CORE-GP 1020

Management and Leadership (M&L) Compressed

Fall 2023

Instructor Information
Professor Patricia Satterstrom
Email: patricia.satterstrom@nyu.edu
Office hours:
 Mondays, 12:00pm-1:00pm via Zoom
 Saturdays before class, 9:30am-10:00 am in person
 Please email me to set up individual appointment

Course Assistant Information

Will Harris
Email: wh2345@nyu.edu
Office hours:
 Wednesdays 4:00pm – 5:00pm via Zoom
 Saturdays after class, 4:00pm-4:30pm in person
 Please email me to set up individual appointment

Course Information
Section 007 Information
Time: Saturdays in September and October.
9/9, 9/23, 9/30, 10/7, 10/14, 10/21, 10/28
10:00 am to 4:00 pm
Location: Bobst LL138 Loc: Washington Square

Wagner Writing Writing Center

Center

Writing Non-Credit NONCR-GP 907 Professional Writing

Classes and Support 09/11/2023 - 10/02/2023 Mon 10.15 AM - 12.15 PM
NONCR-GP 904 Grammar Fundamentals
09/30/2023 - 10/07/2023 Sat 9.30 AM - 12.30 PM
NONCR-GP 104 Library Research and Citation Methods
10/16/2023 Mon 5.30 PM - 6.30
The International Student's Guide to Writing at Wagner
10/20/2023 - 2.00 PM - 3.00 PM
Ask a librarian: Ask a librarian link

Informal class Bubble tea at Washington Square Park (weather permitting), after class
gathering on September 9 or September 23.

M&L 1
 Course Description
Management 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 have an impact by leading and managing. In this course, you will enhance
the technical, interpersonal, conceptual, and political skills needed to run effective and efficient
organizations 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 can meet
and exceed their performance objectives. As part of that process, you will encounter a variety of
practical and essential topics and tools, including mission, strategy, goals, structure, teams,
diversity and inclusion, motivation, and negotiation.

Course Material
1. Brightspace: You will find the course syllabus, assignments, exercises, links to readings
through the NYU library, surveys, and slides here.

2. Material that needs to be purchased. Note: You must purchase the Harvard simulation
course pack by the first day of class:
a. Harvard reading course pack with six required readings ($32.90)
b. Harvard simulation course pack ($15)
3. To keep costs down, I am providing you with all the articles and exercises that copyright
allows me to post in NYU Brightspace. Most Harvard Business Review articles are in the
NYU library
(http://proxy.library.nyu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=tru
e&db=bth&jid=KBS9&site=ehost-live). If this link does not work, you can:
a. Go to https://library.nyu.edu, search for: Harvard Business Review.
b. Click the first result in BobCat, then on the next page select the second option
with articles after 1922.
c. Select "EBSCOhost Business Source Complete: Available from 1922."
d. Click "Search within this publication," then enter the article title and change the
search box to search the "Title" of documents.
e. The first result should have the full text and PDF of the desired article.
4. Some class announcements will be distributed via e-mail. Thus, it is important that you
actively use your NYU e-mail account, or have appropriate forwarding set up on NYU
Home (https://home.nyu.edu/).
5. Note: If we must go virtual for unforeseen reasons, there are a couple virtual simulations
that you will need to purchase, but I will negotiate to keep this price low.

*If cost of materials is a concern, please let me know, and I will work to get you the material.

M&L 2
 Learning Objectives and Skill Development
The course combines conceptual and experiential approaches and is divided into four modules:
1) Teams and teamwork, 2) Interpersonal dynamics, 3) Designing and aligning organizations,
and 4) Leading change.

Readings will introduce key concepts and useful ways of thinking about common situations in
complex organizations. Case studies, exercises, and 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 Lesson:
1. Analytical Thinking and its supporting skillset is as follows:
a. Identify, analyze, and address underlying problems and opportunities
b. Recognize, analyze, and manage complex relationships
c. Reframe the way you approach people and situations
2. Leveraging diversity and its supporting skillset is as follows:
a. Identify, understand, and use different types of diversity
b. Explore how to create, participate in, and coach diverse teams
c. Develop skills to address the challenges and opportunities of diversity
3. Communication and its supporting skillset is as follows:
a. Recognize the importance of clear communication with stakeholders
b. Prepare effective, clear, organized written reports and presentations
c. Conduct effective meetings and facilitate group/team discussions

Assessment and Grading Policy

Due Date Graded Tasks (location)

Monday September 4th, 9:00pm Participation Introductory writing assignment
Monday September 4th, 9:00pm Myers Briggs (online) + Intro survey
Participation
(Qualtrics)
Wednesday September 20th, 9:00pm Everest team simulation (Harvard) +
Participation
Report out (Brightspace Discussion)
Wednesday September 20th, 9:00pm Participation Kidney case survey part 1 (Qualtrics)
Wednesday September 27th, 9:00pm Graded Memo 1: Satera (Team)
Wednesday October 4th, 9:00pm Graded Network (Individual Assignment)
Saturday, October 7th, before class Participation Thomas-Kilmann conflict survey
(Brightspace PDF)
Wednesday October 11th, 9:00pm Graded Memo 2: Carolina for Kibera (Team)
Wednesday October 11th, 9:00pm Participation Job crafting reflection (Discussion)
Saturday, October 14th, before class Feedback Memo 3: Gap and root causes write up
or research blueprint (Team)
Saturday October 21st in class Feedback Memo 3: Presentation (Team)
Saturday, October 28th, before class Graded Reflected Best Self (Individual)
Sunday, October 29th, 9:00pm Graded Memo 3 due
Monday, October 30th at 9:00am - Graded Final exam
Tuesday, November 7th, 9:00pm
M&L 3
 Individual assessment (65%)
20% Participation
20% Individual writing assignments
25% Final exam

Team assessment (35%)

20% Two analytical memo
15% Final memo

Participation
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 reasoning that
underlies our colleagues’ behavior. You do not have to contribute in every class, but you need to
contribute sometimes or else everyone’s learning suffers. We calculate your participation grade
by 1) tracking comments throughout the semester and tracking your contribution to the class
Discussion section on Brightspace (at minimum, we expect you to participate six times
throughout the course), and 2) calculating attendance and survey / exercise submissions. If you
will be absent or delayed, please email the teaching colleague.
Extra credit: You will get participation credit if you meet up (in-person, online, or over the
phone) with a classmate and talk about careers and post something you learned in “Career Chats”
in the Discussion section.

Network writing assignment due Wednesday October 4th, 9:00pm

This one-page writing exercise is meant to allow you to consider the network information and
network analysis you just engaged in. Please consult slides for assignment description. (One-
page, single spaced, 1-inch margins, and 12-point font. Please submit your write-up on NYU
Brightspace under Assignments.)

Reflected best self-writing assignment due Saturday, October 28th, before class
This two-page writing exercise is meant to allow you to consider the stories you collected and
analyzed, reflect on the lessons you are taking away from the course, and make concrete plans
for how you will use this knowledge. Please consult description for a more in-depth assignment
description of this assignment. (Two-pages or less, single spaced, 1-inch margins, and 12-point
font. Please submit your write-up on NYU Brightspace under Assignments.)

Final exam will open on Brightspace on October 30th at 9am and due on November 7th at
9:00pm.
The final exam will cover topics from the lecture, readings, course discussions, and your
teamwork. If you come to class, do all the readings, engage in class discussions, and reflect on
the material we covered, you will be well prepared. The final exam will be take-home.

Class Teams
You will be assigned a team to work together on one memo and the congruence model
assignment. You can also discuss and debate the case analysis and recommendations before the
class discussion. You are expected to do all the readings and consider the case questions before
class.

M&L 4
 Analytical memos (Memos 1 and 2)
Your purpose in writing these memos is to engage in problem solving and provide information
and 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 memos:
● Team memo: Please include a cover page with the names of everyone who contributed to
the memo and the role they played in the memo. If a group member did not contribute, do
not include that person’s name and s/he will not receive credit for this assignment.
Everyone whose name does appear on the assignment will receive the same grade.
● Format:
o Address a specific person.
o Open with a very brief one-paragraph summary. What is the context, why is this
important, what are the key issue(s), and your recommendation?
o Explain your diagnosis. Why is this group/department/organization facing these
issues? What are the root causes and why?
o Provide specific recommendations that are realistic and take the individuals,
context, timing, and other variables in the case into account. How should your
recommendations be implemented? What are the priorities? Why are these
recommendations better than a reasonable alternative?
o The memo should be no longer than two pages (not including the cover page),
single-spaced, 1-inch margins, and 12-point Times New Roman font. List
references or figures, if necessary, on a concluding page. Please use paragraph
headings. Remember to submit your memos on NYU Brightspace under
Assignments.
● Grading:
While there is no single right answer, there are stronger and weaker memos. The group
memo marks will be calculated using the following weightings:
o 30 pts are allocated for the analysis of the problems/opportunities and root causes.
o 30 points are allocated for your recommendations.
o 16 points are allocated for demonstrating strong critical thinking skills.
o 12 points are allocated for the quality of your writing.
o 12 points are allocated for the organization of ideas and format.
We will give your memos an overall score based on the rubric above; however, the
individual score you receive is determined by 90-10 grading where 10% of your score is
determined by how your team grades your contribution. We provide examples below.
Overall Score (Memo) Average team rating (Individual) Individual Score
92% 100% 92%
92% 80% 90%
92% 60% 88%

Note: You must have your memo reviewed by either Professor Satterstrom, Will Harris, or
the Writing Centre before submission

M&L 5
 Memo 1 – Group Assignment (Satera):
Please submit your memo by Wednesday September 27th, 9:00pm Remember to submit
one copy per team.
▪ Case: Amabile, T. M. & Schatzel, E. A. (2003). The Satera team at Imatron
Systems, Inc. (A). Harvard Business School Case 9-803-141.
▪ Target: You are a consultant hired by Rick Levinger to assess the situation and
provide guidance to Gary Pinto. Please address your memo to Levinger.

After submitting this memo, please complete the individual and team assessments that
will be emailed to you. Your answers are meant to help your team improve and will not
be counted towards your grade.

Memo 2 - Group Assignment (Carolina for Kibera)

Please submit your memo by Wednesday October 11th, 9:00pm.
▪ Case: McGinn, K. L., Kutchma, B., & Hammer, C. B. (2012). Carolina for
Kibera. Harvard Business School Case 9-913-701. (available for free through
NYU library)
▪ Target: Assume you are a consultant hired by Rye Barcott to assess the situation
and provide guidance. Please address your memo to Barcott.

Memo 3 – Final Group Assignment

Instructions: The final memo should be no longer than four pages (not including the
cover page and any additional figures and references), single-spaced, 1- inch margins,
and 12-point Times New Roman font. Please use paragraph headings. The final
assignment will be graded; however, the initial writeup assignment and presentation are
meant to help guide and support you and will not be graded. Remember to submit your
memos on NYU Classes under Assignments. The team member case memo will use the
same grading rubric that we used for the previous two memos, and the research memo
will have a separate rubric. We will also use 90-10 grading for this assignment.

Option 1: Memo based on Team Members Case

You will discuss and select one team member’s case—either a performance gap or an
opportunity gap that the team member 1) observed or experienced, has some
authority/ownership over, and has enough information to conduct a root cause analysis,
2) is interesting and motivating for the team to tackle, 3) is measurable, 4) could impact
the team member and their organization, and 5) has a clear timeline. The
organization/people can be anonymized.

Gap and root causes. Please submit your 1-paragraph write-up by Saturday, October
14th, before the start of class.
▪ Succinctly state the gap that you will address. Explain why you know it is a gap.
Explain why this is the most important gap to address.
▪ State the root causes and explain why you think they are the root causes.

M&L 6
 Feedback. Each team will present their work-in-progress in class on Saturday, October
21st. Each team will have ten minutes to present their congruence model case followed by
five minutes of feedback from the class and instructors.
● Pretend we are the person in the organization you are writing to.
● We will be looking for 1) Content—does the gap, root cause(s), congruence model,
and action plan make sense? 2) Clarity—do you clearly communicate your message?
3) Persuasiveness—Are your arguments convincing? You will be able to incorporate
feedback into your final memo.

Please submit your final memo by Sunday, October 29th, 9:00pm.

Target: Address an appropriate target in the organization and make it compelling /
persuasive.
▪ State a succinct and compelling gap statement.
▪ Provide just enough (one paragraph) context, history, and organizational description
for us to understand the case.
▪ State the root causes, why they are important, and how you came to focus on these
(instead of something else). You will need to have used the Congruence Model to get
to this point.
▪ Propose an action plan. Explain how your specific suggestions address the gap and
root causes, why these are the best steps (why not an alternative and/or how will you
deal with push back), and how would these be carried out.

Option 2: Memo About Recommended Best Practices

Imagine Wagner’s dean Sherry Glied tasked you with writing a memo to help her and her
leadership team think about how to implement the latest research about new technologies
and new ways of working given the school’s unique context.

Please select one of the following or propose a comparable topic for this memo.
 AI and the use of artificial intelligence tools (e.g., GPT, Google Bard) in day-to-
day employee (e.g., staff, faculty) work
 Working with online labor platforms and platform workers
 Using People Analytics for planning and decision-making
 Hybrid work where employees work remotely and in the office
 Your choice

Audience. You are writing to Dean Glied who wants to ensure that Wagner senior
leadership, managers, and employees are using the latest methods and technologies in
their planning and day-to-day work. Dean Glied is an award-winning researcher who
prefers compelling data and logic when making decisions.

Research. Please read peer-reviewed academic articles, conference papers and

proceedings, dissertations, industry journals, market reports, policy statements,
government documents and reports, or other high-quality data sources.

Structure.
 Abstract/Executive Summary (< 100 words)
M&L 7
  Brief Background/Introduction
 Description of Methods (< 100 words)
 Overview of findings
 Recommendations for Dean Glied, including:
o Implementation Timeline (short-term and long-term).
o Benefits and Risks (short-term and long-term).
o Effectiveness and Feasibility
o Challenges to the recommendations/why not an alternative solution?
 Address these questions somewhere in the memo:
o How do your recommendations impact Diversity, Equity, and Inclusion
(DEI)? For example, accounting for biases within AI technology.
o What are the ethical implications, if any, of your recommendations? For
example, how platform work can circumvent unions.
o What assumptions about management and leadership (especially as
discussed in class) are disrupted by these new technologies and
approaches? For example, what it means to be an effective team member
when working in a hybrid environment.

Minimum citations: Please include your citations. We expect at least ten citations (APA
style).

Research Blueprint
Please submit your 1-page write-up by Saturday, October 14th before class begins.
▪ Succinctly state the research question that you seek to answer in your memo to Dean
Glied and why you chose it.
▪ Fill in an initial literature review table with three to four citations (see below).
▪ Provide an outline for your research paper that includes the questions that need to be
addressed in the memo.

Literature Review Table for Blueprint

Relevance to implementation at
Citation Key Takeaways
Wagner
Paper 1
Paper 2
Paper 3

Feedback. Each team will present their work-in-progress in class on Saturday, October
21st. Each team will have ten minutes to present their findings and recommendations
followed by five minutes of feedback from the class and instructors.
● Pretend we are Dean Glied.
● We will be looking for 1) Content—does the research approach seem rigorous? Are
the recommendations well thought out? Have they thought about the implications to
DEI, to ethics, and to current M&L assumptions? 2) Clarity—do you clearly
communicate your message? 3) Persuasiveness—Are your arguments convincing?
You will be able to incorporate feedback into your final memo.
After submitting this assignment, please complete the individual and team assessments.
M&L 8
 Henry and Lucy Moses Center for Students with Disabilities at NYU
I want everyone to do their best work in this course and reach their goals. If you need a formal
accommodation, please visit the Moses Center for Students with Disabilities (CSD) website, call
212-998-4980, or email mosescsd@nyu.edu for information. If do not need a formal
accommodation but have learning needs I should know about, please let me know.

NYU’s Calendar Policy on Religious Holidays

NYU’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.

Statement of Academic Integrity

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
you are unsure about what is expected and how to abide by the academic code, you should
consult with me.

M&L 9
 Please complete by Monday September 4th, 9:00pm

Assignment Description

Complete free Myers Briggs

Survey 1:
Introductory online survey
Survey 2:
Please record a short (1 minutes or less) introduction of yourself on
Video: Brightspace in the Discussions section, including your name, where you are
from, what you studied, what want to learn, and a fun fact about yourself.
Please answer the following questions in as much detail as you can in 1-
page, single spaced, 1-inch margins, and 12-point Times New Roman font.
Please submit your write-up on NYU Brightspace under Assignments.
1) Briefly describe your professional experience—make sure to include
Writing
any experience around management, leadership, and teamwork.
assignment:
2) What are your career aspirations after NYU?
3) What are your strengths and weaknesses as an employee and a
teammate?
4) Describe what you hope to learn and practice in M&L.

M&L 10
 Semester Schedule

Week 1, Day 1 - Saturday, September 9, 2023

Building: Bobst LL138 Loc: Washington Square

Learning Objective for Lesson 1

Lesson 1 Lead and manage individuals, teams, and organizations
a. Understand your strengths and weaknesses as a leader, manager, and
employee
b. Examine your own behavior and beliefs about leadership and managerial
behavior, and contrast, debate, and integrate these ideas with the theories and
observations of others
c. Develop a self-improvement plan

Lesson 1 Introduction to Management and Leadership Activity in class

Gabarro, J. J., & Kotter, J.P. (2005). Managing Your Boss.

Reading: Lesson 1 slides
Harvard Business Review, 83(1). NYU library.
Gilmartin, T. Nana Appiah. Brightspace PDF. Please
come to class prepared to discuss:
1. What is the performance gap (the motivating problem) in
this case? What caused it?
Case: 2. How did Esther and Nana’s assumptions and behaviors Case pictures
contribute to the performance gap?
3. What should Nana do next?
4. What should Esther have done and when should she
have done it?
Case prep: Gomez-Ibañez, J. A. (1986). Learning by the
Prepare case method. Case Program, Harvard Kennedy School of Case method
Government. NYU Brightspace PDF.
Denhardt, R. B., Denhardt, J. V., Aristigueta, M. P., &
Optional Rawlings, K. C. (2013). Leadership in public service
(excerpt). NYU Brighspace PDF.

Learning Objective for Lesson 2

Lesson 2 Build teams effectively
a. Learn when having teams is beneficial and when it is not
b. Thinking through who should be on the team and why

M&L 11
 c. Identify the impact of different types of diversity on teams
d. Understand the components for launching an effective team
Lesson 2 Building High Performing Teams Activity in class

Haas, M., & Mortensen, M. (2016). The secrets of great

Reading 1: teamwork. Harvard Business Review, 94(6), 70-76. NYU Lesson 2 slides
library.
Leonard, D., & Straus, S. (1997). Putting your company's
Reading 2: whole brain to work. Harvard Business Review, 75(4), 110-
122. NYU library.
Phillips, K. W. (2014). How diversity works. Scientific
Optional
American, 311(4), 42-47. Brightspace PDF.
Review your MBTI results. You are encouraged to set up
Review: an advising appointment with OCS to discuss the results of
your MBTI assessment.
Watch this 12 minute video about how to run an effective
Watch and meeting and think about how you would adapt this to your
Team Launch
take notes: organization:
https://www.youtube.com/watch?v=jtzXHre536M
Before class, you will be assigned a role for the simulation.
Please log in via Harvard Business Publishing (in
Simulation the Harvard simulation course pack), review your
Everest intro
prep: information, conduct this system
check (http://forio.com/hbp-
support/#check/simulations/ob).

Assignment Due Wednesday, September 20th at 9:00 pm

Team launch Finish your team launch if you ran out of time in class.
Complete the Everest simulation (hold 2 hours for a meeting with your
Everest simulation team outside of class).
Simulation Individually - briefly report out on your Everest experience in the Discussion
section.
Austen-Smith, D., Feddersen, T. Galinsky, A. & Liljenquist, K. Kidney
Case. Kellogg DRRC. Read the role information in the Brightspace PDF
Kidney Survey
and fill out this survey

M&L 12
 Assignment Longer Term

Start working with your groups on the analytical group memo – due
Satera Memo
Wednesday September 27th.

Note: If we run out of time and do not get to your comment or if you need more time to
think through a response, please feel free to post to “Discussions” for that Lesson. I read
through them, and your participation there will count toward your overall participation
grade

M&L 13
 Week 2, Day 2 - Saturday, September 23, 2023
Building: Bobst LL138 Loc: Washington Square

Learning Objectives for Lesson 3

Lesson 3 Building and coaching teams; teamwork
a. Manage team/group processes, relationships, and responsibilities
b. Understand how teams can make decisions more effectively
c. Use frameworks for evaluating team effectiveness
d. Understand the basics of teaming

Lesson 3 Team processes and effectiveness Activity in class

Detert, J.R. & Burris, E.R. (2016). Can your employees

Reading 1: really speak freely? Harvard Business Review, 94(1), 80- Lesson 3 slides
87. NYU library.
Eisenhardt, K. M., Kahwajy, J. L., & Bourgeois, L. J.
Reading 2: (1997). How management teams can have a good fight. Everest debrief
Harvard Business Review, 75(4), 77-85. NYU library.
Roberto, M. A., (2002). Lessons from Everest: The
Reading 3
interaction of cognitive bias, psychological safety, and
(skim for
system complexity. California Management Review.
content):
45(1):136-158. NYU Brightspace PDF.

Learning Objective for Lesson 4

Lesson 4 Using your power for good
a. Identify and learn to use your sources of power
b. Learn about influence in written and verbal communication
c. Practice using different influence techniques

Lesson 4 Power & Influence Activity in class

Long Lingo, E. & McGinn, K.L. (July-August 2020). A new
Reading /
prescription for power. Harvard Business Review, 98(4) 66- Lesson 4 slides
Listening:
75. (Google article for audio option.) NYU library.
Austen-Smith, D., Feddersen, T. Galinsky, A. & Liljenquist,
Exercise:
K. Kidney Case. Brightspace PDF. Read the role information
Role play in class
and complete survey by Wednesday, September 20th at
9:00 pm
Cialdini, R. B. The Science of
Persuasion: Take notes about how you would convince the
Video:
Transplant Review Board to give your candidate the kidney.

Heimans, J. (2014). What new power looks like. TED

Optional
video:

M&L 14
 Assignment Due Wednesday, September 27th at 9:00 pm

Satera Memo Submit one memo per team.

Kidney case Complete the second Kidney Case survey as soon after class as possible:
survey 2

Assignment Longer Term

Reflected Best Start thinking about contacting people for your reflected best self assignment
Self due Sat October 28th.
Start thinking about your final memo. Consider whether you will do option 1
Memo 3 or 2 and start working on the gap/root causes or the research blueprint due
Saturday, October 14th before class.

M&L 15
 Week 3, Day 3 - Saturday, September 30, 2023
Building: Bobst LL138 Loc: Washington Square

Learning Objectives for Lesson 5

Lesson 5 How to make effective and moral decision
a. Basics of systematic and unconscious biases
b. Improve your decision-making skills
c. Consider the role of ethics and how it is different from good intentions
d. Apply all of the above to demographic differences (e.g., race, gender, sexual
orientation, nationality, religion, political orientation, etc.)

Lesson 5 Decision making Activity in class

Bazerman, M. H., Gino, F., & Shonk. K. (2016).

Reading 1: Organizational behavior reading: Decision making. Harvard Lesson 5 slides
Business Publishing Education. In the course pack.
Reading 2: Zhang, T., Gino, F., & Bazerman, M. H. (2014). Morality
(skim for rebooted: Exploring simple fixes to our moral bugs.
content) Research in Organizational Behavior, 34, 63-79. PDF
Austen-Smith, D., Feddersen, T. Galinsky, A. & Liljenquist,
K. Kidney Case. Kellogg DRRC. Read the role information
again. We are no longer thinking about how you influence
Reading 3: Exercise
the kidney board. Now we are thinking about you as the
kidney board – what process and criteria would you use to
select who gets a kidney?

Learning Objectives for Lesson 6

Lesson 6 How to apply best practices for inclusion
a. Understand research on inclusion practices in organizations
b. Frameworks for understanding and reducing bias in hiring
c. How to build a developmental network

Lesson 6 DEI and Networks Activity in class

Thomas-Brietfeld, S. (2017). How to think differently about

diversity in nonprofit leadership: Get comfortable with
Reading 1: discomfort. Nonprofit Quarterly. Available online: Lesson 6 slides
https://nonprofitquarterly.org/2017/04/10/think-differently-
diversity-nonprofit-leadership-get-comfortable-discomfort/
Creary, S.J., Rothbard, N, & Scruggs, J. 2021. Improving
Reading 2: workplace culture through evidence-based diversity, equity,
and inclusion practices.

M&L 16
 Hoffman, A. (2017). How Do We Get There? EDF Manages
a New Diversity Plan. William Davidson Institute (WDI) at
the University of Michigan. In course pack. Think about the
following questions:
● What gap should we discuss in class?
● How would you map the situation to the Congruence
Case: Case discussion
Model as you consider root causes?
● Using the Nishi et al. (2018) model, what are some
HR and diversity practices (e.g., ability-enhancing,
motivation-enhancing, opportunity-enhancing) that
you would recommend? Why?

Nishii, L. H., Khattab, J., Shemla, M., & Paluch, R. M.

(2018). A multi-level process model for understanding
Optional:
diversity practice effectiveness. Academy of Management
Annals, 12(1), 37-82. NYU Brightspace PDF.
Dobbin, F., & Kalev, A. (2016). Why diversity programs fail
Optional: and what works better. Harvard Business Review, 94(7-8),
52-60. NYU library.
Creary, S. (2021). Evidence-based tips, strategies, and
Optional:
takeaways

Assignment Assignment due Wednesday October 4th 9:00pm

Read the "Building a developmental network" guide and use

Network this workbook to complete this exercise. On the last page of the guide and
assignment: workbook are instructions for your 1-page “reflection and action” response.
Please post this in Assignments.

Thomas Kilman
Complete before the start of next class. PDF in NYU Brightspace. Due
Conflict
Saturday, October 7th.
assessment

Assignment Longer Term

Continue working on the gap/root causes or the research blueprint due

Memo 3 Saturday, October 14th before class.

Reflected Best Continue working on reflected best self assignment.

Self

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 Week 4, Day 4 - Saturday, October 7, 2023
Building: Bobst LL138 Loc: Washington Square

Learning Objective for Lesson 7

Lesson 7 How to create value
a. Understand the basics of negotiation
b. Learn how to create value for yourself and others
c. Gain comfort and confidence in approaching and engaging in a negotiation

Lesson 7 Negotiation Activity in class

Exercise: Thomas Kilman Conflict assessment. Complete before the

start of class. PDF in NYU Brightspace Lesson 7 slides
Reading: Bazerman, M. H., Gino, F., & Shonk. K. (2017).
Organizational behavior reading: Negotiation. Harvard
Business Publishing Education. In the course pack.
Optional Neale, M. (2013). Negotiation: Getting what you want.
video:

Learning Objective for Lesson 8

Lesson 8 Motivation
a. Recognizing individual and contextual differences in motivation
b. Learning to approach motivation holistically
c. Better understand the types and effects of individual and team goals

Lesson 8 Motivation Activity in class

Reading 1: Black, J. S. & Bright, D. S. (2019). Motivation. In

Organizational Behavior, chapter 7 (7.1 – 7.4):
Lesson 8 slides
https://openstax.org/books/organizational-behavior/pages/7-
introduction
Reading 2: Pfeffer, J. (2005). Putting People First: How Nonprofits that
Value their Employees Reap the Benefits in Service
Quality, Morale, and Funding. Stanford Social Innovation
Review, 3(1), 27-33. NYU Brightspace PDF.
Case: Dutton, J. (2009). Job Crafting at Burt’s Bees. Center for
Positive Organizations. In course pack.
Please come to class prepared to discuss: Case discussion
1. Why do employees job craft? and job crafting
2. How would you summarize the way each person crafted exercise
his or her job? What does this tell you about the options that
people have in crafting their jobs?

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 Lesson 8 Motivation Activity in class

3. In what ways is job crafting beneficial for the four

employees described in the case?
4. In general, what are the potential benefits and costs of job
crafting?

Assignment

Job crafting Finish your job crafting exercise and post a short reflection on your take-away
reflection from this exercise in Brightspace Discussion by October 11th at 9:00pm.
Carolina for Carolina for Kibera case available through NYU's HBS case study collection
Kibera Memo (note: you cannot save or print the document, it’s a free digital version). Due
(Group Wednesday, October 11th at 9:00 pm
assignment)
Memo 3 part 1: Please submit assignments by Saturday, October 14th, before class.
▪ Succinctly state the gap that you will address. Explain why you know it
is a gap. Explain why this is the most important gap to address.
▪ The research blueprint includes the research question you are
answering in the memo, the abbreviated literature review, and the
outline.

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 Week 5, Day 5 - Saturday, October 14, 2023
Building: Bobst LL138 Loc: Washington Square

Learning Objective for Lesson 9

Lesson 9
Problem solving & Strategy
a. Analyze and understand the role of mission and theory of change
b. Learn the key features of an organization’s strategy
c. Understand how strategies need to be monitored and adapted

Lesson 9 Strategy Activity in class

Meehan III, W. F., & Jonker, K. S. (2017). Chapter 1 pp.

29-33 (but feel free to skim the rest). Chapter 2 pp.49-
Reading 1: Lesson 9 slides
76. Engine of impact: Essentials of strategic leadership in
the nonprofit sector. Stanford University Press.
Nelson, B.J. & Hummer, A. (2004). Mission expansion: The
origins of the YWCA’s anti-racism campaign. In Nelson, B.
Leadership and Diversity: A Case Book. UCLA. NYU
Brightspace PDF.
Please come to class prepared to discuss:
Case: 1. By 1970, in what ways was the YWCA and its work Case discussion
aligned and misaligned with its mission?
2. What were the goals behind the One Imperative?
3. Explain the approach used by members of the Conference
of Black Women to reach these goals. How did the structure
of the YWCA help and hurt this effort?

Learning Objectives for Lesson 10

Lesson 10 Alignment & Structure
a. Identify, analyze, and address underlying issues
b. Analyze and assess environmental context
c. Understand and work within formal and informal structures
d. Make tradeoffs about organizational designs

Lesson 10 Alignment & Structure Activity in class

Reading 1: The congruence model: A roadmap for understanding

organizational performance. Mercer Delta. NYU Brightspace Lesson 10 slides
PDF.
Reading 2: Bright, D. S. & Cortes, A. H. (2019). External and internal
organizational environments and corporate culture. In
Principles of Management chapter 4 (4.3 – 4.4)

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 Reading 3 Altman, E.J., Schwartz, J., Kiron, D., Jones, R., & Kearns-
Manolatos, D. (2021). Workforce Ecosystems: A New
Strategic Approach to the Future of Work. MIT Sloan
Management Review. pp. 3-8, 12-17. NYU Brightspace.
Case: Galunic, C. & Tierney, W. D. (2015). Wildfire entertainment:
Organizational Structure Archetypes. INSEAD. In the course
pack.
Please come to class prepared to discuss: Case discussion
What are the pros and cons of the three main organizational
archetypes that Wildfire used: functional, matrix/hybrid, and
divisional?

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 Week 6, Day 6 - Saturday, October 21, 2023
Building: Bobst LL138 Loc: Washington Square

Team Presentations. Each team will have 10 minutes to present their team member case or
research followed by 4 minutes of Q&A.
1. For the team member case you are presenting to your target (i.e., the person in the
organization you are writing to). You will be graded on: 1) Content—does the gap, root
cause(s), congruence model, and action plan make sense? 2) Clarity—do you clearly
communicate your message? 3) Persuasiveness—Are you convincing and memorable?
2. For the research memo you will be graded on: 1) Content—does the research approach
seem rigorous? Are the recommendations well thought out? Have they thought about the
implications to DEI, to ethics, and to current M&L assumptions? 2) Clarity—do you
clearly communicate your message? 3) Persuasiveness—Are your arguments convincing?
Audience. As an audience member, you will be given a sheet to fill out for each presentation.
You are expected to listen carefully, ask clarifying questions after the presentation, and provide
specific, useful, and reasonable advice to the presenter. Think about the advice you would want
to receive and think about what would be of most value to the presenter.

Learning Objective for Lesson 12

Lesson 12 Problem solving & Strategy
a. Identify, analyze, and use organizational culture
b. Understand the impact of organizational culture on an organization’s ability to
benefit from diversity

Lesson 12 Organizational culture

Activity in class
Reading 1: Schein E. H. (2016). Organizational culture and leadership
defined (pp.3-7). The three levels of culture (Ch2, pp. 17-
30). Organizational culture and leadership: A Dynamic Lesson 12 slides
View. San Francisco: Jossey-Bass Inc. NYU Brightspace
PDF.
Reading 2: Barsade, S., & O’Neill, O. A. (2016). Manage your
emotional culture. Harvard Business Review, 94(1), 58-66.
NYU library.
Reflection: Please come to class prepared to discuss:
1. Reflect on your organization’s culture.
2. What are the artifacts, values, and assumptions that define
your organization’s culture?
3. How would you describe the emotional culture of your
organization?
Optional Thomas, D. A., & Ely, R. J. (1996). Making differences
reading: matter. Harvard Business Review, 74(5), 79-90. NYU
library.

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 Assignment Assignments Due

Reflected Best Reflected best self-assignment due October 28th before class.
Self
Final Memo Final memo due October 29th at 9:00pm.

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 Week 7, Day 7 - Saturday, October 28, 2023
Building: Bobst LL138 Loc: Washington Square

Learning Objective for Lesson 13

Creating change within or across organizations, communities, policy
Lesson 13
areas
a. Understand the basic elements of using your story to create change
b. Understanding how to convey information convincingly and succinctly
c. Map the power structure in your team, organization, and/or coalition
d. Understanding the individual, team, organizational, and leadership
components of leading change.

Lesson 13 Leading change Activity in class

Reading 1 Stouten, J., Rousseau, D. M., & De Cremer, D. (2018).

(skim for Successful organizational change: Integrating the
Lesson 13 slides
content): management practice and scholarly literatures. Academy of
Management Annals, 12(2), 752-788. NYU Brightspace
PDF.
Reading 2 Ganz, Marshall. 2010. Leading Change. In Nohria &
(skim for Khurana (ed.) Handbook of Leadership Theory and Practice. In-class exercise
content): Harvard Business Press. (Skim for content). NYU
Brightspace PDF.
Watch and Watch this 7 minute video about story boarding:
take notes: (https://www.youtube.com/watch?v=eSGkeXsaXSY)

Learning Objective for Lesson 14

Lesson 14 Leadership
a. Building self-awareness
b. Building tools to increase performance during crisis
c. Practicing creating and communicating a personal leadership vision
d. Understanding principles of leadership, particularly in the public and non-profit
sectors

Lesson 14 Bringing it all together Activity in class

Case: Satterstrom, P., Nisenkier, R., & Quinn, A. The Fund

Lesson 14 slides
Excluded Workers Campaign.

Final exam review: Please bring questions, including sample questions, for us to discuss and
work through in class.

Final exam will open on Brightspace on October 30th at 9am and will be due on November
7th at 9pm.

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 Additional Optional Readings

Management & Leadership

Self-reflection Roberts, L. M., Spreitzer, G., Dutton, J., Quinn, R., Heaphy, E., & Barker, B.
(2005). How to play to your strengths. Harvard Business Review, 83(1), 74-80.
Leadership Gallo, A. (July 26, 2012). Why aren’t you delegating? HBR
The science of success podcast. (2017). Evidence reveals the most important
skill of the 21st century (self-awareness) with Dr. Tasha Eurich.
Increasing ● Morgan Roberts, L. & Mayo, T. (2019). Toward a racially just workplace. (Part
equity of a 5-part series on “Advancing Black Leaders”). HBR
● Livingston, R. (2020). How to promote racial equity in the workplace. Harvard
Business Review, 98(5), 64-72.
● Kaplan, S. (2020). Why the ‘business case’ for diversity isn’t working. Fast
Company
● Druhan, C. (2020). Moving beyond the business case for queer and trans
inclusion. IN Magazine
● Dobbin, F., & Kalev, A. (2016). Why diversity programs fail and what works
better. Harvard Business Review, 94(7-8), 52-60. NYU library.
● Chang, E.H., Milkman, K.L., Zarrow, L.J., Brabaw, K., Gromet, D.M., Rebele,
R., Massey, C., Duckworth, A.L. and Grant, A., (July 9, 2019). Does Diversity
Training Work the Way It’s Supposed To?. Harvard Business Review. NYU
library.
● Pedulla, D. (May 12, 2020). Diversity and inclusion efforts that really work.
Harvard Business Review.
● Business Wire (2011). When Fair Goes Foul: MIT Sloan Researcher Finds That
Efforts to Promote Workplace Meritocracy Can Have the Opposite Effect.
Available online:
http://www.businesswire.com/news/home/20110502006774/en/Fair-Foul-MIT-
Sloan-Researcher-Finds-Efforts#.VebJjZcXu77

Diversity ● Phillips, K. W. (2014). How diversity works. Scientific American, 311(4), 42-
47. Brightspace PDF.
● Pisano, G. P. (2017). Neurodiversity as a Competitive Advantage. HBR
● Creary, S. website
● Ely, R. J., & Thomas, D. A. (2001). Cultural Diversity at Work: The
Moderating Effects of Work Group Perspectives on Diversity. Administrative
Science Quarterly 46(2), 229–273. (This is an academic article, and it might
seem long and dense, so skim it to understand the main findings.)
● Mannix, E. & Neal, M. (2005). What differences make a difference? The
promise and reality of diverse teams in organizations. Psychological Science in
the Public Interest, 6(2), 31-55.

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 Crisis ● Thriving in trying times. Center for positive organizations.
● Managing working parents during the pandemic. Harvard Business Review,
IdeaCast

Reducing ● Dobbin, F. & Kalev, A. (2020). Why sexual harassment programs backfire.
sexual Harvard Business Review 98 (3), p44-52.
harassment
Providing ● Mavis and company
feedback
Decision ● Dovidio, J. F., & Gaertner, S. L. (2005). Color blind or just plain blind. The
making Nonprofit Quarterly, 12(4). Available online:
https://nonprofitquarterly.org/2005/06/21/color-blind-or-just-plain-blind-the-
pernicious-nature-of-contemporary-racism/
● http://ncase.me/polygons/
Negotiation ● Gallo, A. (March 17, 2016). How to disagree with someone more powerful than
you. HBR.
● Castrillon, C. (2020). How to negotiate a job offer during COVID. Forbes
● Malhotra, D., & Bazerman, M. H. (2008). Confronting lies and deception.
Negotiation genius: How to overcome obstacles and achieve brilliant results at
the bargaining table and beyond (pp.196-218). Bantam. NYU Brightspace
PDF.
● Hernandez, M., Avery, D. R., Volpone, S. D., & Kaiser, C. R. (2018).
Bargaining while Black: The role of race in salary negotiations. Journal of
Applied Psychology, 104(4), 581-592. NYU Brighspace PDF.
● Bowles, H. R., Thomason, B. J., & Bear, J. B. (2019). Reconceptualizing What
and How Women Negotiate for Career Advancement. Academy of
Management Journal.

Voice ● Satterstrom, P., Kerrissey, M., & DiBenigno, J. (2020). The Voice Cultivation
implementation Process: How Team Members Can Help Upward Voice Live on to
Implementation. Administrative Science Quarterly, 0001839220962795.
Public speaking ● Watch this public speaking for quiet people video:
(https://www.youtube.com/watch?v=Egq6IPUMgh4)
Helping ● Fisher, C. M., Amabile, T. M., & Pillemer, J. (2021). How to help (without
micromanaging). Harvard Business Review
Motivation ● The surprising truth about what motivates us

● Cherry, K. The psychology of flow.

Meetings ● Whetten, D. A., & Cameron, K. S. (2005). Conducting Meetings. In Developing

Management Skills (6th ed.), pp. 583-591. Upper Saddle River, NJ: Prentice
Hall. (On reserve at NYU Bobst)

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 Virtual work
Virtual mgmt ● Davey, L. (2017). How to resolve conflicts with a remote coworker. HBR:
Giving Feedback.
● Nawaz, S. (2020). How managers can support remote employees. HBR:
Communication.
Carucci, R. (2020). How to manage an employee who’s struggling to perform
remotely. HBR: Managing People.
● Larson, B.L., Vroman, S.R., & Makarius, E. E. (March 18, 2020). A guide to
managing your (newly) remote workers. HBR: Leading Teams
Virtual ● Axtell, P. (2016). What everyone should know about running virtual meetings.
meetings HBR
● Axtell, P. (2016). When your boss is terrible at leading meetings. HBR
● Hale, J., & Grenny, J. (2020). How to get people to actually participate in
virtual meetings. HBR
● Molinsky, A. (2020) Virtual meetings don’t have to be a bore. HBR
● Raffoni, M. (2020). 5 questions that (new) virtual leaders should ask
themselves. HBR
Teams
Videos about ● Professor Leigh Thompson (she and I think similarly / differently about topics)
teams ● How to build trust on your virtual team

Books about ● Hackman, J. R., & Hackman, R. J. (2002). Leading teams: Setting the stage for
teams great performances. Harvard Business Press.
● Wageman, R., Nunes, D. A., Burruss, J. A., & Hackman, J. R. (2008). Senior
leadership teams: What it takes to make them great. Harvard Business Review
Press.
● Hackman, J. R. (2011). Collaborative intelligence: Using teams to solve hard
problems. Berrett-Koehler Publishers.
● Thompson, L. L., & Thompson, M. (2008). Making the team: A guide for
managers. Pearson, 6th Ed.
● She has many popular press articles
Podcasts about ● TED Business sometimes includes teams
teams
● Teams in primary care with Ann O’Malley and Patricia Satterstrom

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 Virtual teams ● Managing Virtual Teams Executive Brief. CEB HR Leadership Council.
● Ferrazzi, K. (2014). Getting virtual teams right. Harvard Business Review,
92(12), 120-123.
● Bakken, R. (2018). Challenges to managing virtual teams and how to overcome
them
● Gardner, H. K. and Matviak, I. (2020). Coronavirus could force teams to work
remotely. HBR: Leading Teams.
● Greer, L. (2020). Why remote work makes teams (and leaders) better

Leading teams ● Prof Amy Edmondson’s Ted Talk: How to turn a group of strangers into a team
● Articles and podcasts compiled
● Watkins, M. D. (2016). Leading the team you inherit. HBR
● Duhigg, C. “What Google learned from its quest to build the perfect team.” The
New York Times. February 25, 2016.
● Lau, D. C., & Murnighan, J. K. (1998). Demographic diversity in faultlines:
The compositional dynamics of organizational groups. Academy of
Management Review, 23(2), 325-340.
● Lee Cunningham, J., Gino, F., Cable, D., & Staats, B. (2020). Seeing oneself as
a valued contributor: social worth affirmation improves team information
sharing. Academy of Management Journal, NYU Classes PDF. This article is
summarized in this video:
https://www.youtube.com/watch?app=desktop&v=jcu_MU7UieQ&feature=you
tu.be.

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