES (October 23rd)Guest Speaker:Commissioner Mitchell J. Silver, FAICP – New York City Parks Department; President-Elect of the American Institute of Certified Planners (AICP); Past-President of the American Planning Association (APA) the emotional connection, on the part of affected communities, to place attachment and its role in promoting or challenging participatory planning processesConsider approaches to consensus building Evaluate the planners’ role in preserving ‘self’ throughout planning processesReadings Due:Manzo, Lynne C., and Douglas D. Perkins. “Finding Common Ground: The Importance of Place Attachment to Community Participation and Planning.”?Journal of Planning Literature, vol. 20, no. 4, May 2006, pp. 335–350.Baum, Howell S. “Caring for Ourselves as a Community of Planners.”?Journal of the American Planning Association, vol. 56, no. 1, Winter 1990, p. 64.Reminder:Remember to bring a personal laptop to class next week to Climb Mount Everest.WEEK 9: TEAM PROCESSES AND YOUR IMPACT ON TEAMEFFECTIVENESS (October 30th) Objectives:Learn when having teams is beneficial and when it is notThinking through who should be on the team and whyIdentify the impact of different types of diversity on teamsUnderstand the components for launching an effective teamReadings Due: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.Exercise:Climb Mount Everest in Class—Please bring a computer or borrow one from Bobst library. Review information about your role, watch “How to Play Video.” Reminder:Memo 1 due via email on November 6th WEEK 10: EVEREST DEBRIEF; MANAGING AND MEASUING PERFORMANCE (November 6th)Objectives:Debrief the in-class Everest Simulation and overall theme of team effectivenessUnderstand the difference between managing and measuring performance and why that mattersReadings Due:Useem, M. (2001). The Leadership Lessons of Mount Everest.?Harvard Business Review,?79(9), 51–58.?Behn, R. D. (2003). Why Measure Performance? Different Purposes Require Different Measures. Public Administration Review, 63, pp. 586-606.Case #3:Grossman, A. & Curran, D. F. (2004). Harlem Children’s Zone: Driving performance with measurement and evaluation. Harvard Business School Case 9-303-109.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.What was the starting point for Rheedlen/Harlem Children’s Zone (HCZ) in the 1990s? What was making them successful? What was a challenge?What was HCZ’s theory of change?What were the strengths and weaknesses of implementation?WEEK 11: ORGANIZATIONAL CULTURE (November 13th)Objectives:Analyze and assess environmental contextConsider the role of organizational culture in urban planning approachesReadings Due:Healey, P. “Building Institutional Capacity through Collaborative Approaches to Urban Planning.”?ENVIRONMENT AND PLANNING A, no. 9, 1998, p. 1531.Dobbin, F., & Kalev, A. (2016). Why diversity programs fail and what works better. Harvard Business Review, 94(7-8), 52-60.Case #4:Edmondson, Amy C., et al. “Designing a Culture of Collaboration at Lake Nona Medical City.”?Harvard Business School Cases, Oct. 2012.What was the purpose and vision behind the Lake Nona Development?What role did the Lake Nona Institute, in particular, play in fostering the culture of collaboration that this development prides itself on?Briefly describe Lake Nona’s approach to governance and decision-making.As the development continues to scale, can the culture of collaboration as is be sustained? If not, why not? Conversely, if so, how?WEEK 12: ORGANIZATIONAL ALIGNMENT, STRATEGY AND STRUCTURE (November 20th)Objectives:Analyze and understand the role of mission, vision, values, and goals Explore the key features of an organization’s strategyUnderstand and work within formal and informal structuresReadings Due:Phills, J. A. (2005). “Introduction: The Role of Mission and Strategy in Enhancing the Performance of Nonprofit Organizations” in Integrating Mission and Strategy for Nonprofit Organizations. Exercise:Work on final project and presentation.NO CLASS – NOVEMBER 27TH WEEK 13: TOP DOWN AND BOTTOM UP APPROACHES TO LEADINGCHANGE (December 4th)Objective:Assess change leadership as a process versus a substanceAssess the strengths and weaknesses of top-down and bottom-up management model and what implications they have for implementing effective changeExplore other management models that have emerged in response to the short-comings of more traditional models and compare their effectiveness in leading change.Readings Due:Strobel, Brian. “Introduction” in Leading Change from Within: A Road Map to Help Middle Managers Affect Lasting Change (2015).Muayyad, Jabri. “Chapter 3: Understanding the Role of the Change Agent” in Managing Organizational Change: Process, Social Construction and Dialogue (2017). Case #5:“National Development vs. Local Priorities: Different Economic Goals and Environmental Concerns” (Bolivia)Assess the strengths and weaknesses of top-down and bottom-up approaches to the proposed project and what implications, if any, they have for implementing effective change.Explain how the vision of “development” can vary, depending on whether actors value income, the environment, indigenous rights, public health, and other considerations.What role does negotiation play in the proposed project? Choose an actor from the case and explain what decision you would choose, as well as their BATNA (best alternative to a negotiated agreement).WEEK 14: GROUP PRESENTATIONS; REVIEW AND REFLECTIONS(December 11th)Objective:Student presentationsReview and reflect on key themes and objectives that surfaced throughout the semesterReadings Due:NoneFinal exam will be posted on December 12th at noon and is due on December 20th at 5pm. ................
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