SAMPLE ONLY – BASED ON 2019 1

Management & Organizations

Spring 2019

NYU Stern School of Business

Professor Ashli Carter

ac5919@nyu.edu

Office hours: Tuesdays, 9:30-10:30 am

Or, schedule an appointment by email

Course location: Zoom! (MW 8:00-9:15 am)

Course website: http://newclasses.nyu.edu

Slides, announcements, calendar, and some course materials will be posted on NYU Classes.

You are expected to check the site regularly for announcements and upload assignments to the site.

Be sure your email settings are set to receive announcements, at the email you check most often.

Syllabus (standardized across M&O sections, and in accordance with Stern policy):

Why do some organizations succeed while others flounder? Why do some people love their jobs while for

others work is sheer misery? Why do some rise in the ranks and others stagnate (or fall)? It is critically

important for you to have an understanding of the key factors that contribute to both organizational success and

the role that managers play in helping their organizations succeed and employees thrive.

The primary objective of the course is to help students understand the elements that contribute to organizational

and employee success, as well as some of the common impediments to high performance. We will focus on how

organizations position themselves for success within their external environment, and how they organize and

motivate their people. More specifically, the course will explore how organizational leaders develop winning

strategies, and then design their organization in a way that aligns structures, social relationships, tasks, and

people to achieve those strategies. In exploring these issues, we will identify the challenges that organizational

leaders and managers face as they try to make good decisions in the face of a constantly evolving industry

environment, competing goals and agendas, and an increasingly diverse and global workforce.

A second objective of the course is to strengthen students’ managerial and leadership potential. Regardless of

your major or your future career plans, such an understanding will enable you to work more effectively within an

organizational context, whether that context is a small start-up company, a family business, a not-for-profit

organization, or a large financial institution. In other words, the course will provide you with tools and skills that

you can use to increase your own personal career success.

The structure of the course encourages learning in multiple ways: through lecture, readings, in-class discussions,

exercises, case analyses, and a team project. These approaches provide opportunities for students to enhance their

analytic and interpersonal skills, both of which are essential to effective management and to success in the

workplace (and life).

SAMPLE ONLY – BASED ON 2019 2

REQUIRED READINGS

Course calendar indicates where to find readings and when to read them

o The online course packet (OCP) for purchase: https://hbsp.harvard.edu/import/606201

o NYU Classes website

REQUIRMENTS AND GRADING

Individual Work Group Work

Exams (40% total) Final Group Project (25% total)

Exam 1 20% Final group paper 10%

Exam 2 20% Final group presentation 10%

Individual Paper (20% total) Contribution (evaluated by group) 5%

Individual Case Analysis 20% Participation (15% total)

Contribution to class discussion,

preparation, engagement 4% Short assignments 5% Organizational research assignment 2% Professionalism, attendance 4%

Communication is key. If you have questions or concerns, and have thoroughly checked the course materials &

syllabus, then please come to office hours to discuss before the deadline, conflicts, and/or difficulties arise.

INDIVIDUAL WORK

Late assignments. Late assignments – no matter how soon after the deadline they are uploaded – will be marked

as late and will receive a 25% grade reduction for the assignment. Each subsequent 24 hours that passes after the

assignment is due will result in an additional 25% reduction.

Academic integrity. I trust that each student will author her or his own work. Papers that closely resemble each

other will be cause for suspicion. If a student has any concern about whether a certain action might violate the

Stern Code of Conduct, ask your professor. It is better to ask than to assume. Papers will be run though TurnItIn.

This software will compare each assignment to all other assignments from this class and previous classes as well

as with any other online content.

Two Exams (Cumulatively 40% of final grade; Exam I and II are 20% each)

Exam I will be held on Wednesday, March 6th, 2019, covering content from sessions 1-11

Exam II will be held on Wednesday, May 1st, 2019, covering content from sessions 13-24.

Make-ups for the exams will not be arranged.

In the case of paper/pencil exams, graded exams cannot leave the classroom and will be collected at the end of

the class period. In the case of online exams and paper/pencil, academic integrity rules will be strictly observed.

Individual Case Analysis Paper (20% of final grade)

Due April 5th, 2019 by 5:00pm

Your task is to apply concepts from class in order to help understand and test the causes of one of the following

major organizational disasters.

SAMPLE ONLY – BASED ON 2019 3

For full details about the final group project, please see the handout "Individual Case Analysis."

A. Mount Everest: In May 1996 Rob Hall and Scott Fischer, two of the world’s most accomplished

mountaineers, each led an expedition attempting to reach the top of Mount Everest. Five individuals,

including the two leaders, died during the descent from the summit on May 11. It proved to be the deadliest

day in the mountain’s history. Since then, many survivors and other observers have tried to explain why

this tragedy occurred.

Analysis question: Why did this tragedy occur? What is the root cause of this disaster?

Location of case: Online Course Packet (optional addition)

B. NUMMI (New United Motor Manufacturing): General Motors and Toyota opened the New United

Motor Manufacturing (NUMMI) as a joint venture. Toyota showed GM the secrets of its production

system: How it made cars of much higher quality and much lower cost than GM achieved. But today, GM

cars still don't have the quality of Japanese imports, GM is bankrupt and on March 31, NUMMI will be

closed, sending thousands of car workers looking for jobs.

Analysis question: Why did GM fail to capitalize on the successful changes it implemented at NUMMI?

Location of case: This case is an hour-long radio program produced by This American Life. A link to the

radio program and its full transcript are provided in NYU Classes.

People often cite the “idiocy” of the decision-makers who “should have known better” in explaining these

organizational tragedies and failure. They berate the character of mountaineering guides who get stranded in

snowstorms and the stubbornness of middle managers who fail to implement important innovations.

These “target-centered” explanations tend to provide nothing more than an over simplified and inaccurate analysis

of the events. It is rarely, if ever, the case that a single cause fully explains a major organizational disaster. Thus,

your task is not to identify the single, most important explanation for the events. Rather, your job is to view these

events through lens of a management and organizations scholar. You will critically apply concepts learned in

class in order to make sense of the tragic expedition to Everest or a car company’s failed attempt to revolutionize

auto manufacturing in America.

Your specific task for the individual case analysis is as follows:

1. You will select one of the two cases described above and address its corresponding question.

2. Identify and analyze an organizational problem. Based on your reading of the case, narrow down to one

specific organizational question, problem, or challenge. You need to clearly explain the problem you

identified and how it relates to the case. Make sure you define any relevant organizational outcome related to

the problem (e.g., is the problem about productivity? cohesion? satisfaction?). Note: Each case deals with

MANY issues. Discuss organizational issues relevant to our class.

3. Hypothesize a process or casual path of this problem. Theorize and analyze the cause of the problem. Make

sure you frame your casual analysis in the form of a hypothesis. The hypothesis needs to be clear and

falsifiable (e.g., the problem Y was caused by X). Make sure you define each variable (i.e., the X and Y), or

any additional mediating or moderating variables (e.g., X, Y, and Z), and explain the relationship between the

variables. The best analyses will also attend to how the chosen variables interacted or affected each other.

Make sure you explain the proposed mechanism (i.e., logic for causality): WHY are/should the variables

relate(d) in this way? This is a good place to rely on theory from class or related sources. Note: Be sure to

draw on at least two distinct concepts from our class in your theorizing.

4. Evidence-based hypothesis testing. What evidence from the case itself supports (or does not support) your

theory? What additional evidence might be useful to determine whether your theory is correct for this case

(data, experiment, etc.)? How far does your theory extend – would it apply to other organizations or situations?

What boundaries might apply? Use evidence from the case and propose new forms of evidence that would be

useful to help you test your hypothesis.

SAMPLE ONLY – BASED ON 2019 4

5. Propose remedies that could have been in place (or could be in place in the future) to address the issues that

you identified. You would need to offer a suggestion for how this problem could have been – or could be -

fixed. It is important that you draw support for your analysis directly from the case.

Grading: To receive the highest grade, papers will...

• Be written and organized in a clear and concise manner

• Have a clear hypothesis / argument, and use evidence from class to explain support your theory

• Integrate the chosen concepts into a causal analysis

• Use evidence from the case itself to test your hypothesis, and suggest what additional evidence would be

useful for testing generalizability

• Propose remedies that could have been (or could be) implemented to address the problems identified in

the analysis and explain clearly why these remedies would be effective.

• Follow the guidelines of the assignments

Length and format of the analysis: A compelling, thorough analysis does not equate to a long-winded one:

clarity of thought often results in conciseness. This analysis is limited to 850-1000 words (excluding the reference

list). Double-spaced, 1-inch margins, Times New Roman font. PDF!

References: You will need to cite any material you include from the case and class readings. I’m not particular

about which style guide you use (e.g., MLA, APA) as long as it is clear whom and what you are citing. If you

would like to cite material from class lectures, you may do so by including the following information ([Class

Number][Date of Lecture]).

A final note about the assignment. The assignment requires that you view the events from the perspective of a

management and organizational scholar. This is not to say that there are no other lenses though which these

organizational disasters could be viewed. Indeed, a mountaineer or an automotive specialist might offer different

insights about the case. These perspectives – while informative – are outside the scope of the analysis. Therefore,

the knowledge you have gained from this class provides you the expertise to analyze either case. In other words,

don’t feel like you must know about manufacturing or mountain climbing to analyze the case.

Class Participation (15% of final grade)

Participation is an essential part of the course and is important for your own learning experience and the learning

experience of your classmates. Class participation will be evaluated based on demonstrated preparation through

involvement in class discussion and group exercises, and completion of short assignments.

Zoom participation - cameras on! Keeping your camera on helps ensure class engagement, and is better for

your learning overall. Specific issues with your camera set-up? Please reach out to me to discuss.

On your phone or distracted? The TF’s will note this. Be sure to help yourself pay attention by hiding your phone

away from temptation.

Short assignments (5%). You also are expected to complete a few short assignments during the semester

including a cultural example writing exercise, a leadership survey, and a decision-making survey. Effort grades!

Contribution to class discussion & preparation (4%). You are expected to be fully engaged with in-class

exercises and case discussions throughout the semester. There are many ways to participate!

- active listening (Zoom cameras on)

- thoughtful participation in group work and exercises (including breakout rooms)

- in-class discussion contributions

- engagement with the material outside of class in office hours

SAMPLE ONLY – BASED ON 2019 5

- engagement with the material outside of class in the NYU Classes Forum

**Given we find ourselves in a global pandemic, we are going to also allow a chance to make-up participation

points for any missed lectures. If you miss lecture, you can still earn participation points by offering thoughtful

discussion comments or questions on the NYU Classes Forum, regarding the class day you missed. Submit on

NYU Classes course site by Sunday 5pm of the week of the class date you missed.

Each student’s participation will be scored by both the teaching staff (professor & TF’s) as well as fellow

classmates (end of semester participation rating survey).

With regard to class discussion itself, quality (the thoughtfulness of your comments) counts more than quantity

(how frequently you talk), although simply waiting to offer a couple well-prepared comments throughout the

course and staying silent otherwise will not earn you a very good participation grade. Your goal should be to

contribute in a meaningful and (reasonably) consistent way to the class discussions. Quality in-class comments

1) go beyond the facts of a particular reading or case and offer unique insights, 2) provide links between the topic

under discussion and other cases, the reading, or outside situations, 3) extend, build upon, or constructively

critique others’ contributions, and/or 4) ask questions (points for bravery, and others likely have similar question!).

Those who will receive the highest participation grades not only speak up with reasonable frequency but are

willing to demonstrate thoughtful bravery with their comments and questions.

A note on readings. You will be a valuable contributor to class only if you come prepared. You are fully expected

to complete all of the readings and come to class prepared with insights and questions for the in-class discussion.

We will engage in several case analyses as a class, and it is important to everyone’s learning experience that you

read the case thoroughly and think about the events critically before we discuss the case in class. This does not

mean you have to bring complete answers or a memory for all the details of the case. It does mean you need to

bring questions and opinions (which you are prepared to defend). Dates are provided for each case in the course

schedule. This is the date on which we will discuss the case so you will need to read the case before that date.

Attendance & Professionalism (4%): You cannot participate if you don’t come to class, so in this sense

attendance is associated with your participation grade—i.e., if you frequently miss classes and/or never speak it

is extremely unlikely you will receive a final grade in the A range as 15% of your final grade will be a zero. In-

class exercises and case discussions are valuable only if they are completed in class so you will not be able to

make up these exercises if you are not in class to complete them.

**If you hadn’t noticed, we’ve got a global pandemic on our hands this year. So attendance will be treated slightly

differently. There are two ways to earn attendance points:

1. Attend live Zoom lecture (synchronous)!

2. Watch the recorded lecture (students will have exclusive access to recorded lectures) then submit a 1 page

memo summarizing the main take-aways of the lecture + one thoughtful application/extension of the

lesson + one thoughtful question. Submit on NYU Classes course site by Sunday 5pm of the week of the

class date you missed.

Stern has specific policies regarding absences (see section below). For excused absences (medical or family

emergency, religious or civic observance) you must submit documentation after the emergency in order for us to

make arrangements for the missed time. A slip from the student health center saying that you went to the student

health center is not sufficient documentation in such a case. A physical note requesting that you be excused for

the relevant dates will be required. **Pandemic times – please email me, and we will work out the excused

absence details. Remember, you can also watch recorded lecture and submit a memo to earn attendance points!

SAMPLE ONLY – BASED ON 2019 6

If you miss class for any reason, you and you alone are responsible for getting notes, slides, figuring out what we

did (e.g., learning points for exercises, case discussions, etc.). You are encouraged to come to office hours: This

is your time to go over anything you’d like.

A note on professionalism. I care a great deal about fostering thoughtful in-class discussion and aim to make the

class atmosphere as psychologically safe as possible. This is by design: best for learning, and, it’s the most fun

too! Even in this environment, we cannot forget our obligations to treat each other with respect and courtesy.

These obligations include, but are not limited to the following:

• Refraining from using electronic devices of any kind (except where required by Zoom accommodations).

They distract not just you, but everyone else too.

• Not being disruptive by coming late to class (even a minute late), leaving early, stepping out and in, or

engaging in personal conversations with classmates during class.

• Regular attendance. Including, attending the entire time!

• Thoughtful language. Never use prejudicial slurs, nor personal attacks.

• Following instructions.

• Informing me and/or your group members well in advance of any issues.

• Remain respectful and supporting human dignity, even when disagreeing.

I include professionalism as part of your grade simply to ensure that we remember these obligations. If you were

to engage in unprofessional behavior (which I do not anticipate any of you will do), your professional grade will

suffer accordingly. Attendance is also included here; it is difficult to create a community of learning without

consistent attendance, and group exercises and team work suffer when group members are missing. Professional

expectations include respecting others’ time and being sure to show up.

In adult working life, as well as student life, it is important for everyone’s success that we create a community

of respect and growth together. Our lives can include many diverse issues of personal identity, religious or other

beliefs, individual embodiment, access needs, names we use, pronouns, financial pressure, and more, all of

which deserve recognition and inclusion in the classroom. Please come talk to me if there is anything we can do

to help support such an environment for you. If anything upsets or confuses you, from classmates, readings, in

class, lecture, or otherwise, please come talk with me and we can discuss together. The goal is to create an

environment that supports everyone’s learning – so let’s do that together!

Finally, both attendance and professionalism indirectly recognize that our lives are more than just a class, or just

a job, or “just” an anything. Life happens! Communication is the first best step for helping us get you the

support or accommodations you might need. Please know that NYU offers many resources that can additionally

support students, academically, personally, medically, spiritually, or in any other way. Great resources to know

about, whether for yourself or for a friend or classmate who might benefit!

- NYU Wellness Exchange - 24/7 (1-212-443-9999)

24/7 Chat function on the Wellness Exchange App

Email wellness.exchange@nyu.edu

- Global & Spiritual Life (mindfulness, yoga, religious services, activism, book clubs, and more)

https://www.nyu.edu/students/communities-and-groups/student-diversity/spiritual-life.html

- Bias Response Line

https://www.nyu.edu/about/policies-guidelines-compliance/equal-opportunity/bias-response.html

Organizational Research Assignment: You can obtain credit by choosing one of two options designed to

enrich your understanding of the value of research to the formulation of sound management practice (as well

as to the reputation/status of Stern). Information on the assignment is provided at the end of the syllabus.

SAMPLE ONLY – BASED ON 2019 7

TEAMWORK/FINAL GROUP PROJECT AND PRESENTATION

Working in teams is an important part of this course. Although some class time may be devoted to working

in teams, much teamwork will be completed outside of class. Students with serious time constraints are

advised to register for this course in a semester when their schedule is more conducive to team meetings.

Four to six member teams will be determined by self-selection. The number of enrolled students in the course

will determine the size of the teams. For this assignment, it is advisable that you form a team with people

who share an interest in studying a particular organization and who have a schedule that is similar to your

schedule.

For full details about the final group project, please see the handout "Final group project and presentation."

A document that lists each team member’s first and last name needs to be uploaded to NYU Classes >

Assignments > Final Project Teams by February 22nd, 2019 at 5:00pm

If you have not found a team to work with by this date, you will be assigned a team.

Final Project (Cumulatively 25% of final grade: 10% paper; 10% presentation; 5% teammate eval)

Your team is required to complete a final team research project. Full details about the final group project, please

see the later handout "Final group project and presentation."

Executive summary: An executive summary (1-1.5 pages). This needs to be uploaded as a PDF to NYU Classes

> Assignments > Final Team Project: Executive Summary by March 29th, 2019 by 5:00pm. The draft executive

summary needs to include each team member’s first and last name.

Presentation: A 10 minute presentation during one of the last two classes of the course (May 8 or May 13, 2019).

The presentation date for each team is TBD. The number of teams will determine the exact time each team has to

present.

Final paper: A final paper due by May 14, 2019 by 5:00pm. Upload one PDF with each team member's name

on it to NYU Classes > Assignments > Final Team Project: Paper. Save assignment as [Organization’s

Name]_FinalPaper

Teammate evaluation: Each student will be required to evaluate the contributions of their fellow teammates on

the final presentation and paper. An online survey will be distributed via email, and the evaluation must be

completed by May 15, 2019 at 5:00pm. (Lateness of up to 24 hours results in a 50% reduction in your own score.

Lateness by more than 24 hours will result in you receiving a zero for participation.) The feedback will be both

numerical and free-response. How you are evaluated by your teammates will count toward 4% of your final grade

for the course. Responses will be anonymous in the sense that you will not find out how any of your individual

teammates evaluated you and they will not find out how you evaluated them (i.e., the identity of an individual

feedback sender’s evaluations of a target feedback receiver will not be known to the feedback receiver). This is

designed to encourage the most honest evaluations.

SAMPLE ONLY – BASED ON 2019 8

IMPORTANT DATES

2/1/19 Syllabus confirmation & student interest survey due by 5:00 pm (see NYUC for survey link).

2/18/19 President’s Day (NO CLASS)

2/22/19 Culture examples due by 5:00pm. Uploaded to NYU Classes > Assignments > Culture

2/22/19 Deadline for selecting team members for final project: Due by 5:00pm. One person from the group upload PDF

with first and last name of each group member to NYU Classes > Assignments > Final Group Project Rosters

2/28/19 Leadership survey distributed: A link to the survey will be emailed to you.

3/3/19 Leadership survey due: Complete the survey by 5:00pm

3/6/19 Exam 1 (In Class).

3/7/19 Decision-making survey distributed: A link to the survey will be emailed to you.

3/10/19 Decision-making survey due: Complete the survey by 5:00pm

3/18/19-

3/22/19 Spring Break (NO CLASS)

3/25/19-

4/5/19

Organizational research participation opportunity. If choosing Option 1 for the Org. Research Requirement.

Remember to sign-up beforehand.

3/29/19

Final Group Project Executive Summary. Due by 5:00pm. One person from the group needs to upload one PDF

to NYU Classes > Assignments > Final Team Project: Executive Summary. Include each team member’s first

and last name.

4/5/19 Individual case analysis (ICA): Due by 5:00pm. Upload paper as PDF to NYU Classes > Assignments >

Individual Case Analysis. Save assignment as LastName_FirstName_ICA

5/1/19 Exam 2 (In Class)

5/8/19 Final Group Presentations: Day 1

5/13/19 Final Group Presentations: Day 2

5/14/19 Final Group Paper: Due by 5:00pm. One person from the group upload one PDF with each team member's name

on it to NYU Classes > Assignments > Final Team Project: Paper. Save as [Organization’s Name]_FinalPaper

5/14/19 Group Member Contribution Survey distributed: A link to the survey will be emailed to you.

5/15/19 Option 2: Organizational research assignment: Due by 5:00pm. Upload PDF to NYU Classes > Assignments

>Organizational Research: Option 2. Save as LastName_FirstName_Option2. Only if you did not do Option 1.

5/15/19 Team member contribution survey due: Due by 5:00pm

Note: Include your name and N number (and teammates’ if applicable) in the PDFs you send or upload.

SAMPLE ONLY – BASED ON 2019 9

Area Topic Class Date Case Readings

Course Intro 1

Mon

1/28 None None

Org

aniz

atio

ns

Key Frameworks:

Empirics &

Congruence

2 Wed

1/30 None

The congruence model (NYUC)

Theory & Research – Tools for Learning (NYUC)

Strategy

3 Mon

2/4

Tough Mudder (NYUC)***

Ikea (NYUC)*** The five competitive forces that shape strategy (OCP)

4 Wed

2/6 Netflix Inc (OCP)***

Structure

5 Mon

2/11

Zappos (NYUC) Listen to***

podcast or read transcript Do you have a well-designed organization (OCP)

6 Wed

2/13 Big Spaceship (OCP)***

Mon

2/19 PRESIDENT’S DAY (NO CLASS)

Culture & Diversity

7 Wed

2/20 None The Culture Cycle (NYUC) & Culture Cycle Graphic (NYUC)

Cultural chapters 1-2 (NYUC)

A note on organizational culture (OCP) 8 Mon

2/25

The smile factory (NYUC)***

Inside Amazon (NYUC)***

Leadership &

Hierarchy

9 Wed

2/27 Leadership exercise (in class) It's all about me (NYUC)

10 Mon

3/4

Leadership survey discussion

(link via NYUC)*** Growth Mindset at Work (NYUC)

Gro

up

s

11 Wed

3/6 EXAM 1: IN CLASS

Decision-Making

12 Mon

3/11 Group exercise (in class) Agreement and thinking alike (NYUC)

13 Wed

3/13 None Cognitive repairs (NYUC)

3/18-

3/20 SPRING BREAK (NO CLASS)

Conflict

14 Mon

3/25 The gold watch (NYUC)***

How management teams can have a good fight (OCP)

15 Wed

3/27 None

Creativity &

Innovation

16 Mon

4/1 None Building an innovation factory (OCP)

17 Wed

4/3 The Bakeoff (NYUC)*** How to kill a team’s creativity (OCP)

Fri

4/5 INDIVIDUAL CASE ANALYSIS DUE

Influence &

Networks

18 Mon

4/8 None

Harnessing the science of persuasion (OCP)

In the company of givers and takers (OCP)

19 Wed

4/10 Heidi Roizen (OCP)*** Networking is overrated (NYUC)

I vs. We 20 Mon

4/15 None The great conundrum: You vs. the Team (NYUC)

Peo

ple

Attributions &

Feedback 21

Wed

4/17 Wolfgang Keller (OCP)*** Actionable feedback (NYUC)

Motivation &

Incentives

22 Mon

4/22 None On the folly of rewarding A, while hoping for B (NYUC)

23 Wed

4/24 Lincoln Electric (in class) Why you hate work (NYUC)

Negotiation 24 Mon

4/29 Negotiation exercise (in class) None

25 Wed

5/1 EXAM 2: IN CLASS

M&O In Practice:

Final Projects 26

Mon

5/6 None None

Final Group

Presentations

27 Wed

5/8 FINAL GROUP PRESENTATIONS

28 Mon

SAMPLE ONLY – BASED ON 2019 10

5/13

*** MUST READ/PREPARE BEFORE CLASS

STERN GRADING POLICY

At NYU Stern, we strive to create courses that challenge students intellectually and that meet the Stern standards

of academic excellence. To ensure fairness and clarity of grading, the Stern faculty have adopted a grading

guideline for core courses with enrollments of more than 25 students in which approximately 35% of students

will receive an “A” or “A-“ grade. In core classes of less than 25 students, the instructor is at liberty to give

whatever grades they think the students deserve, while maintaining rigorous academic standards.”

Note that while we use these ranges as a guide, the actual distribution for this course (as well as each individual

grade) will depend upon how well each student actually performs in this course

In line with Grading Guidelines for the NYU Stern Undergraduate College, the process of assigning of grades is

intended to be one of unbiased evaluation. This means that students are encouraged to respect the integrity and

authority of the professor’s grading system and discouraged from pursuing arbitrary challenges to it. If a student

feels that an inadvertent error has been made in the grading of an individual assignment or in assessing an overall

course grade, a request to have that grade re-evaluated may be submitted. Students must submit such requests in

writing to the professor within 7 days of receiving the grade, including a written statement of why he or she

believes that an error in grading has been made.

REGRADES

Grading is based upon detailed, consistent and fair criteria, and great efforts are made to ensure that grades are

accurate, unbiased, and error-free. All graded materials will be reviewed before a final grade is given. Typically,

therefore, regrades are not provided. If you strongly believe that an error was made during grading, you may

appeal the grading decision.

In order to appeal a grade, you must write me a memo describing the perceived error and submit it within one

week of receiving the grade. I will then review the entire assignment, meaning that your grade may decrease

or increase. These policies exist to make grading as fair as possible across all students.

A note about “pre-grading.” I cannot review your assignments prior to you turning in the assignment. That said,

we are happy to discuss your general ideas for your case analysis and team projects. If you feel stuck or confused,

please come see us. These types of discussions should occur in person during office hours and not over email.

ACADEMIC INTEGRITY

Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community,

all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:

o Exercise integrity in all aspects of one's academic work including, but not limited to, the preparation and

completion of exams, papers and all other course requirements by not engaging in any method or means

that provides an unfair advantage.

o Clearly acknowledge the work and efforts of others when submitting written work as one’s own. Ideas,

data, direct quotations (which should be designated with quotation marks), paraphrasing, creative

expression, or any other incorporation of the work of others should be fully referenced.

o Refrain from behaving in ways that knowingly support, assist, or in any way attempt to enable another

person to engage in any violation of the Code of Conduct. Our support also includes reporting any

observed violations of this Code of Conduct or other School and University policies that are deemed to

adversely affect the NYU Stern community.

The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:

www.stern.nyu.edu/uc/codeofconduct

SAMPLE ONLY – BASED ON 2019 11

To help ensure the integrity of our learning community, prose assignments you submit to NYU Classes will be

submitted to Turnitin. Turnitin will compare your submission to a database of prior submissions to Turnitin,

current and archived Web pages, periodicals, journals, and publications. Additionally, your document will

become part of the Turnitin database.

CONDUCT AND BEHAVIOR

Students are also expected to maintain and abide by the highest standards of professional conduct and behavior.

Please familiarize yourself with the following:

o Stern's Policy in Regard to In-Class Behavior & Expectations (http://www.stern.nyu.edu/portal-

partners/current-students/undergraduate/resources-policies/academic-policies/)

o The NYU Disruptive Behavior Policy (http://www.nyu.edu/about/policies-guidelines-

compliance/policies-and-guidelines/bullying--threatening--and-other-disruptive-behavior-

guidelines.html)

STUDENTS WITH DISABILITIES

If you have a qualified disability and will require academic accommodation of any kind during this course, you

must notify me at the beginning of the course and provide a letter from the Moses Center for Students with

Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations

they recommend. If you will need to take an exam at the CSD, you must submit a completed Exam

Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed

accommodation.

STERN COURSE POLICIES

1. Laptops, cell phones, smartphones, recorders, and other electronic devices may not be used in this

class.

*Well, it’s a pandemic. So, Zoom cameras on! Phones away, please minimize distraction. In the interest of your

own learning, as well as classmates’.

2. Absences will be excused only in the case of documented serious illness, family emergency, religious

observance, or civic obligation. If you will miss class for religious observance or civic obligation, you

must inform your instructor no later than the first week of class.

*Given the pandemic may cause unforeseen issues with attendance, we have a new policy that offers a make-up

opportunity for missed lecture attendance points (see above). Live Zoom attendance is the absolute best choice

however!

3. Students are expected to arrive to class on time and stay to the end of the class period. Students may

enter class late or leave class early only if given permission by the instructor and if it can be done

without disrupting the class. (Note that instructors are not obliged to admit late students or readmit

students who leave class or may choose to admit them only at specific times.)

4. Late assignments will either not be accepted or will incur a grade penalty unless due to documented

serious illness or family emergency. Instructors will make exceptions to this policy for reasons of

religious observance or civic obligation only when the assignment cannot reasonably be completed prior

to the due date and the student makes arrangements for late submission with the instructor in advance.

ORGANIZATIONAL RESEARCH ASSIGNMENT

The Organizational Research Requirement is worth 2% of your final grade for the course (see Participation

section). Sound management practice is informed by academic research, where studies are conducted to

examine basic psychological processes that play out in the workplace. In class we will discuss the research

process in management and organizational science. You can obtain credit for the Organizational Research

Assignment through either of the following two options (you choose either Option 1 or Option 2 – you will not

SAMPLE ONLY – BASED ON 2019 12

get credit for doing both), and it is designed to enrich your understanding of the value of research to the

formulation of sound management practice.

Option 1: Subject Pool Lab Participation: The first option is participation in the Management Department

Subject Pool. This gives you an opportunity to be part of management research in action and later evaluate it

with the advantage of firsthand experience. With this option, you will be a participant in a 90 minute session

of research experiment(s) currently being conducted by Management Department faculty. (Note that while the

people running the studies are usually Ph.D. students or other research assistants, they are conducting the

research for or with members of the Management Department faculty, who supervise them closely). When you

show up for a study, someone at the lab will seat you and record your attendance in the sign-up system so that

you receive credit for this assignment, but note that your responses in the experiment cannot be connected to

your identity in any way. Once these studies are finished, you will receive written educational debriefings.

Participation in the Subject Pool is easy and should be enjoyable for most students. It only requires signing up

for a session, showing up at the Stern Behavioral Lab (Tisch LC-26), and following instructions. However,

while the experiments are usually fun, you should take them seriously and provide honest and careful responses

to all questions you are comfortable answering. Sign-ups will occur on-line several days before the scheduled

experiments – which will run March 25 – April 5, 2019. Please note that the web-based sign-up sheets do not

reveal the identity of yourself or anyone else who will be participating in the experiment. Any questions about

availability, scheduling, participation, or being credited for participation in the subject pool should be directed

to: @stern.nyu.edu.

At the experimental session, you will be informed of what the study is about, what your rights are as a

participant in the study, and any risks or benefits of participation in the experiment. You will be asked to read

and indicate consent to a consent form, stating that you agree to participate in the experiment. If you prefer not

to participate, you may complete the research proposal assignment described below (“Option 2”) and receive

the same credit.

For students who are under 18 years of age who want to do Option 1: It is a Federal law and University

requirement that you provide a signed consent form from your parent or legal guardian before you can be a

research participant. Please see me if you are under 18 and would like to participate in the lab research

(“Option 1”) for your class requirement. I will provide you with a copy of the parental consent form for each

experiment, which must be read and signed by your parent or legal guardian. The form must then be returned

to me prior to your participating in the experiment. (Note that you do not need parental consent if you this

Research Proposal “Option 2” assignment described below).

Option 2: Research Proposal Report: The other option is to write a 2 page research proposal. The

assignment is due Wednesday May 15th , 2019 by 5:00 p.m. No exceptions will be made, so plan ahead.

To complete this assignment, refer to the article “Theory and research: Tools for learning about behavior in

organizations” posted on NYU Classes. Based on the material covered in class and that reading, this

assignment involves developing a research question and designing a study (either an experiment or a survey)

to test that research question. Your research question should draw on class material, current events, or personal

experience, and any topic that is relevant to Management and Organizations is fine. Your question should also

define the focus of the study you design and the report you write. Prepare a two-page report (double-spaced)

that clearly describes your research question and the proposed study you would design in order to test your

hypothesis, addressing the following questions:

1. What is your proposed question / hypothesis?

2. Why is it interesting and important for management practice?

3. How will you test your question (including the sample, research approach and design, data collection and

SAMPLE ONLY – BASED ON 2019 13

measurement)?

4. What are the strengths/weaknesses of this method for answering your question/ testing your hypothesis?

Note that you do not need to actually collect any data – simply write up a description for a study that answers

the four questions above.