Course Module

OLQ 615
Organizational Structure & Theory

Revised:
August 2006
 OLQ 615–Organizational Structure and Theory
COURSE DESCRIPTION
Organizational Structure and Theory reviews the history of management from scientific management
through the human-potential movement to contemporary systems theory. Issues of roles, power,
communication, life cycles and effectiveness criteria are addressed along with the strategic implications
of organizational structures (e.g., bureaucratic/mechanistic, organic, matrix, project).

OBJECTIVES
Upon completion of this course, adult learners will be able to:

1. Explain how structure and design impacts organizational effectiveness.

2. Identify aspects of the external environment that impact organizations.
3. Describe how organizations interact with other organizations and with information
4. List advantages and disadvantages of various organizational designs.
5. Explain how organizations respond to change, conflict, power and politics.

REQUIRED TEXT and OTHER MATERIALS

At times MAAP receives late notice of textbook changes from publishers. Please check this listing two
weeks prior to the class start to assure you are purchasing the correct book.

Daft, R. (2007) Organization Theory and Design, 9th ed. Mason, OH: South-Western.

Organizational Theory and Design Student Resources. This website is located at the following URL:
http://daft.swlearning.com. Select the web site for the eighth edition—student resources for the ninth
edition are limited.

Kleckner, Trena (2002) Excerpt from American Psychological Association Publications Manual (5th ed.).
This website is located at the following URL: http://cw.mariancollege.edu/MAAP. Papers written for
OLQ 615 require APA format and style.

ATTENDANCE POLICY
Due to the accelerated format of courses in the MAAP program, class attendance is mandatory. Students
are expected to attend each class session in its entirety. However, balancing professional and personal
obligations with school may result in a situation where a student is unable to attend a class session.

When absences are anticipated, students are encouraged to notify the instructor, as far in advance as
possible, to ensure that the absence will not impact classroom activities scheduled for that session. This
allows discussion as to how the student will make up the material covered during the absence: for
example, completion of an additional written assignment, paper, or presentation.

In the event of an emergency or other unforeseen circumstance, students are expected to contact the
instructor as soon as it becomes obvious that a class will be missed. If it is not possible to reach an
instructor, students may contact the MAAP Office. The MAAP Office will make every effort to relay a
message but cannot guarantee that it will reach the instructor prior to the start of class. Students are
expected to follow up as soon as possible with the instructor. Revised August 2006
Absence(s) from class will result in the following actions:
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 1. One Absence–Students are expected to complete additional assignments to make up for the
material covered in the missed class. Instructors have the discretion to determine content and
format of assignments and any effect the absence may have on the final grade received.
2. Two Absences–Reduction of one full grade: for example, downgrade from an “A” to a “B” as
the final grade.
3. Three Absences–Failure in course; grade of “WF” will be recorded on the official transcript,
and student is required to repeat the course. No refund of tuition.

An absence in the first session of a course without prior approval of the instructor, or receipt of a
“Withdrawal from Course” form by the MAAP Office, will result in a student being automatically
dropped from the course. A grade of “WD” will be recorded on the official transcript, and students will
be assessed applicable tuition penalties.

MODULE OUTLINE

The course is divided into seven sessions. Each session will be covered in one four-hour class meeting.
This module is a guideline for both the course facilitator and participants. As a guideline, the facilitator
has the flexibility to make changes other than the course description, objectives, and the required text.
The contracted facilitator is tasked with reviewing the module and submitting changes to the MAAP Staff
for web site input at least two weeks prior to the class start date. Also, the course facilitator is asked to
announce such changes during the initial session.

EVALUATION METHODS

Class Discussion & Participation

A significant aspect of MAAP/OLQ graduate education is the sharing of the diversity of perspectives,
skills, and experiences brought by fellow colleagues to the course. As such, class discussion and
participation is expected and will weigh substantially in grading.

Your ideas have value and are necessary to bridge the gap between theoretical and applied leadership
models. It is also essential to test your ideas with others as part of the learning process.

Furthermore, evidence from the field of learning demonstrates that learning is most effective when
participants are actively involved in the process. While the facilitator may provide brief lectures, much of
class time will be used to actively engage the subject matter. Participants are expected to be actively
involved in the class. The facilitator may use a number of assessment tools, that is, quizzes, minute
papers, misconception/preconception check, or muddiest point.

Learning Journals

Adult learners will create a learning journal reflecting and reporting on their observations and experiences
related to leadership, management, and teamwork. Each week that class is in session, participants will
submit a journal entry. Journals should relate what adult learners are reading and experiencing in class to
experiences and observations in organizations. Journal entries are due to the instructor prior to class. This
might be considered “blogging” in contemporary terms. Revised August 2006

Journal entries should be submitted by e-mail.

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 Preferred format is simple, plain-text e-mail message. Send as an attachment
Journal entries are due to the facilitator at least 24 hours prior to the class session.
Journal entries do not need to be longer–two pages or less each week (<600 words).
Each journal entry should address the following three questions:

• What? (What did I learn this week in reading, in class, at work, etc., related to this class? What
is new, interesting, challenging?)
• So what? (What difference does this make? How is it relevant to me? How could this be
relevant to my organization?)
• Now what? (In the future, what might I say, or think, or read, or do differently?)

Team Research Project

The facilitator will assign each participant to a Project Team of two to four participants.

Each team will also conduct analysis of an organization, write a paper based on that analysis and give an
oral presentation based on the paper. The presentation and paper will be due on the evening of the sixth
session. Teams will select an organization that they wish to study and analyze and obtain facilitator’s
approval for that project by the second class session. The team paper will utilize the theories and
concepts learned in OLQ 615 to conduct an organizational analysis of their selected organization.

Treat all written work submitted as though it is a business product and the facilitator is your supervisor.
Clear, concise, readable writing is important. Written work must be typed neatly on one side of white
paper. Deficiencies in spelling, grammar, punctuation, etc., will negatively affect the grade. Your format
and style guide is the Publication Manual of the American Psychological Association, 5th Edition.

The oral presentation of the research project is approximately 20 minutes plus a short Question & Answer
period for each. Oral presentations should follow the format of public speaking, that is, introduce, present
the body, and conclude. Visual aids, e.g., PowerPoint© compliment the presentation. The course
facilitator may use a self-developed rubric for evaluation.

Case Study Analysis

After Session One, the course facilitator will assign cases, either integrated (back of required textbook)
and/or chapter cases to each individual or teams. Students will submit a written outline of the case to all
students and will informally present their analysis of the case during the next session. The written and
oral format for analyzing a case study follows:
The elements of a case preparation include the following:

• Overview - what are the major issues at play in this case? Who are the important players in the
story and what is their culpability in the organization's current state?

• Causes - In your opinion, what are the steps that have led to these problems? Was the problem
foreseeable? How could the company have forestalled disaster by better reading of the warning
signs?

• Solutions - What are the possible alternative solutions to these difficulties? What are the
potential ramifications of each alternative course of action? Where appropriate, cite relevant

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 organizational literature to support your arguments. Do you agree with the solutions sought by
the company in the case? Why or why not?
• Recommendations - Based on your analysis, what do you recommend that the company do to
correct their problem? Defend your answer.

Article Analysis

Each course participant is required to analyze a journal article for presentation and discussion in either
Session 3 or Session 4 (facilitator may assign in earlier sessions). This assignment includes a written
paper (APA format) and a ten-minute presentation plus a discussion period. Journal examples include
Academy of Management Review, Business Horizons, Harvard Business Review, MIT Sloan
Management Review, and a number of other credentialed journals (not magazines). Each chapter in the
assigned textbook includes a listing of key concepts at the end of the chapter. It is recommended that you
use such concepts as search descriptors on the Cardinal Meyer Library databases, e.g., Business Source
Elite. Also, your referenced article must have been published in the last three years. Article guidelines
will be handed out in session one.

Final Assessment

Administration of the final assessment or evaluation of learning is at the discretion of the course
facilitator. For example, the facilitator may distribute a “take-home” short essay examination during
Session 6 for submittal during Session 7 or may decide to administer some type of assessment “in-class”
during Session 7.

Grading Criteria:
The following will be factored into student grades:

Class Participation 25%

Team Project—Written and Oral 25%
Individual Learning Journals 10%
Individual Article Analysis—Oral and Written 15%
Analysis of Case Studies―Oral 15%
Final Assessment 10%

Exact grading criteria will be determined by your course facilitator and announced in Session One.

Revised August 2006

Grading Scale:

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A Excellent 4.0 A 93-100
A- 3.75 A- 90-92
B+ 3.25 B+ 88-89
B Good 3.0 B 83-87
B- 2.75 B- 80-82
C+ 2.25 C+ 78-79
C Satisfactory 2.0 C 73-77
C- 1.75 C- 70-72
D+ 1.25 D+ 68-69
D Lowest Passing 1.0 D 63-67
D- .75 D- 60-62
F Below 60
F Failing 0
WD Withdrew
Your instructor reserves the right to adjust the above
I Incomplete
grading range. Any changes will be discussed the first
night of class

Brief Outline
Session Topic Reading
1 Organizations and Organization Theory; Strategy, Chapters 1, 2, and 3; Case
Organizational Design, and Effectiveness; Fundamentals studies with each chapter.
of Organization Structure
2 The External Environment; Interorganizational Chapters 4 and 5; Case
Relationships studies with each chapter.
3 Designing Organizations for the International Chapters 6 and 7; Case
Environment; Manufacturing and Service Technologies studies with each chapter.
4 Information Technology and Control; Organization Size, Chapters 8 and 9; Case
Life Cycle, and Decline. studies with each chapter.
5 Organizational Culture and Ethical Values; Article Chapter 10; Case study
Analysis with chapter.
6 Innovation and Change; Decision-Making Processes; Chapters 11 and 12; Case
Article Analysis studies with each chapter.
7 Conflict, Power, and Politics Chapter 13; Case study
with chapter.

ASSIGNMENT TO BE COMPLETED PRIOR TO SESSION ONE

1. Read and be prepared to discuss Chapters 1, 2, and 3 plus cases with each chapter.
2. Complete Chapter 1 Workshop (p. 38) Measuring Dimensions of Organizations.
3. Submit Journal entry 24 hours prior to session one.

Revised August 2006

 SESSION ONE

OBJECTIVES

By the end of this session, adult learners will be able to:

1. Explain the course purpose and requirements in detail.

2. List various characteristics of organizations.
3. Describe approaches to organizational strategy.
4. Explain how organizational design impacts organizational effectiveness.

ACTIVITIES

1. Course overview and class organization

2. Participant introductions
3. Facilitated discussion of organizations and organization theory
4. Small group comparison of Measuring Dimensions of Organizations
5. Facilitated discussion of strategy, design, and effectiveness
6. Small group completion of “values” chart (p. 85)
7. Facilitated discussion of fundamentals of organization structure
8. First group case study.
9. Assigned cases

ASSIGNMENT TO BE COMPLETED PRIOR TO SESSION TWO

1. Read and be prepared to discuss Chapters 4 and 5 plus cases with each chapter.
2. Complete and be prepared to discuss Chapter 4 Workbook: Organizations You Rely On (p. 164).
3. Facilitator will assign cases to teams for preparation and discussion for sessions 2-7.

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 SESSION TWO

OBJECTIVES

By the end of this session, adult learners will be able to:

1. Explain the relationship between the organization and environment.

2. Identify responses organizations make to the environment.
3. Describe how interorganizational relationships are changing.

ACTIVITIES

1. Review of Session One content: Questions & Answers.

2. Small group discussion and informal presentation of Organizations You Rely On.
3. Facilitated discussion of the external environment.
4. Presentation of case titled, The Paradoxical Twins: Acme and Omega Electronics.
5. Facilitator will make assignments for chapter 5 Workshop: Ugli Orange Case (p. 199).
6. Facilitated discussion of interorganizational relationships.
7. Analysis of Chapter 5 cases.
8. Assigned cases
9. Assess learning

ASSIGNMENT TO BE COMPLETED PRIOR TO SESSION THREE

1. Read and be prepared to discuss Chapter 6 and 7 plus cases with assigned chapters.
2. Complete Chapter 6 Workbook: Made in the U.S.A.? (p. 235).
3. Complete Chapter 7 Workbook: Bistro Technology prior to the next session (p. 278).
4. Find and read an article (Harvard Business Review, Business Horizons, Sloan Management Review, or
other recognized business journal) related to: organizational structure, design, effectiveness, or
strategy. The article should be at least four pages long and published within the last three years.
5. Write (typed & double-spaced) a two page summary of the article you read. Be sure to include your
thoughts about the article based on your own organizational experience. Due session 4

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 SESSION THREE
OBJECTIVES
By the end of this session, adult learners will be able to:

1. Explore how mangers design the organization for the international environment.
2. Explain the specific challenges global organizations face, mechanisms for addressing them, and
cultural differences that influence the organization’s approach in designing and managing a global
firm.
3. Discuss both core and noncore work processes and their relationship to designing organization
structure.
4. Examine how the technology for the organization as a whole influences organization structure and
design.
5. Work collaboratively to analyze a case study based on the information in the text.

ACTIVITIES

1. Review of Session Two content: Questions and Answers.

2. Discuss Chapter 6 Workbook Made in the USA? p. 235
3. Facilitated discussion of designing organizations for the international environment.
4. Analysis of the two Chapter 6 case studies.
5. Discuss Chapter 7 Workbook: Bistro Technology. P. 278
6. Facilitated discussion of manufacturing and service technologies.
7. Information discussion about analysis of Chapter 7 case study.
8. Assess learning

ASSIGNMENT TO BE COMPLETED PRIOR TO SESSION FOUR:

1. Read and be prepared to discuss Chapters 8 and 9.

2. Assigned cases

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 SESSION FOUR

OBJECTIVES

By the end of this session, adult learners will be able to:

1. Describe how technology impacts organizational design.

2. Explain the role of information and knowledge management in organizations.
3. Identify organizational life cycles.
4. List the various aspects of a bureaucracy.

ACTIVITIES

1. Review of Session Three content: Questions and Answers.

2. Small groups do Chapter 8 Workbook: Are You Fast Enough to Succeed in Internet Time? (p. 313).
3. Facilitated discussion of information technology and control.
4. Information presentation of the two Chapter 8 case studies.
5. Small groups do Chapter 9 Workbook: Windsock, Inc. (p. 352)
6. Facilitated discussion to associate results of Windsock, Inc. with objectives.
7. Assess learning

ASSIGNMENT TO BE COMPLETED PRIOR TO SESSION FIVE

1. Read and be prepared to discuss Chapter 10 plus assigned cases.

2. Complete Chapter 10 Workbook: Shop ‘til You Drop: Corporate Culture in the Retail World (p.389)
3. Assigned cases

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 SESSION FIVE
OBJECTIVES

By the end of this session, adult learners will be able to:

1. Describe the elements of organizational culture and its relationship with organizational strategy.
2. Describe how managers implement ethical values day to day.
3. Relate current theory and thought to organizational structure, design, effectiveness, or strategy.

ACTIVITIES

1. Review of Session Four content: Questions and Answers.

2. Individual presentations (10 minutes each) specific to article and written summary.
3. Discuss findings from Chapter 10 Workshop: Shop ‘til You Drop: Corporate Culture in the Retail
World. p. 289
4. Small groups completed Chapter 10 Workshop: The Power of Ethics (p. 394).
5. Facilitated discussion of Chapter 10 content and association with the two workshops.
6. Small group informal presentations of their case study analysis.
7. Assess learning

ASSIGNMENT TO BE COMPLETED PRIOR TO SESSION SIX

1. Read and be prepared to discuss Chapters 11 and 12 plus assigned cases.

2. Prior to Session Six, complete Chapter 11 Workbook: Innovation Climate (p. 430).
3. Prior to Session Six, complete Chapter 12 Workbook: Decision Styles (p. 475).
4. Assigned cases
5. Team Project paper and presentation

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 SESSION SIX
OBJECTIVES

By the end of this session, adult learners will be able to:

1. Explain how organizations change.

2. List the four types of change.
3. Describe management strategies for managing change.
4. List the techniques and processes for organizational decision-making.
5. Explain the importance of organizational learning.

ACTIVITIES

1. Review of Session Five content: Questions and Answers.

2. Continue presentations of article analyses, if not competed in Session 5.
3. Small group discussion and informal presentation of Chapter 11 Workbook: Innovation Climate. p. 430
4. Facilitated discussion of innovation and change.
5. Small group discussion and informal presentation Chapter 12 Workbook: Decision Styles. p. 475
6. Facilitated discussion of decision-making processes.
7. Small group informal presentation of case study analyses.
8. Team Presentations
9. Assess learning

ASSIGNMENT TO BE COMPLETED PRIOR TO SESSION SEVEN

1. Read and be prepared to discuss Chapter13 plus assigned cases.

2. Prior to Session 7, complete Chapter 13 Workbook: How Do You Handle Conflict? (p.510).
3. Either receive an assessment instrument for completion and submittal at the beginning of Session
Seven or be prepared for course assessment during Session Seven.
4. Assigned cases

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 SESSION SEVEN

OBJECTIVES

By the end of this session, adult learners will be able to:

1. Describe characteristics of organizational conflict.

2. Explain how power and politics impact organizational process.

ACTIVITIES

1. Review of Session Six content: Questions and Answers.

2. Conduct student team presentations on organizational observations & comparisons.
3. Small group discussion of Chapter 13 Workbook: How Do You Handle Conflict? p. 510
4. Facilitated discussion of conflict, power, and politics.
5. Informal discussion of case study analyses.
6. Administer final assessment.
7. Course evaluation.

Revised August 2006

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