To study the relationship between the fundamental structures/processes of organization and the "pathologies" to which organizations are prone, with particular emphasis on public sector and non-profit organizations. To apply and sharpen our understanding of the nature and causes of organizational pathology by closely examining specific instances of organizational failure. To deepen the students understanding of how management policy an employee behavior can undermine the efficient, effective and lawful delivery of goods and services by public, non-profit and private organizations. To analyze organizational pathologies such as corruption, fraud, waste, abuse of power, secrecy, institutionalization, favoritism/nepotism, racism/sexism, and obstruction of oversight. To study and assess how leadership, oversight and structural reform can help renew organizations beset by critical and/or chronic failures of performance. To have every student demonstrate his/her understanding of the causes, symptoms, progression and treatment of organizational pathology in general and with respect to a specific organization.

William Bratton with Peter Knobler, Turnaround: How America’s Top Cop Reversed the Crime Epidemic. New York: Random House, 1998 http://www.amazon.com/exec/obidos/ASIN/0679452516/o/qid=966617971/sr=2-3/103-5646095-2698247

David Osborne and Peter Plastrik. Banishing Bureaucracy: The Five Strategies for Reinventing Government. New York: Plume, 1998 (Paperback). http://www.amazon.com/exec/obidos/ASIN/0452279801/qid=966617820/sr=1-2/103-5646095-2698247

 Noel Tichy with Eli Cohen, The Leadership Engine: How Winning Companies Build Leaders at Every Level. New York: Harper Business, 1997 http://www.amazon.com/exec/obidos/ASIN/0887307930/o/qid=966618071/sr=2-1/103-5646095-2698247

The links for the required books are to Amazon.com, as are the links in the bibliography. The links are designed to allow students and prospective students to get a better idea about the reading material in the course. Students in the course may obtain their books wherever they please. These books are available in the John Jay Bookstore, as well as at other on-line retailers.

Each class depends on student participation. Effective student participation requires that assignments be completed before class. To this end, written answers to any FORUM QUESTIONS must be made before our weekly class meeting. Students are expected to contribute to classroom discussions moderated by the instructor. Students are also expected to participate with questions and clarifications during formal presentations made by students in the last five weeks of class. Classroom contributions require regular attendance, and grading penalties will be assessed for missing formal presentations or for missing three or more classes.

A term paper, due Week 13 will be required. This paper shall consist of a clinical evaluation of the origins and development of a major crisis confronting an organization. The paper shall also describe and analyze any the steps taken to avert and/or reverse the crisis. More detailed suggestions about the organization of the term paper are found below.

A PowerPoint presentation will be required. The term paper provides only the basis for the student’s formal classroom presentation. Each student is expected to make use of what the presentation software enables, and what the Internet can provide, in order to deliver a compelling story to the class.

Each student shall be responsible for taking and passing a closed book, essay exam in Week 10’s class. This essay exam, comprised of 5 questions, will cover all material covered in Weeks 1-9. A list of 10 or more "candidate questions," based on the syllabus discussion questions, will be distributed the week before the examination.

OPTIONAL ACTIVITY: Students may complete any or all parts of the ON-LINE VERSION of the leadership handbook found on pages 197 to 299 of Tichy's Leadership Engine. This workbook parallels the Tichy readings assigned for the first nine weeks of this course. For any student who wishes to take an in-depth look at his/her leadership development and potential, this workbook is worth doing. Any student completing a workbook section should advise the instructor, who will read your answers and give you any feedback that might be helpful.

Every student must develop a term paper over the course of the semester. This term paper must analyze a specific organization and the management/policy crisis faced by that organization. The primary source for this paper must be a "company/policy crisis" book listed and starred (*) in Part A of the bibliography. Since the class will benefit most from hearing about the widest range of organizational crises and resolutions, no book may be chosen by more than one student (though particular organizations are the subject of more than one book).

General Description/Critical Situations: Every term paper must begin by describing the organization or industry the student has chosen to analyze. In general, this description should include the organization’s or industry’s history, the principal functions (goods or services provided), size (number of employees, geographic scope, industry position), and the situations (problems, successes) that are the primary focus of the book you have chosen for your paper.

Symptomatic Analysis: Assess the relative importance of each of the following factors in the decline of your organization. You must offer specific instances to buttress your assessment of each factor. The factors below are simply the most common underlying symptoms of organizational crisis. Given the wide range of books in the bibliography, many students in this class will be studying organizations beset by crises that have causes different from, or in addition to, those listed below. Do not confine yourself to the list below if your organization’s problems stem from other factors. You should identify these additional factors based on your grounding in organization theory, either by way of PAD 705, an equivalent class or a basic organization theory text. Forcing unrelated symptoms into the categories is a sure formula for a poor paper grade.

• Sudden changes in the organization’s demand environment (customer preferences/citizen expectations)
• Inappropriate organizational responses to changing customer/citizen demands
• Unrecognized/Ignored/Dismissed changes in the organizations competitive environment
• Failure of the organization to adjust as a whole to changes in its size and/or structure
• Failure to respond to/keep up with changes in technology
• Damaging performance by the chief executive of the organization
• Conflict or lack of dissent within the executive ranks
• An inward-looking, self-serving organizational culture

Assessment of Corrective Actions Taken or Possible: For each crisis symptom that you identify, describe the corrective actions that the organization took and the effectiveness of those actions. If the organization did not act on one or more crisis symptoms, try to identify the circumstances underlying the inaction, and the results of that inaction. Where inaction prevailed or ineffective action took place, describe and justify actions you believe would have led the organization out of its crisis.

Diagnosis: After identifying the pathologies present in your organization(s), you must categorize the condition of your organization in terms of one or more of the following diseases: Institutionalization, Oversight Failure, Structural Failure, Cultural Deviance, Organizational Sclerosis. We will talk more about each condition as the class progresses, particularly when we discuss the Allegheny Hospital and LA and Philadelphia police cases. Use the definitions below to make your diagnoses in those cases, as well as with respect to your term paper organization.

Institutionalization--A condition characterized by a high degree of control by managers and workers over the policies of the organization. The managers and professionals ("We are the experts!") and/or the workers ("The rules say we don't do that!) put self-protective policies ahead of policies that serve the customers of the organization. A high degree of organizational regulation is characteristic of this condition and protects insiders while fending off outsiders. The organization consequently is either out of touch with and/or largely invulnerable to, and frequently disdainful of, the clientele being served. (Example: The New York City School System)

Oversight Failure--A condition characterized, at its most extreme, by organizational immunity from oversight. Oversight mechanisms may "self-neutralize" because of their make-up, as can be the case with politically appointed boards. Oversight may also fail because the top management of the organization is very powerful, either through long tenure or strong charter. Those responsible for overseeing the organization often owe their posts and/or benefits to the CEO or agency head. With oversight failure, leadership has free rein, for good and bad, which tends towards self-glorifying and self-indulgent leadership. As entrenched, unmonitored leadership becomes the organization's only compass, the potential for tragic misdirection skyrockets. (Example: Adelphi University)

Structural Failure--A condition characterized by fundamental defects in organizational structure and/or processes. Such organizations often exhibit divided authority, warring camps of employees, and communications failures, among other dysfunctions. When things go awry, finger-pointing and power-plays take precedence over long-term problem-solving. Without structural reform, mini-disasters tend to accumulate into catastrophes. (Example: FBI and Justice Department)

Cultural Deviance--A condition characterized by organizational segments that deviate significantly from behavioral and/or performance norms of the overall organization. These segments march to the beat of their own drum. These units or divisions may be characterized by high complaint volume and a concentration of problem employees, but may also contain very high performers who are willing to cut any corner and break any rule in order to excel. Culturally deviant organizational elements tend to bunker, building walls between themselves and the rest of the organization and creating an isolation in which incipient disaster can fester. (Example: Ramparts Division in the LAPD)

Organo-sclerosis--A condition characterized by widespread complacency in the organization. Core policies tend to go unquestioned by both management and the workers. The organization's franchise is seen as perpetual and unchanging. Belonging to the organization is akin to being in a club, every member is a good member unless he or she criticizes the organization. Mutual deference between members means that no one probes deeply into what others are doing. Secure in their positions (mostly) and lackadaisical toward both strategy and task, the membership insures that such organizations are largely invulnerable to environmental change. Example: IBM in the 1980's/90's

NOTE: Each student must base his or her paper on one of the "SECTION A" books from the bibliography. Because no student may select a book that another student has selected, students will be chosen by lot for book selection, which takes place in the very first class. The lottery winner gets the first book choice but also gets the first slot in the presentation line-up for Weeks 11-15. While not every student will get his/her first choice book, the organization(s) in each book faced similar crises and/or debacles, and offer similar lessons to student analysts. Term papers are due at Week 13's class.

After the lottery immediately get your book. Reading your case study book as we proceed will facilitate your analysis, and keep you ahead of the game. Clear parallels exist between the organizational dynamics underscored by our class-wide readings, and the dynamics present in the organizations that each individual will study. After our third class, each student, either voluntarily or when called upon, should be able to help draw these parallels for the class as part of their class participation responsibilities.

In Weeks 11 to 15, each student will make a presentation about their organization or industry to the class using Powerpoint. The order of presentation will be the same as the order of book selection determined by the lottery in the first week’s class. Please note that a penalty of 25% of the presentation grade will be imposed on students who do not, for any reason other then classroom management factors determined by the instructor, make their presentation in the order assigned.

This presentation will be assessed on the degree to which each student:

• Boils down the key elements of the organizational/industry crisis into frames/handouts that succinctly describe the material being presented,
• Successfully communicates the material to the class through clear speech, effective eye contact, and gestures and body language that effectively underscore key points,
• Coordinates the visual and verbal aspects of the presentation by making timely references to the Powerpoint displays and handouts.
• Uses Powerpoint and other technology available in the Distance Learning classroom to display web sites, audio and visual materials and other presentation enhancers.

NOTE: Students should practice this presentation in advance, especially the flow of presentation frames in relation to the overall presentation. Figuring things out for the first time in front of the class is a sure way to get stuck and flustered while faced with an impatient and restless audience.

When I look at any student work, I am most interested the demonstration of, and improvement in, the ability to:

Complete all assignments and exams in by the class and/or date indicated in the syllabus.

LATE SUBMISSION POLICY: All late submissions are penalized as a matter of fairness to students who submit work on time. A student who submits an assignment after the scheduled class has had more time to prepare than others. The maximum term paper and mid-term grade will be reduced 10 points once the due date is past, and will be assessed an additional 10 point reduction each week thereafter. While Forum submissions are not graded, late or missing submissions will affect your class participation grade. Students may submit work any time prior to the due date and should do so if necessary. Late penalties can not be avoided, regardless of the cause of the lateness.

ADDING UP YOUR GRADE

TERM PAPER: 30%

MID-TERM: 30%

POWERPOINT PRESENTATION: 20%

PARTICIPATION, INCLUDING FORUM CONTRIBUTIONS: 20%

Learning is a partnership between teacher and students in which student to teacher AND student to student interchanges play a major role. Active engagement with the cases, ideas and individuals in the class is what makes learning real, and fun. So let's enjoy, and learn at the same time. The class schedule follows.

All term paper books will be selected in this class. We will get to know each other, review the syllabus and clarify any questions that students may have.

For this class you should read Chapters 1- 3 of Osborne, with particular emphasis on "The Five C’s", "The Typology of Government Organizations," and the "Hierarchy of Leverage." Throughout the class we will be using these frameworks to both diagnose and remedy the organizational problems that we encounter. These frameworks should be understood clearly. The references to case studies sprinkled throughout these chapters should be used as aids to your understanding, not as cases you must master.

Every student must go to http://www.post-gazette.com/aherf/

NOTE: Develop your answer fully before class. These questions are designed so that EACH of us can apply his/her best thinking in working towards a model of organizational failure. To do this, no one's initial response should be influenced by what others have said. (As people reply to each other in class, we will have plenty of opportunity to agree or disagree, and develop out thinking further.)

Internet Reading: The "principal source" link below brings you to the "breaking" story of the Rampart Division police scandal in Los Angeles. Read that story. Then use the links to explore other stories in order to get a more in-depth understanding of what went on, and what investigations/prosecutions are uncovered. This is NOT a "Los Angeles" story nor a "bad police department" story. The comparable 30th Precinct scandal in the NYPD came to light just six years ago (see Bratton, 249-252).

Principal source: /www.cnn.com/2000/US/02/16/lapd.corruption/index.html. http://www.usatoday.com/news/states/nsnj1.htm

"RAMPARTS" FORUM QUESTION: What persons and/or actions and/or events and/or organizational practices/policies do you believe are symptomatic of, or helped create and sustain, the renegade police cohort in the Rampart Division? Give reasons for your choices. Then choose the one diagnostic category (Institutionalization, Oversight Failure, Structural Failure, Cultural Deviance, Organizational sclerosis) you think best encompasses what went on. Explain your choice.

QUESTION FOR CLASS: William Bratton began his career as a police officer in Boston in the 1970’s. What kinds of cultural, political and technical barriers did he recognize in the Boston Police Department of that era? Based on your readings and analysis so far in this class, what kinds of policies and perspectives kept the rank and file of the Boston Police Department from doing a more effective job? What ideas and values (vis a vis Tichy’s discussions in Chapters 5 and 6) can you identify in Patrolman, Sergeant and then Lieutenant Bratton from the 1970’s that made him an effective leader of the men and women on the line? How do the innovations Bratton implemented compare to the prescriptions of Osborne? What factors hindered the rank and file in your "term paper" organization from doing a better job?

Note on Internet Sources: When it comes to finding the best web articles on a topic, students should consider themselves research partners with their professors. My principal source link above was topped by a student who found a long New York Times Magazine piece on the Ramparts scandal. (I have not put a link because each student has to register--its free--at the Times site http://www.nytimes.com/in order to view this article.) So search a bit beyond the web sites listed in the syllabus. Many students doing a minimal web search may well come up with better sites than a single professor doing an extensive web search. Let all of us know if you do.

Internet Reading: The "principal source" link below relates to the fifteen years of systematic suppression of sex crime data by the Philadelphia Police Department, as well as other management and crime prevention issues. Follow mostly the links to stories that deal with the manipulation of rape and other crime statistics, and the curative steps taken by Commissioner Timoney.

Principal source: http://www.philly.com/packages/crime/default.asp

Additional sources: http://www.philly.com/packages/crime/html/031900rapedown.asp

http://web.philly.com/content/inquirer/2000/06/21/front_page/PRAPE21.htm?template=/crime/articleTemplate.htm

http://www.philly.com/packages/crime/html/040199.asp<---A Prof. O'Hara favorite, what diagnosis would you apply.

QUESTION FOR CLASS: What were the organizational problems that Bratton faced as he took over command of the (1) Boston Transit Police and (2) the Metropolitan police. What are the larger categories (for example, poor morale) to which the specific problems you have identified belong? What steps did Bratton take to address these "categorical" problems? How do the strategies Bratton employed measure up to recommendations of Tichy relative to operating mechanisms that cut through the practices and behaviors that cause organizations to chronically underperform? How did Bratton instill, in the organizations he led, a sense of urgency, inspiring mission, teamwork and the other factors that Tichy believes are crucial to positive organizational change?

QUESTION FOR CLASS: In taking over the New York City Transit Police and then the New York City Police Department what steps did Bratton take that, in your opinion, demonstrated "edge" in the sense that Tichy uses that term? How did your "term paper" organization suffer from the failure to make "edgy" decisions in a timely manner? What kind of steps were ultimately taken, or should have been taken, to get your "term paper" organization back on track? Assess Jack Welch’s four factor matrix for keeping or dismissing managers. Is this something that has been or should be implemented in your work organization? In your "term paper" organization?

FIRST QUESTION FOR CLASS: What are the "fundamental questions" that Osborne believes must be asked about any government activity? What are the "tools to clean the decks" identified by Osborne? What approaches does Osborne propose in order to "improve the aim" of policy makers? Would any of these questions, tools or approaches have spared your term paper organization from its problems? Could they be applied now to your "term paper" organization? Your work organization?

SECOND QUESTION FOR CLASS: How does Osborne’s definitions of customers, compliers and stakeholders help public organizations better define and serve their customers? What are Osborne’s approaches to "Customer Quality Assurance," "Customer Quality Service Standards," and "Tools for Competitive Choice"? How did your "term paper organization" match up with these approaches before its crisis? After? How does your work organizations measure up to these approaches today? What approaches did William Bratton take in the New York City Transit Authority that made the customers more important determinants of policy?

FIRST QUESTION FOR CLASS: Assess Osborne’s proposition that "programs lose far more to inefficient procedures than to fraud and dishonesty." How does the five step control strategy address organizational inefficiency? Assess, one by one, the tools for organizational empowerment (221) and the tools for employee empowerment (226) in terms of how effective they are likely to be in (a) private organizations and (b) public organizations. Is it possible for government agency executives to "find the way, show the way, pave the way, and get out of the way"? Why or why not? Did William Bratton manage to do this with Compstat? With other policies? Explain your answers.

SECOND QUESTION FOR CLASS: Osborne writes (257-258) that government agencies are political creatures, hierarchical in practice and thinking, bureaucratic and monopolistic. This creates employees who shun responsibility, fear making mistakes, accept mediocrity and resist change. What does Osborne identify as the root causes of this structural-behavioral syndrome? Do you agree with Osborne? Why or why not? Evaluate Osborne’s tools for changing habits (270), touching hearts (273) and winning minds (276). How do these tools compare with the practices Tichy recommends for the "tranformational leader"?

Note: You can link to the case from the Blackboard announcements page.

QUESTION FOR CLASS: Do you think Bratton's positive transformation of the NYPD was partially undone by City Hall's harassment of the commissioner, and by the way the transition to a new police commissioner was managed when Bratton departed? Explain why you think as you do. Organizational pathologies also occur in private organizations, says L. Jones, the pseudonymous founding CEO of a major US corporation (document to be posted). Identify at least five management practices of his successors that Jones criticizes. How did these practices undo the focused, lean, motivated and successful organization Jones had created? What can be done to sustain positive change in an organization upon an effective leader's departure?

This examination covers all assigned material to date. The questions will be based on the questions appearing in this syllabus. A "question pool" handout in class 9 will include approximately ten questions that are candidates for the examination. All questions in the question pool will have an equal probability of being the basis for the five exam questions. The instructor will not reduce the question candidate pool for any reason.

The best way to prepare for the exam (and to maximize your class participation grade) is to fully engage with the questions in this syllabus week by week. The exam questions will be "essay questions" which require an answer in essay form. Essay answers provide (1) the relevant factual information, (2) an extended discussion in which the facts are explained more fully by reference and/or application to real world organizational situations. In addition to the substantive content of your responses, the correctness and clarity of your writing will count towards your grade. More information on constructing essay answers can be found at http://web.jjay.cuny.edu/~phara/EssayAnswerJJ.htm.

NOTE: We will be in Room 330T, the Distance Learning Classroom, for Weeks 11-15

The principal endeavor of these weeks will be individual presentations of each student’s organizational analysis. This analysis must be of the organization(s) and situations that are the topic of the book chosen by the student at the start of this class. The presentation must be based principally on the book chosen by the student but must also be supported by internet sources. In addition, students should use at least two sources, in addition to the primary book assigned, to provide a more thorough analysis of their case in both their term paper (where these additional sources must be cited) and presentation. The presentation should run twenty minutes, including five minutes for questions.

This presentation will be assessed on the degree to which each student:

• Boils down the key elements of the organizational/industry crisis into frames/handouts that succinctly describe the material being presented within the time allotted.
• Successfully communicates the material to the class through clear speech, effective eye contact, and gestures and body language that effectively underscore key points,
• Coordinates the visual and verbal aspects of the presentation by making timely references to the Powerpoint displays and class handouts (required).
• Utilizes Powerpoint internet links, and other AV aids to create an impact on the audience

All term papers are due at the start of the Week 13 class. In accordance with the class lateness policy, any paper handed in subsequently will be penalized regardless of the reason for the late delivery. The penalty is, at minimum, a full letter grade deducted from what you otherwise would have received on the paper. NOT ATTENDING the Week 13 class WILL NOT avoid late submission penalties, and is a discourtesy to your fellow students who are presenting in that class.

Timely paper preparation and submission is important to effective learning in this class. Preparing your paper as the semester goes along will better prepare you for weekly classes. Having your paper completed (or mostly completed) before your presentation will add to the quality of your presentation. Also, my rapid feedback on your completed term paper is important to the learning process in this class and cannot be guaranteed for papers handed in after Week 13’s class.

Basic information about most books can be obtained by clicking on the "http" locator, if you are viewing this on the internet. You can also type the URL in the locator on your Netscape or Explorer browser if you are viewing this hard copy, though going to the Amazon.com, or any other on-line bookseller site and typing in the book title will be easier. REMEMBER: You will be expected to talk about your book as early as Week 4, so you must choose a book during the first week’s class and obtain that book by Week 2.

** Double-starred books are best sought through CUNY or city library system since you cannot purchase the book through commercial sources (i.e., a bookstore or internet bookseller) in a sufficiently timely manner to meet the requirements for this course. Most books in the bibliography should be available in the CUNY library and John Jay's library should house most of the books that concern criminal justice agencies.

A NOTE ON BOOK SELECTION: A lottery number will determine each student's selection order. A book that has been selected is off the list. In addition, the instructor will work with students in the first class to achieve the best match between book topic and the student's interests based on his knowledge of the books and his understanding of the student's career path and interests.

Lou Cannon. Official Negligence: How Rodney King and the Riots Changed Los Angeles and the LAPD. Westview, 1999. http://www.amazon.com/exec/obidos/ASIN/0813337259/o/qid=967212728/sr=8-1/ref=aps_sr_b_1_3/102-5551230-7180125

Dick J. Reavis. The Ashes of Waco: An Investigation. Syracuse University Press, 1998. http://www.amazon.com/exec/obidos/ASIN/0815605021/qid=916892032/sr=1-1/002-5090961-6362828

Charles W. Bowser. Let the Bunker Burn : The Final Battle With Move. Camino Press, 1989. http://www.amazon.com/exec/obidos/ASIN/0940159082/qid=916892536/sr=1-2/002-5090961-6362828 (Check CUNY Library)

Paul Carroll. Big Blues: The Unmaking of IBM. Crown, 1994. (Check CUNY library) http://www.amazon.com/exec/obidos/ASIN/0517882213/o/qid=916892887/sr=2-2/002-5090961-6362828

Lawrence Schiller. Perfect Murder, Perfect Town: The Uncensored Story of the JonBenet Murder and the Grand Jury's Search for the Final Truth. Harper Paperbacks, 1999 http://www.amazon.com/exec/obidos/ASIN/0061096962/qid=967215629/sr=1-3/102-5551230-7180125

Owen W. Linzmayer, Apple Confidential : The Real Story of Apple Computer, Inc. No Starch Press, 1999. http://www.amazon.com/exec/obidos/ASIN/188641128X/qid=998430030/sr=1-36/ref=sc_b_36/103-7909515-6754237

Daniel Quinn Mills, G. Bruce Friesen. Broken Promises: An Unconventional View of What Went Wrong at IBM. Harvard Business School, 1996. http://www.amazon.com/exec/obidos/ASIN/0875846548/ref=sim_books/002-5090961-6362828

Ken Auletta. Greed and Glory on Wall Street: The Fall of the House of Lehman. Warner Books, 1987 http://www.amazon.com/exec/obidos/ASIN/0446384062/qid=916893128/sr=1-10/002-5090961-6362828 **

Diane Vaughan. The Challenger Launch Decision : Risky Technology, Culture, and Deviance at NASA. University of Chicago Press, 1997. http://www.amazon.com/exec/obidos/ASIN/0226851761/o/qid=916894193/sr=2-1/002-5090961-6362828

Bryan Burrough. Dragonfly: NASA and the Crisis Aboard the Mir. Harper-Collins, 1998. http://www.amazon.com/exec/obidos/ASIN/0887307833/o/qid=916895093/sr=2-1/002-5090961-6362828**

Bryan Burrough. Vendetta : American Express and the Smearing of Edmond Safra. http://www.amazon.com/exec/obidos/ASIN/0060167599/qid=935778486/sr=1-1/002-5047019-2484207 **

James B. Stewart. Blind Eye : How the Medical Establishment Let a Doctor Get Away With Murder. Simon and Schuster, 1999. http://www.amazon.com/exec/obidos/ASIN/0684865637/o/qid=967215388/sr=2-1/102-5551230-7180125

Mary Schiavo, Sabra Chartrand. Flying Blind, Flying Safe: The Former Inspector General of the U.S. Department of Transportation Tells You Everything You Need to Know to Travel Safe. Avon, 1998. http://www.amazon.com/exec/obidos/ASIN/038079330X/o/qid=916894524/sr=2-1/002-5090961-6362828**

Stephen A. Fredrick, S. A. Frederick. Unheeded Warning: The Inside Story of American Eagle Flight 4184. 1996. http://www.amazon.com/exec/obidos/ts/book-similarities/0070219516/ref=sim_m_books/002-5090961-6362828**

Paul Eddy, et.al. Destination Disaster. Time Books, 1974 (DC-10 Aircraft: A Model of How to Build a Crash-Ready Aircraft Fast in the Race for Profit) CUNY Library

Connie Bruck. The Predators’ Ball: The Inside Story of Drexel Burnham and the Rise of the Junk Bond Raiders. Penguin, 1989. http://www.amazon.com/exec/obidos/ASIN/0140120904/ref=sim_books/002-5090961-6362828

Michael Lewis. Liar's Poker: Rising Through the Wreckage on Wall Street. Penquin, 1990. http://www.amazon.com/exec/obidos/ASIN/0140143459/ref=sim_books/103-7909515-6754237

Kevin Goldman. Conflicting Accounts: How Corporate Greed and Mismanagement Led to the Crash of Saatchi and Saatchi, the Worlds Largest Ad Agency. Simon and Schuster, 1997. http://www.amazon.com/exec/obidos/ASIN/0684815710/qid=916899307/sr=1-1/002-5090961-6362828

 Dan Kurzman: A Killing Wind: Inside Union Carbide and the Bhopal Catastrophe. http://www.amazon.com/exec/obidos/ASIN/0070356874/qid=917500671/sr=1-14/002-5090961-6362828 **

Joseph Vranich. Derailed: What Went Wrong and What to Do About America’s Passenger Trains. St. Martins, 1997. http://www.amazon.com/exec/obidos/ASIN/031217182X/qid%3D917501007/002-5090961-6362828

James Adams. Sellout: Aldrich Ames and the Corruption of the CIA. Viking, 1995. http://www.amazon.com/exec/obidos/ASIN/0670862363/qid=917501231/sr=1-1/002-5090961-6362828 **

Tim Weiner, et.al. Betrayal: Aldrich Ames, The Story of an American Spy. 1997. http://www.amazon.com/exec/obidos/ASIN/067944050X/qid=998431959/sr=1-5/ref=sc_b_5/103-7909515-6754237

Judith Reitman. Bad Blood: Crisis in the American Red Cross. Kensington, 1996. http://www.amazon.com/exec/obidos/ASIN/1575661152/qid=916899728/sr=1-4/002-5090961-6362828

William Roth and William Nixon. The Power to Destroy (re: IRS). Atlantic Monthly Press, 1999. http://www.amazon.com/exec/obidos/ASIN/0871137488/qid=967214503/sr=1-3/102-5551230-7180125

Cartha 'Deke' Deloach. Hoover's FBI : The Inside Story by Hoover's Trusted Lieutenant. Regnery, 1997

William J. Burgess. Piercing the Shields of Justice: Inside the ATF. Brusnwick Publishing, 1996 http://www.amazon.com/exec/obidos/ASIN/1556181566/qid=916891225/sr=1-3/002-5090961-6362828 **

Ronald Kessler, Paul McCarthy (Editors). The FBI/Inside the World’s Most Powerful Law Enforcement Agency. Pocket Books, 1994. http://www.amazon.com/exec/obidos/ASIN/067178658X/qid=916890888/sr=1-14/002-5090961-6362828

Peter Maas. Marie: A True Story. (about prisons, pardons and corruption) Check Library.

Maribeth Vander Weele. Reclaiming Our Schools: The Struggle for Chicago School Reform. Loyola University Press, 1994**

David Wise. Nightmover: How Aldrich Ames Sold the CIA to the KGB for $4.6 Million. http://www.amazon.com/exec/obidos/ASIN/0060171987/qid=917501231/sr=1-2/002-5090961-6362828 **

David C. Nice. Amtrak: The History and Politics of a National Railroad. Lynne Rienner, 1998. http://www.amazon.com/exec/obidos/ASIN/1555877346/qid=917501098/sr=1-1/002-5090961-6362828

Paul Shrivastava. Bhopal: Anatomy of a Crisis. Chapman, 1992. http://www.amazon.com/exec/obidos/ASIN/1853961922/qid=917500671/sr=1-3/002-5090961-6362828 **

James B. Stewart. Den of Thieves. Touchstone, 1992. http://www.amazon.com/exec/obidos/ASIN/067179227X/ref=sim_books/002-5090961-6362828

Randy Shilts. And the Band Played On: Politics, People and the AIDS Epidemic. St. Martin, 2000 http://www.amazon.com/exec/obidos/ASIN/0312241356/qid=967216436/sr=1-1/102-5551230-7180125

Paul Stiles. Riding the Bull; My Year Inside the Madness at Merrill Lynch. Time Books, 1998

Bryan Burrough, John Helyar. Barbarians at the Gate: The Fall of RJR Nabisco. Harper-Collins, 1991. http://www.amazon.com/exec/obidos/ASIN/0060920386/qid=916896027/sr=1-2/002-5090961-6362828

Howard E. McCurdy. Inside NASA: High Technology and Organizational Change in the U.S. Space Program. John Hopkins University Press, 1994. http://www.amazon.com/exec/obidos/ASIN/0801849756/qid=916895093/sr=1-10/002-5090961-6362828

David Burnham. Above the Law : Secret Deals, Political Fixes and Other Misadventures of the U.S. Department of Justice. (Library only)

David B. Kopel, Paul H. Blackman. No More Wacos: What’s Wrong With Federal Law Enforcement and How to Fix It. Prometheus, 1997. http://www.amazon.com/exec/obidos/ASIN/1573921254/qid=916892032/sr=1-2/002-5090961-6362828

Nick Mangieri. Broken Badge: The Silencing of a Federal Agent. Integrity Publishing, 1998

Richard A. Green. Agents of Deceit: The True Story of Life Inside the IRS. MassMarket, 1998

"C" List--General Bibliography (The following books are not candidates for the term paper. The books below are general studies relating to the subject matter of this course, or are industry-wide studies that are not amenable to the analyses required for the term paper and presentation. A few books below relate to specific cases but are not written in a way to sustain an "A" list placement. However, some of these books below may supplement your understanding of the case study book you have selected from group A.)

Richard O. Jacobs, John N. Nash. Crash Landing : Surviving a Business Crisis. Glen Bridge, 1991. http://www.amazon.com/exec/obidos/ASIN/0944435122/qid=916899728/sr=1-7/002-5090961-6362828

Carol Moore. Davidian Massacre : Disturbing Questions About Waco Which Must Be Answered. Legacy, 1996. http://www.amazon.com/exec/obidos/ASIN/1880692228/qid=916892032/sr=1-3/002-5090961-6362828 **

Ken Auletta. Three Blind Mice: How the TV Networks Lost Their Way. Vintage, 1992. http://www.amazon.com/exec/obidos/ASIN/0679741356/qid=916893128/sr=1-5/002-5090961-6362828 ** (This is an industry-wide treatment, and may pose more difficulties.)

Thomas Petzinger, Thomas Petzinger Jr. Hard Landing: The Epic Contest for Power and Profits. Times Books, 1997. http://www.amazon.com/exec/obidos/ASIN/0812928350/ref=sim_books/002-5090961-6362828 #

Matthew Lynn. Birds of Prey: Boeing Vs. Airbus: A Battle for the Skies. Four Walls, 1997. http://www.amazon.com/exec/obidos/ASIN/156858086X/qid=917025528/sr=1-2/002-5090961-6362828

Robert L. Helmreich and Ashleigh C. Merritt. Culture at Work in Aviation and Medicine: National, Organizational and Professional Influences. Johns Hopkins Press, 1998 http://www.amazon.com/exec/obidos/ASIN/0291398537/qid=949432404/sr=1-14/002-6492800-8703451 Expensive, find this one in the library

Wayne Anderson, David Swenson, Daniel Clay. Stress Management for Law Enforcement Officers. Prentice Hall, 1995. http://www.amazon.com/exec/obidos/ASIN/0131469452/qid=916896951/sr=1-11/002-5090961-6362828

Robert D. Sherer. Fear-the Corporate ‘F’ Word: How to Drive Out the Fear That Kills Productivity and Profits. Criterion House, 1997. http://www.amazon.com/exec/obidos/ASIN/1884162037/qid=916898630/sr=1-10/002-5090961-6362828

Saundra K. Schneider. Flirting With Disaster: Public Management in Crisis Situations. Sharpe, 1995. http://www.amazon.com/exec/obidos/ASIN/156324571X/qid=916899728/sr=1-31/002-5090961-6362828

William C. Mitchell, Randy T. Simmons. Beyond Politics: Markets, Welfare, and the Failure of Bureaucracy. Westview, 1994. http://www.amazon.com/exec/obidos/ASIN/0813322081/qid=916898272/sr=1-8/002-5090961-6362828

James Q. Wilson. Bureaucracy: What Government Agencies Do and Why They Do It. Basic Books, 1991. http://www.amazon.com/exec/obidos/ASIN/0465007856/qid=916898272/sr=1-13/002-5090961-6362828

Robert Maidment. Robert’s Rules of Disorder: A Guide to Mismanagement. Pelican, 1987. http://www.amazon.com/exec/obidos/ASIN/0882891111/qid=916899307/sr=1-5/002-5090961-6362828

Steve Albrecht. Crisis Management for Corporate Self-Defense: How to Protect Your Organization in a Crisis... How to Stop a Crisis Before It Starts. Amacom, 1996. http://www.amazon.com/exec/obidos/ASIN/0814402658/ref=sim_books/002-5090961-6362828

Stephen R. Rayner. Team Traps: Survival Stories and Lessons from Team Disasters, Near-Misses, Mishaps, and Other Near-Death Experiences. Wiley, 1996. http://www.amazon.com/exec/obidos/ASIN/0471132853/qid=916893984/sr=1-15/002-5090961-6362828

James R. Lucas. Balance of Power. Amacom, 1998. http://www.amazon.com/exec/obidos/ASIN/081440393X/qid=916898928/sr=1-21/002-5090961-6362828

Elizabeth Reuss-Ianni. Two Cultures of Policing: Street Cops and Management Cops. Transaction, 1993. http://www.amazon.com/exec/obidos/ASIN/1560006544/qid=916897262/sr=1-74/002-5090961-6362828 #

Seymour Bernard Sarason. Political Leadership and Educational Failure. Jossey-Bass, 1998. http://www.amazon.com/exec/obidos/ASIN/0787940615/qid=916898630/sr=1-5/002-5090961-6362828 #

Alan Bonsteel, Carlos A. Bonilla. A Choice for Our Children : Curing the Crisis in America’s Schools. Institute for Contemporary Studies, 1997. http://www.amazon.com/exec/obidos/ASIN/1558154965/qid=916900674/sr=1-1/002-5090961-6362828 #

Diane Ravitch, Joseph P. Viteritti (Editors). New Schools for a New Century: The Redesign of Urban Education. Yale, 1999. http://www.amazon.com/exec/obidos/ASIN/0300078749/qid=917501961/sr=1-14/002-5090961-6362828