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BPOLST 504: Organizational Management

Winter 2012
University of Washington,Bothell
Master of Arts in Policv Studies
Keith Nitta
AssistantProfessor
InterdisciplinaryArts and Sciences

Email:
Office:
Office Hours:

knitta@uwb.edu
UW1-336
Tues.4:00-5:45or by appt

Coursewebpage: http://bb.uwb.edu
Course Description
This is the first in a two-coursesequence.The second,BPOLST 505, will focus on
personalleadershipdevelopmentand inter-personalconflict. This coursewill focus on
developingtraditional managerialskills suchas: mapping stakeholders,building a team,
supervisingsubordinates,and planning a project. This coursewill alsoprovide an overview of
the major literatures in organizationtheory.
Course Obiectives
1. Provide a theoreticaloverview of organizations and organizational environments.
Readingsand lectureswill provide modelsto understandinternalprocessesof
organizationsand the eff-ectof the extemal world on organizations.
2. Introducestudentsto diverse real-world management issuesand contexts. Through
personalcasestudies,currenteventsexamples,and community-basedprojects,students
will apply managementframeworksand modelsto real-world problems.
'
3. Develop and practiceshared leadership and collaboration skills through group project
work and individual reflection.
Student Learning Outcomes '
1. Understandhow organizationswork
o Understandbasic organrzatronalprocesses:communication,roles/responsibilities,
formal authority,personnel,and vision/mission.
o Understanddifferencesand similaritiesin government,non-profit, and for-profit
organizations.
o Understandthe differencesbetween formal and infbrmal organizationalprocesses.
2. Practiceorganizationalanalysis
o "Reading" organizationalstructure,environment,and power
o Drawing conclusionsand making recommendations
3. Practiceteam building
o Forming new teams:relationshipsand noffns
o Mutualaccountability
4. Practicepersonnelmanagement
o Supervisingemployees
o r,Managingup,,
o Personalprofessionaldevelopment
5. PracticeProjectPlanning:roles, deadlines,mutual accountability

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2
Required Texts
. Bolman, Lee and Deal, Terrence(2008).Reframing Organizations:Artistry, Choice,and
Leadership, Fourth Edition. Jossey-Bass.
o Thompson,JamesD. (1967). Organizationsin Action. TransactionPress.
o Lencioni, Patrick (2002). TheFive Dysfunctionsof a Team.Jossey-Bass.
o In addition,casesand articleswil1be provided on the courseBlackboardpage
(http:/,&b.uwb.edu)
or online our class'sElectronicReserveportal:
https://eres.bothell.washington.edu/eres/coursepass.
aspx?cid:1409
Communify Partners
This courseusesa community-basedlearningapproach.We will practiceskills and apply
theoretical conceptsabout organrzatronsand management,while thoughtfully assistingour
community parlnerswith their self-identifiedneeds.
Throughthesecommunity projectswe will be pursuingUW Bothell's mission to be a
"ttansfotmationalleaming community," and to "serveas a catalystto enhancequality of life
throughoutour region."
Communitypartnersare both project and subject-matterexperts.They are all practicing
managersand will visit classto team-teachwith the instructor. Studentswill receivemore
information on community partnersand their project areason the first day of class.
Alliance for Education
LeadContact:
o Karen Demorest,Vice Presidentfor Operations
509 Olive Way, Suite500, Seattle,WA 98101
EmaiI : karen@alliance4ed.ors
Tel: 206-205-0333
u,ra,r,v.
alli ance4ed.org
, King County Housing Authoribr
Lead Contact:
o Craig Chang,Asset Manager
600 Andover Park W
Seattle,
WA 98188
Email : craigc@kcha.org
Tel: (206) 574-1238
kcha.org
PhinnelNei ghborhoodAssociation
Lead Contact:
o Lee Harper,ExecutiveDirector
6532 PhinneyAve N
Seattle,
WA 98103
Ieeh@phinne)'center.
org
206.783.2244
wr,wv.phinrre)zc
enter.org

Typical ClassFormat
This coursewill operatein a traditional seminarformat. In addition to weekly
discussionsrelatedto the texts, the coursewill use a number of casestudiesto consider
managementin action. Invited guestswill occasionallyjoin us to provide additionalexpertise
and examplesof managementin action. Studentsare encouragedto bring in materialnot
assignedby the instructorsto add to the discussion.As a graduateseminar,this courserelies on
studentsto take someresponsibilityfor their leaming and the classis a "laboratory" for
practicing good management.
A typical classagenda:
. Overuiewon HumanResources
Frame(5:45-6:00)
e Questionand Answer r.vithExecutiveDirector at PhinneyRidge Neighborhood
Association(6:00-7:00)
o CaseDiscussion:
HannenandWelch (7:15-8:15)
o Lecture/Discussion
on the HumanResourceFrame(8:30-9:00)
o Student"Mini Case"Discussion(9:00-9:30)
. TeamTime (9:30-10:00)
o Individual team consultationson community basedproject work plan
o Team planning and coordination
Evaluation and Grading
***All written assignmentsmust be submittedvia Blackboard
Digital Dropbox, unlessnoted**+
Class Contribution (257o)
Casestudiesand interactionswith community partnerswill require active involvementof
all classmembers. Valuable contributiontakesmany forms, including asking good questions,
bringing relevant information to our attention, synthesizingideasfrom past discussions,
and answering questions. No one form of contributionis valued more than any other form.
Studentsare encoluagedto contributein as many ways as possible,and to stretchthemselvesto
contributein ways that rr,rightnot initially be comfortable.
in addition to weekly in-classcontributionsto discussions,two specificclass
contributionsare required.both on the electronicdiscussionboard.
Curent EventsPost
Pleasefind an exampleof a coursetopic in the currentpress(e.g.SeattleTimes,NY
Times,Newsweek,etc.).The most obvions examplesare the four liames from the Bolman and
Deal book, but any issueor topic that comesup in the readingor classdiscussionswould be fine.
Include a link to the article and a brief (50-100word) annotationexplainingthe example.
Currenteventsexamplemust be posted on the courseDiscussionBoard by 5pm on Mondays.
Repliesto Other Students'"Mini-Cases"
At leastonce eachquarter,eachstudentmust make a thoughtful, constructivereply to
another student's individual mini-case(seebelow), by 9am Tuesday of that class.Students
are encouragedto reply more often, and this is a good strategyfor contributingbeyond speaking
in class.

Individual Writine Assienments (40yo)

Memo for Karen Hannen
***Due: Jan.l7 before classto Digital Dropbox***
This assignmentis intendedas practicein writing a conciseadvocacymemo. Basedon
the "Hannen and We1ch"casestudy and classdiscussionfrom the previousweek, pleaseprepare
a brief memo that is no more than I page long. Spacewill be at a premium in completingthe
assignment,so where appropriate,bullet points,title headings,and lists are encouraged.The
memo shouldrespondto the following email requestfrom Karen Hannen:
Pleaseassistme in my assessment
of Robert Welch. I would like your assessmentof
Welch's performance and your recommendationsfor next stepswith Welch. I've
also askedother consultantsfor their thoughts,so pleaseprovide a clear rationalefor your
recommendations,
including addressingstrongcounter-arguments.
Personal"Mini-Case" of SuccessfulExperience
During the quarter,we will devoteabout 30 minutesof severalclassesto individual,
personaldiscussionsof students'own experiences.Following a "casein point" method (Heifetz,
2007; Parks,2003),individual studentswill preparea short (approximately300 word) "minifl,,J<nafl
t ' 'l,: "-' case"abouta professionalsuccess.It shouldfocus on a particular situation about which the
40', t- lVllrtt student was happy with her or his performance.
Mini-casesshouldbe as descriptive,detailed,and objectiveas possible.Describinga
specificincident or initiative in detail is betterthan sketchinga complicatedhistory or situation.
Of course,the writer shouldhave somebroaderideasfor how and why successoccurred. But
this analysisshouldNOT be includedin the case. Refer to casessuchas Hannenand Welch and
in the Shadowof the City as examples. Writers may guide readers'attentionby posing
discussionquestions(e.g.Who were the real stakeholdersin the case?)
Mini-casesmust be postedon the courseDiscussionBoard due on by 5pm on
precedingthe following classes:Jan. 10, Jan. 17, Jan.24, Jan. 31, Feb. 7, or Feb.
Mondays
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First Reflectionon Team Dynamics
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j<**DUE: Feb.7
'
beforeclassto Digital Dropbox1*:'n---- ,;J;L.:*:'
The courseassumesthat the capacitytq/reflq;f is centrblto effective managementand
leadership.Studentswill practicethis skill by reflectingon the dynamic within their own
community-basedlearningprojects. Specifically,pleaseaddressthe following two questions:
1. What assetsor strengthsdoeseach member of the team (including yoursell) bring to
the work?
;,;,.:.;f;' d4." it-.te' /a..{',./t-," :'. t\

'-;tt'"'"Y'/ 't.!'1t'{
inthisprojectteam?*
2. Whatgoalsdoyouhaveforyourself
"-_:-4;.t t):rThe following questions are not required to be addressedbut are offered to stimulate 1"-o '''''! t' ] /+

reflection and analysrs:

. To whom has the team given informal authority and why?
Each memberof the team hasprobably begunto take on a particularrole for the group. In
terms of theseroles,what perspectiveshas eachmemberrepresented?
When have you decidednot to speakup or act?What will you do the next time a similar
situationoccurs?

3'.':

PeerFeedbackMemos
***Due: March 16 by 6pm via Bmail*rrr(
As this quarter'swork endsand the actualexecutionof the community-basedproject
begins,pleasereflect on your team and eachmember'scontributionsto the team.Using a similar
format and style as the Hannenmemo, pleasewrite a short (no more than I page) memo to each
e other
o What strengthshave you observedin this person'swork?
o What suggestionsdo you have for this person moving forward?
Be as specific as possible.Marshall your evidenceand provide examples.
While you are evaluating others' work, the ultimate goal is to provide constructive,
productivefeedbackto improve the group's processand work products.As with the Hannen
memo, carefully consideryour tone and style in light of your audience.How can you get your
messageacrossmost persuasivelyand constructively?
Pleasesendthesememosdirectly to the teammateto whom you are providing feedback
and copy me on the email.
Team Community-BasedProiect (357o)
Team Strengths.Norms. and Roles
***Due: Jan.24 before classto Digital Dropbox ***
Basedon the Lencioni readingand classdiscussionthe previousweek, pleasepreparea
formal documentlisting: 1) the strengthsof the team as a whole and eachmemberindividually,- >Fcctl r
2) a list of norms or "rules" to which eachindividual team memberwill commit, and 3) a list of d\ \ IIW
imporlant roles within the team,with a strategyor systemfor ensuringtheseroles are executed. ltc h, t,Jtlro
The processof drafting the document is more important than the frnal document, and the
format of the documentis open. I will not gradethesedocumentsfor content,but they do need"
to be completedand submittedon time. The strengths,norms, and roles documentshouldserve
as one meansof regulatingthe team as it works togetherover the next severalmonths.

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organizational'lMap" of communiq, partner
***Draft Maps and Memo Due: Feb. 14 before classto Digital Dropbox ***
***Revised Maps and Memo Due: Feb. 28 before classto Digital Dropbox ***
***Final Maps and Memo Due: Mar. 6 by midnight to Blackboard DiscussionBoard***
After readingthe Dobel article on "Mapping Environments"and participatingin class
discussionon reading organizationalenvironments,teamsshouldpreparea briefing on the
political situationwithin their community partner organrzationand beyond in the organization's
environment. Unlike the Hannenmemo, the focus is not on recommendinga courseof action
but on describingthe contextand situation.TIP: Understandingthe organization'score mission
will help to clarify the following process.
1. I recommendthat you developthe two mapsfirst:
a. Map I shoulddescriberelationshipsof authority,information, and power within
the organization. Your team's lead contactpersonshould appearat the centerof
the map. The map might look like an organizationchart, but it should describe
more than formal structure. Be sureto include a Legendfor the map to help the
readerinterpretit.
b. Map 2 shouldidentify the important"authorizers"and "stakeholders"in the
organrzation'senvironment. The map should captureimportant external

?,

6
and needed
relationships.especiall)'aroundorganizationaldependencies
(the
one on page7 may be a
resources.You may adaptone of Dobel's diagrams
good place to start),but I encowageyou to be creative. Be sureto include a
Legend for the map to help the readerinterpret it.
2. After completingthe two maps,then preparea memo of 1 page or lessanalyzingthe
organization'scurrent environment. At a minimum, they memo should identify Strengths,
Weaknesses,
Opportunities,and Threats(SWOT) for the organizationat the currenttime.
Ideally, it will analyzeopportunities and threatswith referenceto organrzatronal
and needs. The memo and the maps shouldbe tightly integrated.and at a
dependencies
minimum. the memo should refer to the two maps.
This is a team assignment,but I encourageyou to delegatetasksto individuals. If you
chooseto do the mapsby hand,you can hand in hard-copiesratherthan using the BB dropbox.
RevisionGuidelines.
I will provide feedbackon the two mapsand memo, and eachteam will reviseand
resubmitthe maps and memo. I strongly encourageyou to reassigntasksfor the revision. At a
minimum. no individual shouldbe solel)'responsiblefor revising her or his own work. Ideally,
the revision will be collaborative,with eachteam memberworking on both the maps and the
memo. The revisedmaps and memo will be sharedwith the entire classas part of the final
project workshopon the last day of class.
Team ProiectWork Plan
***Draft Work Plan Due: Feb. 21 by 6pm to Digital Dropbox***
***Revised Work Plan Due: Mar. 6 by midnight to Blackboard DiscussionBoard***
***Final Work Plan Due: Mar. 13 by 6pm to Digital Drolbox***
The culminatingassignmentfor the first quarter'steam project will be a detailedwork
plan that includes:
1) The overall project goals
2) Specificproductsor "deliverables"
3) A project timeline with deadlines
4) The work activities the team will undertake
5) Individual responsibilitiesfor specifictasksand activities.
Additionally, if the team requiresadditionalresources,skills, or training to completethe work
plan, they shouldbe noted, along with contacts(including the instructor)that will provide the
neededassistance.
The work plan will serve as a "contract" among the team, the instructor, and the
ulres sl
March 13
community partner. Accordingl
to completeevery
expected
Teams
will
be
padner
your
organization.
community
lead contactat
elementof the work plan and will be gradedin the Leadprshipcourse(BPOLST 505) according
to how well they executethe work plan.

///

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OVERVIEW OF CLASS SESSIONS

All readingsmust be completedbeforethe scheduledclassmeeting.The scheduleis
subjectto minor changeswith sufficient advancednotice.
Readingsmarkedwith an asterisk(*) are availablethroughthe Library's Electronic
Reservesystem:https://eres.bothell.washington.edu/eres/coursepass.aspx?cid:1409
Jan.3: Frames.Organizations.and Management
Reading:
' Bolman and Deal, ReframingOrganizations,Preface(p. vii-xii) and Ch. 1 G,.3-22)
. *CASE: "In the Shadowof the City"
Skills: Framing,issue-spotting

Jan. 10: Human ResourceDevelopment

Guests:Craig Chang,Aran Church, and Tanya Scratchley,King County Housing Authority
Reading:
i Bolmanand Deal,ReframingOrganizations,Ch.6 (p. 117-138)and Ch. 7 (p.139-164)
. *John Gardner,"Motivatin1i' On Leadership(FreePress,1990).
r *CASE: "Karen Hannenand Robert Welch: Changeat the Division of Economii
Analysis"
. OPTIONAL: *Reicher,S.,Haslam,A. and Platow,M. (2007)."The New Psychologyof
Leadership,"Sci entifi c A mer i can Mind, August/Sept. 2007.
Skills: "Modulation": feedback,motivating individuals, mentoring, empowering others

Jan. 17: Team-Buildine Workshop

'<'<*DUEbefore class:Memo for Karen Hannen via Digital Dropbox***
Guest:Karen Demorest,VP for Operations,Alliance for Education
Reading:
. Bolman and Deal, ReframingOrganizations,Ch. 5 (p. 99-118) and Ch. 8 (p. 165-190)
. Lencioni, The Five Dysfunctions of a Team
Skills: Team-building

Jan. 24: Formal Organizational Structure

**j<DUE before class:Team Strengths,Norms, and Rolesvia Digital Dropbox ***
Guest:Lee Harper,ExecutiveDirector, PhinneyNeighborhoodAssociation
Read:
o Bolman and Deal, ReframingOrganizations,Ch.2 (p.23-42), Ch. 3 (p. 45-69)and Ch. 4

(p .7 1-e7)
o
o

Thompson,Organizationsin Action, Part One (p. 1-98)

Public
OPTIONAL: *Hood, Christopher(i991). A PublicManagementfor A11Seasons?
Administration69:p. 3-19.
systems,
Skills: "Reading" structure:roles,tasks,oversightsystems,and assessment
Restructuring

Gradine Policy
Al1 assignmentswill be gradedaccordingto the following criteria: 1) analytic rigor, 2) logical
clarity, 3) factual accuracy,and 4) quality of written expression.Gradeswill be assignedas
follows. Studentsshouldnot expectan "A" gradeunlesscompletingexceptionalwork.
A

Exceptionalwork. Showsnearperfectunderstandingof coursematerial,exceptionalanalytic

rigor, and clear,well-organizedexpression.

B Good work. Showsa stronggraspof coursematerial,someanaly'ticalrigor. But there are

someeffors and may lack someclarity and rigor.
C

Poor work. Seriouserrorsor misunderstandingof coursematerial.Hard to discernwhat

studentis arguingor trying to say.

D Very poor work. Studentappearsto have made little to no effort. Very serrouserrors ot
F

misunderstanding
of coursematerial.No idea what studentis arguingor trying to say.
No work or insulting work. Studenteither did not turn in work or what was turned in showed
no effort to keep up with coursematerial.

Policiesand Expectations
This coursewill operatein a traditional seminarformat. In addition to weekly
discussionsrelatedto the texts,the coursewill use a number of casestudiesto consider
leadershipin action. Invited guestswill occasionallyjoin us to provide additionalexperliseand
examplesof leadershipin action.
Studentsare encouragedto bring in materialnot assignedby the instructorsto add to the
discussion.As a graduateseminar,this courserelies on studentsto take someresponsipilityfor
their learningand the classis in someways a "laboratory" for their leadershipto be evident.
Disability Accommodation
If you believethat you have a disability and would like academicaccommodations,
'pleasecontactDisability SupporlServicesat 425-352-5307,425-352-5303
TDD, 425-352-5455
FAX, or dss@uwb.edu.They will be happy to provide assistance.You will needto provide
documentationof your disability as parl of the review process.
Academic Integritv
Pleasebe awareof the University of Washington'sStudentCode of Conduct,especially
with respectto plagiarism: rnr,wv.
uwb.edu/safety/uwb:rights.pdf

J. -

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Jan. 31: Informal Organizational Structure

Read:
o Bolman and Deal, ReframingOrganizations,Ch.13 (p. 279-291)
o Thompson,Organizationsin Action, Part Two (p. 99-163)
o OPTIONAL: sMeyer, John and Rowan, Brian (1991). "InstitutionahzedOrganizations:
Formal Structureas Myth and Ceremon/," inThe New Instittttionalismin Organizational
Analysis,editedby Walter Powell and Paul DiMaggio.
Skills: Informal authority and control; Readingnorms,habits,and customs

Feb. 7: "Mapping" Orqanizations

***DUE before class:Initial Reflectionon Project Team Dynamics via Digital Dropbox ***
Read:
. Bolman and Deal,ReframingOrganizations,Ch.10 (p. 2II-228) and Ch. 11 (p. 235-246)
o *Dobel, Patrick "A Note on Mapping"
o *CASE: "The Job Corps"
o OPTIONAL: *Pfeffer, Jeffrey and Salancik,Gerald (1978). The External Control of
Organizations:
A ResourceDependence
Perspective.Ch. a @.62-91),Ch. 5 (p.92-112),
Ch . 10 (p.2s7-288)
Skills: "Activating:" identifying stakeholders;mappingthe environment;assessingStrengths,
Weaknesses,
Opportunities,and Threats( SWOT)

Feb. 14: Buildine Coalitions

*>F*DUEbefore class:Draft Maps and Memos of Partner Organization via Digital Dropbox
Read:
. Bolman and Deal, Reframing Organizations,Ch. 9 (p. 189-210)and Ch. I 1 (p.229-235)
l
. *CASE: "CasaDe E,speranza"
o OPTIONAL: *Cyert, Richard and March, James(1963).A Behavioral Theoryof the
Firm. Ch. 3 : " OrsanizationalGoals"
Watch:
. **FILM: Miller's Crossing(1990)
Skills: "Orchestrating":networking, coalition-building,agenda-setting;Seeingthe "smart play"

Feb. 21: Symbolic Stories

**'*DUE before class:Draft Team Project Work Plan via Digital Dropbox ***
Read:
. Bolman and Deal, Reframing Organizations,Ch. 12 (p.247-278) and Ch. la @. 2933 1 0 ),
o *Lakoff, George.(1991).Metaphorand the Gulf War. Speech
o OPTIONAL: *Orwell, George(1936)."Shooting an Elephant" (essay)
Skills: Analyzing symbols;telling inspirationalstories

LO
***DUE before class:
RevisedTeam Mapping Assignmentvia Digital Dropbox rrrrrr
Reading:
' Bolman and.Deal,Reframingorganizations,ch.15 (p. 30g-326),ch.16 (p.327_340),
andCh. 20 (p.4II-434)
Skills: Going to the balcony;Reframing;Managingtrade_offs

Mar. 6: Proiect Planning Workshop

**'*DUE midnight
before class:Post Final Team Mapping Assignment to Blacktroard gDiscussionBoardrrr.rr
***DUE midnight
before class:Post RevisedTeam Project Work plan to Blackboard
DiscussionBoard***
Read:
' Bolman and Deal, Reframingorganization.r,Epilogue (p. 435-43g).
*Maps and Memos on partner
3
organizations(3 teams,availableon Blackboardsite)
'
*Draft Team work plans (3
teams,
availableon Blackboardsite)
'
Skills: Settinggoals,describingtasks,assigningresponsibility.Asking good
questions,using
constructivecriticism
***DUE: March 13
at 6pm, Final ream project work plans via Dropbox**r<
***DUE: March 16
at 6pm, peer FeedbackMemos via Email***