PAD 705--Organization Theory                                Professor Patrick O’Hara

Room 3504 (Suite 3501) North Hall                         212-237-8086; 610-286-7163

E-Mail: patohara@jjay.cuny.edu 

 

COURSE OBJECTIVES

To provide students with an understanding the fundamental structures/processes of organization, with particular emphasis on public sector and non-profit organizations. To make students better able to manage, for themselves and others, the interface between the individual and the organization. To convey a working knowledge of the dynamic nature of organizations so that students can successfully negotiate their way through the variety of organizational settings they will encounter in their careers. To review different leadership models so that students can better undertake roles that advance their organizations and careers. To introduce or further expose students to the efficiencies and substantial knowledge enhancement that can be realized by on-line learning, research and dialog. To have a good time because learning should be fun.

 

BOOKS FOR THIS COURSE

NOTE: This is an ONLINE DISTANCE LEARNING COURSE. In addition to reading assignments from the books below, you will be given numerous links to case studies, articles, and breaking stories. These sources must be integrated into your on-line commentaries in chat classes and discussion groups, as well as into your homework, term papers and tests. Students are also expected to identify and share internet-based sources that shed light on the issues being addressed by the class. To a much greater extent than a "classroom" course, an on-line course is a joint real-time study venture where students, as well as instructors, are in a search for materials that help us all understand things.

Richard Daft. Essentials of Organizational Theory and Design. Cincinnati: Southwestern, 2001. http://www.amazon.com/exec/obidos/ASIN/032402097X/qid=1011979042/sr=1-5/ref=br_lfbnb_b_5/002-1220044-2196803

James Q. Wilson. Bureaucracy: What Government Agencies Do and Why They Do It. New York: Basic Books, 2000. http://www.amazon.com/exec/obidos/ASIN/0465007856/qid=1011979221/sr=2-2/ref=sr_2_11_2/002-1220044-2196803

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.

 

ASSIGNMENTS AND PERFORMANCE EXPECTATIONS

This on-line class depends on student participation, which accounts for 40% of your grade.  Not only do you participate in discussion forums and chat groups, but I will also ask each student to post a “PowerPoint” version of their term paper for the enlightenment of everyone.  (Don’t sweat the technical stuff, help is available and things are easier than you think anyway.)

DISCUSSION FORUMS (30% of Grade)

Every student is required to post at least one response “The First Post” to each DISCUSSION FORUM that is posted.  Student responses should fully engage with the issues raised by the Professor’s initial entry in the FORUM.  Students may make additional posts to a DISCUSSION FORUM to respond to what others, including the professor, have said.  Think of these FORUMS as the equivalent of weekly class discussions.   NOTE! The “First Post” due dates are absolute. Full credit is given to on-time submissions, two-thirds credit is given to submissions that arrive beyond that date and, since the discussion boards are “locked” two or three weeks after the due date, no submissions will be accepted (and no credit given) after that time.  Discussion Forum grades are a composite of all the student’s contributions.  Students will be assessed in terms of how fully they respond to the issues raised (on both “first” and subsequent posts in a Forum), the logic of their analysis, the relevance of their examples, and the clarity of their posts.   

CHAT CLASSES AND GROUP CHATS (10% of Grade)

Chat Classes:  We will all get together on a “whole class” basis in the “Virtual Classroom.”  The original meetings are scheduled on Sunday evenings at 7:00 beginning on February 17 and every TWO weeks thereafter.  The “whole class” meetings are where we work through course issues, including administrative ones, in a real-time, give and take environment.  The Virtual Classroom works just like an AOL Chat Room (without the rudeness and crudeness).   Based on the readings, discussion forums, and quizzes, the Professor will raise issues, for general discussion, in the chat class.  The chat class is an informal, fast-typing atmosphere where typos are common, succinctness wins out over elegance, and the purpose is shared learning.  Students will be assessed in terms of their attendance, their willingness to participate and the degree to which their contributions sheds light on the subject under discussion.

Group Chats:  Based on factors of commonality among students (this may mean similar jobs, similar interests or, most likely, similar term paper organizations—the professor decides), groups of 4-6 students will be created who will meet at least three times during the semester in their group chat room—which functions exactly like the Chat Class.  Agenda items for these discussions will center around the challenges faced by the students’ term paper organizations.  Students on their own, in focused discussions on a topic in which they share an interest, should be able to figure out things to the benefit of all present.  

CHAPTER QUIZZES (5%)

Short answer quizzes with due dates are provided in the on-line course environment for each Chapter of the Daft text.   The quizzes are explained in more detail in the course environment but their basic purpose is to insure that students have some command of the text material BEFORE chiming in on discussions about that material in FORUMS and CHAT CLASSES.   The quizzes have been developed as a vehicle for keeping students on track, and the quiz grade can be affected negatively only if students fall behind or fail to complete the quizzes as specified.

TERM PAPER (25%)

Every student will be expected to complete a term paper.  For a basic outline of the paper, see course information in the course environment).  Additional materials, including suggested books, will also be posted shortly in the assignments area.  The term paper will be due in Week 13.

POWERPOINT PRESENTATION (10%)

Students will be expected to create, and submit by Week 11 a PowerPoint presentation based on their term paper draft.  Each student’s task is to boil down your term paper story into a presentation of ten or more slides that succinctly and engagingly convey the key points about the agency you have studied. These presentations will be made available, via link, to everyone in the class. These presentations should strive, first and foremost, to give your fellow students a succinct outline of what your paper is about—fancy is a nice frill but informative is the basic requirement. Prior to posting, the instructor's will review each student's presentation as an early indicator of the quality of the student's term paper.  Students should use this feedback in order to improve their term paper submission in Week 13.

EXAMINATION (20%)

As “in-class” examination, to be held at some point after week ten, will be given.  Every question that is a candidate for this exam is in the “Assignments” section of your course environment.  All questions track our reading of the Daft text.  So reviewing and mentally drafting answers to these questions in synch with your reading of Daft not only gets your ready for Discussion Forums and Chat Classes but also gets you ready for the exam.

 

DO NOT FLEE THE INTERVIEW!  Because on-line courses have to lay everything out in great specificity in advance, your first look at the on-line material can be overwhelming.  Please be assured that almost everything you see is (1) no less work than a regular class (count up the books’ pages) and (2) is designed on keep us on track to mastering organization theory.  And don’t forget what you are missing: the two or more hours of commuting to class, the parking fees, the big mouths who monopolize the class and waste your timeàadd your own reasons here.   

MY TEACHING PHILOSOPHY

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  enjoy, and learn at the same time.

 

 

 

 

 

TERM PAPER PROTOCOLS AND FRAMEWORK

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).

 

Format of the Term Paper

This format provides students a framework for organizing the basic information in their books, as well as a set of diagnostic categories into which most case studies should fit. This format is not intended to straight-jacket the student.

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.

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.

 

Institutionalization (Example: The New York City School System)

Fiduciary (Example: Adelphi University)

Structural (Example: FBI and Justice Department)

Cultural Ramparts Division in the LAPD)

Sclerotic Example: IBM in the 1980's/90's

NOTE: Each student must base his or her paper on one of the "SECTION A" book sets from the bibliography. Because no student may select a book set that another student has selected, books will be assigned by the instructor based on a variety of factors including the student's current employment, research interests and career plans. While not every student will get his/her first choice book, learning about the organization(s) in each book set conveys similar lessons to the student engaging in the study. Term papers are due at Week 13's class.

Students should start tracking down their books as quickly as possible. Reading your case study books 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. Students should try to draw parallels between their cases and the material in our texts for their papers and for our class-wide and group discussions.

 

POWER-POINT PRESENTATION

Each student will create a presentation about their organization using Powerpoint. Please note that a penalty of 25% of the presentation grade will be imposed on students who do not, for any reason, post their presentation in a timely manner.

 

GENERAL PRINCIPLES OF ASSESSMENT IN THE CLASS

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

Understand and synthesize assigned readings

Articulate details and concepts from the readings in the forums and chat class sessions

Analyze a specific case study of an organization in a term paper of no less than 15 pages that addresses the origins, development, successes and failures and current status of the organization under study,causes, symptoms, progression and treatment of the pathologies that beset the organization(s) the student has been assigned to analyze

Convey knowledge in a clear and accurate way in all written work

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%

TEACHING PHILOSOPHY

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.

 

SCHEDULE OF CLASSES

 

Pre-Class (Week of January 28) The Lay of the Land

The instructor will communicate with each student to make sure that everyone is ready, willing and technically capable of participating in this on-line class. Expectations will be clarified, and initial assignments will be gone over in order to make sure that students are ready to go in Week 1.

 

Week 1 (Week of February 4) Introduction to Organizations

Read: Daft, Chapter 1:

FORUM QUESTION: What is the moral of the IBM story that kicks off this chapter?

HELP! What does the professor mean by moral? Well, he's not sure. What is the lesson that YOU think IBM and other organizations in a similar fix should get out of the IBM story?

 

Where do you answer Forum Questions? Not here. And not on a piece of paper.

 

Week 3: Organizational Collapse: A Case Study

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

This is the story of the collapse of Allegheny Health Systems, told by the Pittsburgh Post-Gazette. Allegheny was a two billion dollar non-profit organization that collapsed into a three hundred million dollar ruin in less than a year, with the executives floating safely away on golden parachutes. Every student must read this series of stories, as well as Tichy, Chapters 1-4, and then answer the question below. Students must address the Allegheny "Forum" question by preparing a written answer prior to class discussion, and handing that answer in at the end of class.

Allegheny "FORUM" Question: What persons and/or actions and/or events and/or organizational practices/policies do you believe played major roles in the disaster that befell Allegheny Health Systems? How did Allegheny's leaders measure up to Tichy's leadership ideals? Which diagnostic category (Institutionalization, Oversight Failure, Structural Failure, Cultural Deviance, Organizational sclerosis) do you think best encompasses what went on. Explain your choices.

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.)

 

Week 4 Emergent Leaders and the Pathology of Bureaus

Read: Bratton, Chapters 1- 6, including the Introduction; Tichy, 4-6

.

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.

 

 

 

Week 5 Energizing Run-Down Organizations

Read: Chapters 7-8 of Turnaround, Tichy, Chapter 7

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.

CRIME STATISTICS FORUM QUESTION: What persons and/or actions and/or events and/or organizational practices/policies do you believe are symptomatic of, or helped create, the systematic manipulation of crime statistics by the Philadelphia Police Department? 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: 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?

Week 6 Making Key Decisions that Turn Organizations Around

Read: Chapters 9-16 of Turnaround, Tichy, Chapter 8

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?

 

Week 7 Diagnosing the Roots of Organizational Pathology

Read: Chapters 4-6 of Osborne

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?

 

Week 8 Control and Culture in Organizations: Boundaryless Bureaucracy?

Read: Chapters 7-8 of Osborne

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"?

 

 

 

Week 9 Organizational Relapses and How Cures Can Become the Disease

Read: Chapters 17-19 of Turnaround, Tichy, Chapter 9-10, L. Jones Case

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?

 

Week 10 In-Class Examination

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.

 

Weeks 11-15 In-Class Student Presentations

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:

 

Weeks 13 Term Paper Due

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.

 

Bibliography (Arranged Generally by Company/Topical Area, not alphabetically):

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.

 "A" LIST BOOKS (Use ONLY this list, for your principal term paper book. Books on the "B" list may intrigue you, and may even cover organizations covered by "A" list books. And you may read "B" list and "C" list books as part of the REQUIRED supplementary reading to your principal term paper book. Past experience has shown, however, that "A" list books are best suited to (1) term paper development and (2) presentations that hold the attention of the audience. )

 

High-Tech High Flyers

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

Ken Auletta. World War 3.0.

Swisher, K. (1999). AOL.com: How Steve Case Beat Bill Gates, nailed the Netheads, and made Millions in the War for the Web, New York: Times Books, 1999

 

 

Big Corporate Bureaucracy: IBM

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

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

Garr, D. IBM Redux: Lou Gerstner and the Business Turnaround of the Decade. New York: Harper Collins, 1999

 

High Finance on Wall Street

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 **

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

 

Aerospace NASA

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**

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

Kranz, G. Failure is Not an Option: Mission Control from Mercury to Apollo 13 and Beyond. New York: Simon and Schuster, 2000.

 

 

 

Banking??

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 **

 

Airline Industry

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

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

 

 Passenger Railways

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

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

 

 

Organizational Culture and Stress in Policing

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

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 #

 

 

Our Public Educational System

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

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

 

 

 

 

 

 

 

 

 

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

 

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

 

 

 

"B" 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 group you have selected from section 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

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.)

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

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

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

 

 

Articles for PAD 705

On the Sheer Complexity of Organization Theory: From the Academy of Management Journal http://www.findarticles.com/cf_amgtrvw/m4025/4_24/57786853/p1/article.jhtml

On Contingency Theory in Long-Term Care. Structure and Process v. Contingency http://www.findarticles.com/cf_amgtrvw/m4149/n2_v33/20828195/p1/article.jhtml