BU.930.630.XX–Solving Organizational Problems– Page 1 of 6

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Solving Organizational Problems

1 Credit
BU.930.630.XX
[NOTE: Each section must have a separate syllabus.]
[Day &Time / ex: Monday, 6pm-9pm]
[Start & End Dates / ex: 3/24/17–5/12/17]
[Semester / ex: Spring 2017]
[Location / ex: Washington, DC]

Instructor

[Full Name]

Contact Information

[Email Address]

[Phone Number, ###- ###-#### (Optional)]

Office Hours

[Please specify the day and time of the 2 hours that will be dedicated to office hours each week. For evening classes, faculty may wish to hold their office hours by phone or email. While faculty are permitted to state “and by appointment,” office hours should not be held exclusively by appointment.]

Required Text(s) & Learning Materials

Required Books:

  • Raisel, E. M.,Friga, P. N. (2002). The McKinsey mind: Understanding and implementing the problem-solving tools and management techniques of the world’s top strategic consulting firm. New York, NY: McGraw-Hill.
  • Pfeffer, J., & Sutton, R. I. (2006). Hard facts, dangerous half-truths, and total nonsense: Profiting from evidence-based management.Boston, MA: Harvard Business School Publishing.

Required Readings:

  • Selections from:
  • Ferrari, B. T. (2012). Power listening: Mastering the most critical business skill of all. New York, NY: Penguin Group.
  • Kahneman, D., Lovallo, D., & Sibony, O. (2011). The big idea: Before you make that big decision. Harvard Business Review, 89(6): 51–60.
  • LaFasto, F. M. J., & Larson, C. (2001). When teams work best: 6,000 team members and leaders tell what it means to succeed.Thousand Oaks, CA: Sage.

Course Description

This course aims to equip GMBA Innovation for Humanity (I4H) teams with the fundamental knowledge and skills needed to thrive in their I4H projects and future organizational problem-solving endeavors. It differs from other management courses in its focus on the specific challenges faced by problem-solving teams (e.g., I4H teams) versus teams or individuals in other organizational settings (e.g., decision-making situations, organizational change efforts). It includes units intended to help students set up a problem-solving team for success, follow the iterative problem-solving process, adapt that process to manage scope and ambiguity, and both collect and evaluate the quality of problem-relevant evidence. Students will leave with foundational abilities needed to solve organizational problems.

Prerequisite(s)

None

Learning Objectives

By the end of this course, students will be able to:

  1. Maximize the likelihood a problem-solving team will be successful.
  2. Define and redefine an organizational problem through an iterative process.
  3. Manage scope and ambiguity throughout a problem-solving project.
  4. Gather and evaluate the quality of problem-relevant evidence.

To view the complete list of Carey Business School’s general learning goals and objectives, visit the Carey website.

Course Overview and Structure

This course is fundamentally linked to I4H: The four units in the course will impart the fundamental knowledge and skills needed for students to thrive in their I4H teams and beyond. We will strive to deliver the course lessons in a just-in-time fashion, at the moment they are most needed in I4H. First, we’ll examine the early stages of a team’s life, examining some problems that can threaten the team’s performance and developing some strategies to avoid them. Next, we’ll discuss and practice the iterative process of defining and redefining a problem in collaboration with a problem owner. Then, we’ll develop some strategies for managing project scope and ambiguity throughout a problem-solving project. The course will conclude with a focus on problem-relevant evidence—in particular, how to gather evidence and evaluate its quality. Students will leave fully equipped to excel as members and leaders of problem-solving teams.

Throughout the course, we will follow the same basic learning approach grounded in exercises and student participation. We will also assume a yin-and-yang view of theory and practice, adopting psychologist Kurt Lewin’s dictum that, “There is nothing so practical as a good theory.” In short, we will seek to use evidence for the practical purpose of becoming better organizational problem-solvers.

Attendance
Attendance is required for all sessions and will count toward students’ participation grades.

Assignments

Your grade will be calculated as follows:

Assignment / Learning Objectives / Weight
Participation / 1, 2, 3, 4 / 20%
Team contract / 1 / 30%
Malvuwasi progress memo / 2, 3 / 20%
I4H problem assessment / 1, 2, 3, 4 / 30%
Total / 100%
  • Participation:Students will be graded based on their attendance and participation in class exercises and sessions. Participation in exercises will be evaluated in terms of students’ preparation and active engagement. Participation in class sessions will be evaluated in terms of the quality of students’ contributions to the discussion. High-quality comments have one or more of the following properties:
  • Offer a different and unique, but relevant, perspective based on analysis
  • Help move the discussion and analysis forward
  • Build upon the comments of classmates
  • Transcend the “I feel” syndrome—that is, include evidence
  • Link relevant concepts to current events or work experiences

Since organizational problem-solvers often need to respond “on their feet” to problem owners’ questions and demands, the instructorwill also occasionally “cold call” students. The quality of student responses will also contribute to their participation grade. Overall, participation will count for 20% of student grades.

  • Team contract: I4H team members will develop their own team contract for their upcoming fieldwork, along with a short written report describing the considerations that went into it. Instructions about the content of the contract will be provided in class and are available on Blackboard, but teams will ultimately define the content of their own contracts. Feedback will be provided so that students can revise and use their contracts for I4H. The grade for this assignment will reflect adherence with the rules (see Blackboard) and the likelihood that a team’s contract will foster an effective problem-solving team dynamic, as discussed in class. The team contract will count for 30% of student grades.
  • Malvuwasi progress memo: I4H teams will submit a short progress memo before Session 3 to demonstrate that they have internalized the iterative problem-solving process and applied it to the case. For more information, please see the instructions on Blackboard. The effort and critical thought reflected in this memo will count for 20% of student grades.
  • I4H problem assessment:Students will attempt an initial definition of the problem that their I4H problem owner is facing, along with an initial assessment of the evidence that might be relevant to their upcoming I4H fieldwork. More information on this assignment is available on Blackboard. The grade for this assignment will reflect the extent to which each contract “makes the most” of the available information from I4H; is clear, concise, and comprehensible; and reflects the iterative process discussed in class.

Grading

Grades are determined as follows. The grade of “pass” will be given to students who demonstrate one of the following two levels of performance:

  • Exceptional performance. Through class participation, consistently demonstrates exemplary preparation, thoughtfulness, learning, insight, and analysis. Always engages in humble self-reflection and never has an unapproved absence. Through written assignments, conveys not only a grasp of all course concepts covered to-date but a unique ability to connect, analyze, and extend them to novel situations. Tells the instructors something they had not already considered. Through the final exam, demonstrates complete mastery of all course concepts, ability to retrieve them from memory quickly, and an ability to communicate them with unusual clarity.
  • Normal performance. Through class participation, consistently demonstrates adequate preparation, thoughtfulness, and learning; shows some additional insight and analysis. Usually engages in humble self-reflection and never has an unapproved absence. Through written assignments, conveys a grasp of all course concepts and some ability to connect, analyze, and extend them to novel situations. Tells the instructors something they already know. Through the final exam, demonstrates general understanding of all course concepts, ability to retrieve them from memory quickly, and ability to communicate them clearly.

The grade of “fail” will be given to students who demonstrate one of the following two levels of performance:

  • Minimally adequate performance. Through class participation, periodically demonstrates adequate preparation, thoughtfulness, and learning; shows little or no additional insight or analysis. Rarely engages in humble self-reflection and/or could have one or more unapproved absences. Generally but not necessarily has one or more unapproved absences. Through written assignments, conveys a grasp of some course concepts but a limited ability to connect, analyze, and extend them to novel situations. Often tells the instructors something unclear or inaccurate. Through the final exam, demonstrates limited understanding of course concepts, inability to retrieve them from memory quickly, and/or inability to communicate them clearly.
  • Inadequate performance. Through class participation, rarely demonstrates adequate preparation, thoughtfulness, learning, insight, or analysis. Never engages in humble self-reflection and/or could have one or more unapproved absences. Through written assignments, conveys a grasp of few course concepts and little or no ability to connect, analyze, and extend them to novel situations. Usually tells the instructors something unclear or inaccurate. Through the final exam, demonstrates limited understanding of course concepts, inability to retrieve them from memory quickly, and/or inability to communicate them clearly.

BU.930.630.XX–Solving Organizational Problems– Page 1 of 6

Tentative Course Calendar
The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress.Below are the course calendar at-a-glance and a detailed course calendar. Since the structure and scheduling of this course are unique, please review these calendars carefully.

Calendar at-a-Glance

Class / Date / Time / Location / Topic
1 / Wednesday, 1:30pm-4:30pm / Fourth Floor Conference Center (Mediterranean and Atlantic Rooms) / Introduction and setting up a problem-solving team for success
2 / Tuesday, 8:30am–11:30am / Harbor East 203/204 / The iterative problem-solving process I
-- / No class / -- / --
3 / Tuesday, 8:30am–11:30am / Harbor East 203/204 / The iterative problem-solving process II
4 / Tuesday, 8:30am–11:30am / Harbor East 203/204 / Gathering and evaluating evidence

Detailed Course Calendar

Class / Date / Topic / Activities / Due Before Class / Do After
Class / Required Reading After Class
1 / Introduction and setting up a problem-solving team for success / C-Suite / -- / Team contract / Malvuwasi case
Narrated slideshow: Logic Trees
RaiselFriga (2002): Introduction, Chapter 6
LaFasto & Larson (2001): Chapter 3
2 / The iterative problem-solving process I / Malvuwasi / Team contract / Malvuwasi progress memo / Malvuwasi case
RaiselFriga (2002): Chapters 1–2
Ferrari (2012): Chapters 1–6
-- / No class / -- / -- / -- / --
3 / The iterative problem-solving process II / Malvuwasi / Malvuwasi progress memo / I4H problem assessment / Carter Racing case
RaiselFriga (2002): Chapters 7–8
4 / Gathering and evaluating evidence / PICOC
Carter Racing / I4H problem assessment / -- / RaiselFriga (2002): Chapters 3–4
Pfeffer & Sutton (2006)
Kahneman et al. (2011)

BU.930.630.XX–Solving Organizational Problems– Page 1 of 6

Carey Business School

Policies and General Information

Blackboard Site

A Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at Support for Blackboard is available at 1-866-669-6138.

Course Evaluation

As a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.

Disability Support Services

All students with disabilities who require accommodations for this course should contact Disability Support Services at their earliest convenience to discuss their specific needs. If you have a documented disability, you must be registered with Disability Support Services ( or 410-234-9243) to receive accommodations. For more information, please visit the Disability Support Services webpage.

Academic Ethics Policy

Carey expects graduates to be innovative business leaders and exemplary global citizens. The Carey community believes that honesty, integrity, and community responsibility are qualities inherent in an exemplary citizen. The objective of the Academic Ethics Policy (AEP) is to create an environment of trust and respect among all members of the Carey academic community and hold Carey students accountable to the highest standards of academic integrity and excellence.

It is the responsibility of every Carey student, faculty member, and staff member to familiarize themselves with the AEP and its procedures. Failure to become acquainted with this information will not excuse any student, faculty, or staff from the responsibility to abide by the AEP. Please contact the Student Services office if you have any questions. For the full policy, please visit the Academic Ethics Policy webpage.

Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.

Student Conduct Code

The fundamental purpose of the Johns Hopkins University’s regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. Please contact the Student Services office if you have any questions. For the full policy, please visit the Student Conduct Code webpage.

Student Success Center

The Student Success Center offers free online and in-person one-on-one and group coaching in writing, presenting, and quantitative courses. The center also offers a variety of workshops, exam study sessions, and instructor-led primer seminars to help prepare students for challenging course content, including statistics and accounting. For more information or to book an appointment, please visit the Student Success Center website.

Other Important Academic Policies and Services

Students are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic Catalog and Student Resources for information regarding the following items:

  • Statement of Diversity and Inclusion
  • Inclement Weather Policy

Copyright Statement

Unless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only.The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code.