PUAD 520.003 – Organization Theory and Management Behavior Fall 2014 George Mason University School of Policy, Government, and International Affairs Instructor: John Marvel, Ph.D. Email: jmarvel@gmu.edu Office: Robinson A 244 Office Hours: Thursday, 5:00PM – 7:00PM, and by appointment Meeting Times: Thursday, 7:20PM – 10:00PM (8.27.2014 – 12.4.2014) Location: Robinson Hall B 224 Final Exam: Thursday, 12.11.2014, 7:30PM – 10:15PM Course Overview and Objectives Many of the daily challenges managers face originate from a need to coordinate and control organizational and individual action to meet broader social objectives. Public managers who hope to address these challenges require an understanding of 1) the unique institutional context of public organizations and 2) the behavior of individuals within these organizations. Such knowledge can help managers identify factors affecting organizational performance and can provide managers with tools to more fully realize organizational goals and resolve organizational problems. In this course, we will examine several theories that seek to explain the actions of organizations (organization theory) and the behavior of individuals within organizations (organizational behavior). Our goal is two-fold: 1) to explore relevant research in public administration and 2) to bridge theory and practice in ways that will help you approach and successfully address complex management problems. Upon completion of the course, you should have:

• Gained a basic understanding of prominent organization theories,

• Acquired the knowledge and abilities necessary to think critically about organizational action and the behavior of individuals within organizations, and

• Learned tools and strategies for understanding, interpreting, and responding to the internal and external contexts of public organizations.

Instructional Methods To meet these goals, this course uses readings, lectures, discussions, cases, and individual and group assignments. Readings provide an important foundation for class discussion and must be completed prior to each class. Lectures will be used to highlight key points from the readings and provide additional information to supplement the readings. Cases and assignments will give you the opportunity to apply what you have learned to real world issues and scenarios. We will often discuss how researchers would (or should) go about answering practically important organization theory and organizational behavior questions. Doing this is a good way

to think critically about how organization theory and organizational behavior apply to the real world. It is also a good way to think about how someone working inside an organization might go about designing an organizational intervention/policy that is intended to boost worker motivation and/or organizational performance. Required Materials There is no textbook for the course. We will read original research published in academic journals as well as case studies. As noted above, I will supplement the readings with general comments and direction on the topics that we consider. Most class sessions cover two to three readings and a case study. Policies and Points of Emphasis

• Some of the articles that we read use quantitative methods that you may not be familiar with. In these cases, try to get through as much of the methods portion of the articles as you can. It is not important that you fully understand the methods, but it is important that you understand an article’s substantive content. I will never test you explicitly on methodological issues, but we will sometimes discuss whether the data and measures used by the researcher are appropriate.

• During the course of our class meetings, we may not always get to every reading that is

listed on the syllabus. Nevertheless, you are responsible for all readings.

• Informed participation is important (see below). • I use Blackboard to send group emails to the class. These emails go to your official

GMU student email address, so please check this regularly or arrange for it to be forwarded automatically to a personal email account that you check daily.

• I respectfully request that you not use electronic devices, including laptops and

cellphones, during class, as these distract from your engagement in class discussions. There will be a break during each class, and so you will have a chance to check your smartphone then. If there is a special reason that you need to use a laptop in class, please discuss this with me in advance.

Assignments and Grading 1. Class participation Your presence and active participation are expected at all class sessions. There are four prerequisites for successful participation:

• Be here on time. If you’re not here, you can’t contribute to class discussion. I understand that students sometimes have to arrive late to class or miss class. If this is the case, please notify me in advance. Although I will not directly penalize you for non-attendance, be aware that absences will indirectly hurt you by preventing you from participating in class, thereby lowering your participation grade.

• Be prepared. To contribute to class discussion, you must come to class having carefully completed all assigned readings.

• Be willing to speak up. You will get the most out of this course if you share your thoughts with one another. I expect each of you to participate fully in all class discussions. I also expect you to ask questions about things you don’t understand. Although this can be intimidating, asking questions helps your classmates, as well as you, by moving the discussion forward in a new direction. If you feel uncomfortable talking in class, please send me an email or set up an appointment to talk early in the semester.

• Be courteous. The final component of successful participation is treating your classmates in a respectful and professional manner. Listen carefully to the comments and questions that your classmates voice. You may learn something new from their perspectives, and you will be able to avoid simply repeating something that another classmate has said earlier in the discussion. Also, it is perfectly acceptable for you to voice disagreement with an opinion provided by another student; open debate often leads to the most thoughtful and informative class discussions. However, please voice your disagreement in a kind and considerate manner.

2. Quizzes There will be short, unannounced quizzes on the course readings. If you complete the readings, you should have little trouble on these quizzes. 3. Research Paper In your paper, you will use the organization theory and organizational behavior literatures to answer a question that interests you. The paper should be about 12 pages long (double-spaced, 12 pt. font, one-inch margins, Times New Roman font), not counting references. Additional guidelines for the paper assignment are at the end of the syllabus. A paper proposal is due no later than October 23nd. The proposal should be no longer than 250 words. It should include the following: (1) your question, (2) an explanation of why it’s important, (3) and at least five potential sources, all from peer-reviewed journals. The proposal is not graded and I will not return comments to you unless there is a problem with it. Its purpose is to let me know that you are on the right track. Though the proposal is not graded, you will lose points on your final paper if the proposal is late.

• Research paper grading criteria o Organization and structure: The assignment employs a logical framework and

analyzes a critical issue. o Depth of analysis: The assignment demonstrates a thorough consideration of

relevant issues. The information is gathered from appropriate sources and is presented in a persuasive manner.

o Creativity and insight: The material is presented in an original, engaging, and interesting manner.

o Integration with course readings, lectures, and discussions: To the extent possible, the assignment draws on, applies, and seeks to extend the concepts covered in class.

o Style: The assignment is smoothly and professionally written, using appropriate grammar, spelling, and punctuation.

o Timeliness: The assignment is turned in on time. Late assignments will be penalized.

4 & 5. Mid-Term and Final Exams The mid-term and final exams will consist of one or two essay questions. You will draw primarily on class lectures, discussions, and readings for your answers. Both exams are “open book” and “open note.” Details will be discussed in class.

• Grading criteria. High-quality exams are characterized by the following: o Breadth: they discuss all relevant concepts, theories, and issues. o Depth: they engage relevant material in a meaningful way; that is, they do more

than repeat what is said in lectures and readings. o Clarity: they make sense; they are not characterized by vagueness. o Justification: assertions are backed up with evidence from the readings and

lectures. o Organization: they are well-organized and free of egregious spelling and grammar

errors. o Connections: they make connections between different sections of the course. o Concreteness: they bring in examples from the real world to illustrate theoretical

concepts (these ideas can come from cases or from prominent current or past events; failing that, they can come from personal experience).

o Technical correctness: they do not make mistakes when discussing key theoretical concept (e.g., they do not attribute a key theoretical concept to the wrong individual; they do not misinterpret a theoretical proposition).

o Aesthetics and Intangibles: they are well-written; they display insight and critical thinking.

All written assignments will be turned in via the following site: http://www.dropitto.me/jdmstudentwork Once there, all you need to do is enter the password, which is jdmclass, and then upload your assignment from your computer. Only I will have access to your assignments once they are uploaded. Summary of Important Dates 1. Mid-Term Exam: October 16 2. Research Paper Proposal: October 23 3. Research Paper: December 4 4. Final Exam: December 11 Grading Quizzes: 5% Class participation: 15% Mid-term exam: 25% Final exam: 25%

Research paper: 30% Summary Schedule August 28 Introduction, Overview, The Economic Approach September 4 Doing Research on Organizations September 11 Public and Private Organizations: Differences and Similarities September 18 The Political Environment, Political Control September 25 Goals and Goal-Setting October 2 Work Motivation October 9 Recruitment and Retention October 16 Mid-Term Exam October 23 Culture and Context October 30 Groups and Teams (Research Paper Proposal) November 6 Diversity and Diversity Management November 13 Leadership November 20 Organizational Change November 27 Thanksgiving Break December 4 Telework, Work-Life Balance, Wrap-Up (Research Paper) December 11 Final Exam Detailed Schedule1 I. Fundamentals August 28 – Introduction, Overview, The Economic Approach Eisenhardt, Kathleen M. “Agency Theory: An Assessment and Review.” Academy of Management Review (1989): 57–74. Daft, R.L. 1989. Organization Theory and Design. Chapter 1. September 4 – How to Know Whether Something Works (or, Doing Research on Organizations) Wickström, Gustav, and Tom Bendix. “The ‘Hawthorne Effect’—what Did the Original Hawthorne Studies Actually Show?” Scandinavian Journal of Work, Environment & Health (2000): 363–367. Bloom, N., B. Eifert, A. Mahajan, D. McKenzie, and J. Roberts. “Does Management Matter? Evidence from India.” The Quarterly Journal of Economics 128, no. 1 (November 18, 2012): 1–51. doi:10.1093/qje/qjs044. “Google’s quest to build a better boss.” New York Times. March 12, 2011. September 11 – Public and Private Organizations: Differences and Similarities

1 Subject to change. In the event of a change, I will give you advance notice.

Boyne, George A. “Public and Private Management: What’s the Difference?” Journal of Management Studies 39, no. 1 (2002): 97–122. Rainey, Hal G., and Barry Bozeman. “Comparing Public and Private Organizations: Empirical Research and the Power of the a Priori.” Journal of Public Administration Research and Theory 10, no. 2 (2000): 447–470. Whorton, Joseph W., and John A. Worthley. “A Perspective on the Challenge of Public Management: Environmental Paradox and Organizational Culture.” Academy of Management Review 6, no. 3 (1981): 357–361. Case study: “Why Won’t the President Rein in the Intelligence Community?” Ryan Lizza, The New Yorker December 16, 2013 September 18 – The Political Environment, Political Control Meier, Kenneth J. 1997. “Bureaucracy and Democracy: The Case for More Bureaucracy and Less Democracy.” Public Administration Review: 193–199. Berkman, M. B., and E. Plutzer. 2011. “Local Autonomy Versus State Constraints: Balancing Evolution and Creationism in U.S. High Schools.” Publius: The Journal of Federalism 41 (4) (May 5): 610–635. doi:10.1093/publius/pjr008. Case study: “Schooled.” Dale Russakoff, The New Yorker, May 19, 2014 II. The Individual in the Organization September 25 – Goals and Goal-Setting Locke, Edwin A., and Gary P. Latham. 2002. “Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-year Odyssey.” American Psychologist 57 (9): 705–717. doi:10.1037//0003-066X.57.9.705. Ordóñez, Lisa D., Maurice E. Schweitzer, Adam D. Galinsky, and Max H. Bazerman. “Goals Gone Wild: The Systematic Side Effects of Overprescribing Goal Setting.” The Academy of Management Perspectives 23, no. 1 (2009): 6–16. Case study: Assertive Policing, Plummeting Crime: The NYPD Takes on Crime in New York City. KSG cases 1530.0 and 1530.1. (main case and epilogue). October 2 – Work Motivation Herzberg, F. 1968. “One More Time: How Do You Motivate Employees?” Harvard Business Review. Houston, David J. 2009. “Motivating Knights or Knaves? Moving Beyond Performance-related Pay for the Public Sector.” Public Administration Review 69 (1): 43–57. Case study: Profit Sharing for the Public Sector. KSG case 1153.

October 9 – Recruitment and Retention Allen, David G., Phillip C. Bryant, and James M. Vardaman. “Retaining Talent: Replacing Misconceptions With Evidence-Based Strategies.” The Academy of Management Perspectives 24, no. 2 (2010): 48–64 Breaugh, James A. 2008. “Employee Recruitment: Current Knowledge and Important Areas for Future Research.” Human Resource Management Review 18 (3): 103–118. Case study: Extreme hiring makeover, Part B: Centers for Medicare and Medicaid Services. KSG case 1856. October 16 – Mid-Term Exam III. The Collective October 23 – Culture and Context Newman, K.L., and Nollen, S.D. 1996. "Culture and Congruence: The Fit between Management Practices and National Culture." Journal of International Business Studies 27(4): 753-779. Chatman, J.A., and Cha, S.E. 2003. "Leading by Leveraging Culture." California Management Review 45(4): 20-34. Case study: "Naked Launch." Nathan Heller, The New Yorker, November 25, 2013 "The Culture Excuse." James Surowiecki, The New Yorker, January 27, 2003 October 30 – Groups and Teams Foldy, E. G., and T. R. Buckley. 2009. “Re-Creating Street-Level Practice: The Role of Routines, Work Groups, and Team Learning.” Journal of Public Administration Research and Theory 20 (1) (February 10): 23–52. doi:10.1093/jopart/mun034. Cohen, Susan G., and Diane E. Bailey. 1997. “What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite.” Journal of Management 23 (3): 239–290. Case study: Job Enrichment in the Bureau of Worker’s Compensation (A & B). KSG cases 350 and 351. Due: Research paper proposal November 6 – Diversity and Diversity Management Mannix, Elizabeth, and Margaret A. Neale. “What Differences Make a Difference? The Promise and Reality of Diverse Teams in Organizations.” Psychological Science in the Public Interest 6, no. 2 (2005): 31–55.

Briscoe, Forrest, and Sean Safford. “Employee Affinity Groups: Their Evolution from Social Movement Vehicles to Employer Strategies.” Perspectives on Work 14, no. 1 (2010): 42–45. Case study: Values in conflict: The furor over admissions policy at a popular Virginia magnet school. KSG case 1848. November 13 – Leadership Van Wart, Montgomery. “Lessons from Leadership Theory and the Contemporary Challenges of Leaders.” Public Administration Review (May 2013): n/a–n/a. doi:10.1111/puar.12069. Dirks, Kurt T., and Donald L. Ferrin. 2002. “Trust in Leadership: Meta-analytic Findings and Implications for Research and Practice.” Journal of Applied Psychology 87 (4): 611–628. doi:10.1037//0021-9010.87.4.611. Case study: Rudy Giuliani: The Man and His Moment. KSG case 1681. November 20 – Organizational Change Ghitulescu, B. E. “Making Change Happen: The Impact of Work Context on Adaptive and Proactive Behaviors.” The Journal of Applied Behavioral Science 49, no. 2 (December 21, 2012): 206–245. doi:10.1177/0021886312469254. Piderit, Sandy Kristin. “Rethinking Resistance and Recognizing Ambivalence: A Multidimensional View of Attitudes Toward an Organizational Change.” Academy of Management Review 25, no. 4 (2000): 783–794. Case study: Thomas, E., Conant, E., & Wingert, P. (2008). An unlikely gambler: By firing bad teachers and paying good ones six-figure salaries, Michelle Rhee just might save D.C.’s schools. Newsweek, Sept. 1; and Bolduan, K. (2008). ‘100 mph’ chief seeks ‘radical changes.’ Associated Press news story. November 27 – Thanksgiving Break IV. Contemporary Issues December 4 – Telework, Work-Life Balance, Wrap-Up Bailey, Diane E., and Nancy B. Kurland. “A Review of Telework Research: Findings, New Directions, and Lessons for the Study of Modern Work.” Journal of Organizational Behavior 23, no. 4 (June 2002): 383–400. doi:10.1002/job.144. Beauregard, T. Alexandra, and Lesley C. Henry. “Making the Link Between Work-life Balance Practices and Organizational Performance.” Human Resource Management Review 19, no. 1 (March 2009): 9–22. doi:10.1016/j.hrmr.2008.09.001. “The Case Against Telecommuting.” James Surowiecki. The New Yorker (2013). Due: Research Paper

December 11 – Final exam

Appendix: Research Paper Assignment Purpose The purpose of the paper is for you to answer a question that's relevant to the organizational theory/organizational behavior fields. These are huge fields, and so there are many relevant questions. One of my past students has, for example, asked the following question: Are privately run prisons more or less effective than publicly run prisons? Another example: Do performance pay systems work? That is, do they motivate employees to work harder (and better)? Almost any question that has to do with organizational performance or individual work motivation and/or performance is fair game. And there are other non-performance related questions that would be acceptable—questions having to do with organizational structure, for instance. If in doubt, ask me. Content guidelines 1. The paper should explain why the question you're asking is important. Why does what you're writing about matter? In other words, it should answer the "So what?" question. 2. The paper should be grounded in theory. For example, suppose you ask, Does the public sector outperform the nonprofit and for-profit sectors? In addition to reviewing what relevant existing studies have found, you should also discuss why we would expect—in theory—public and private sector organizations to perform differently. Another example: suppose you ask, How does goal ambiguity affect organizational performance? In addition to reviewing what existing studies have to say, you should also discuss why—in theory—we would expect goal ambiguity to affect organizational performance. 3. The paper should offer an evaluation of the quality of evidence offered by the existing empirical literature. Basically, do you believe what the studies you're looking at say? Are they good or bad? While you may not be an expert in issues of research design, common sense goes a long way in this area. Common problems include studies not accounting for important factors (omitted variables) and measuring things in strange ways (measurement validity). For example: if a study claims to offer some evidence about teacher performance, does it measure teacher performance in a reasonably valid manner? 4. Finally, the paper should offer a (perhaps tentative) answer to the question it's examining. Given the research you've reviewed, what do you think the answer to your question is? How confident are you in that answer (this will depend a lot on the quality of the evidence)? Would you feel comfortable/confident acting on the research you’ve reviewed? 5. The paper should cite a minimum of ten peer-reviewed journal articles. Formatting The paper should be no longer than 12 double-spaced pages (one inch margins, 12 pt. Times New Roman font), not including references. Please use in-text citations (Author, Year) to cite references, not footnotes or endnotes. For the

works cited section, please use the APA citation style (see the link below): (http://owl.english.purdue.edu/owl/resource/560/1/). Grading In addition to assessing whether the paper meets the content guidelines described above, I will grade the paper based on the following criteria (also noted in the body of the syllabus):

• Organization and structure: The assignment employs a logical framework and analyzes a critical issue.

• Depth of analysis: The assignment demonstrates a thorough consideration of relevant issues. The information is gathered from appropriate sources and is presented in a persuasive manner.

• Creativity and insight: The material is presented in an original, engaging, and interesting manner.

• Integration with course readings, lectures, and discussions: To the extent possible, the assignment draws on, applies, and seeks to extend the concepts covered in class.

• Style: The assignment is smoothly and professionally written, using appropriate grammar, spelling, and punctuation.

• Timeliness: The assignment is turned in on time. Late assignments will be penalized.

Miscellaneous I will post an article on dropbox (Knopf 2006) that describes how to do a good literature review. The paper is due no later than December 4. Please turn it in via the course’s dropittome site.