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8/13/2019 Coursera Organizational Analisys Stanford
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Coursera
Organizational AnalisisStanford University
Organizational Analysis: Calendar of DeadlinesRed font assignments: required of all students
Yellow font assignments: required of Advanced Track students
back tocourse website
September 2012
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- Watch Lectureand Complete Quiz- Post and RateQuestions
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October 2012
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- Watch Lectureand Complete Quiz- Post and RateQuestion
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7 8 9 10 11 12Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
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14 15Due 5pm (PST)
- Peer EvaluationTraining
16 17 18 19Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
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21 22 23 24 25 26Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
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November 2012
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Sun Mon Tue Wed Thu Fri Sat
1 2Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
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4 5Due 5.00pm (PST)
- Paper #1
6 7 8 9Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
10Due at midnight(PST)- Paper #1 PeerEvaluations
11 12 13 14 15 16Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
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25 26 27 28 29 30Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
December 2012
Sun Mon Tue Wed Thu Fri Sat
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2 3Due 5.00pm (PST)
- Paper #2
4 5 6 7Due 10am (PST)- Watch Lectureand Complete Quiz- Post and RateQuestion
8Due at midnight(PST)- Paper #2 PeerEvaluations
9 10 11Due 12pmCompleted
FINAL EXAM
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8/13/2019 Coursera Organizational Analisys Stanford
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Course Overview
Organizations are groups whose members coordinate their behaviors in order to accomplish a shared goal. They can be found nearly everywhere in todays
society: universities, start-ups, classrooms, hospitals, non-profits, government bureaus, corporations, restaurants, grocery stores, and professional associations are
some of many examples of organizations.
Organizations are as varied and complex as they are ubiquitous: they differ in size and internal structure; they can entail a multiplicity of goals and tasks (some of
which are planned and others unplanned!); they are made up of individuals whose goals and motivations may differ from those of the group; and they must interact
with other organizations and deal with environmental constraints in order to be successful. This complexity frequently results in a myriad of problems for
organizational participants and the organizations survival. We can use organizational theories to systematically analyze how an organization operates and can best
be managed.
Organizational theories highlight certain features of an organizations structure and environment, as well as its processes of negotiation, production, and change.
Each provides a lens for interpreting novel organizational situations and developing a sense for how individual and group behaviors are organized. Theories are
valuable for the analyst or manager because most organizational problems are unique to the circumstances and cannot be solved by simple rules of thumb. Armed
with a toolset of organizational theories, you will be able to systematically identify important features of an organization and the events transforming it; choose a
theoretical framework most applicable to the observed mode of organizing; and use that theory to determine which actions will best redirect the organization in
desired directions.
In sum, the course has three goals: to become familiar with a series of real-world organizational phenomena; to learn different theoretical perspectives that can
elucidate these phenomena; and to apply these different ways of seeing and managing organizations to the cases. In such a fashion, the course is designed to
actively bridge theory and practice, exposing students to a variety of conceptual tools and ways to negotiate novel situations.
Course TimelineThis course investigates a series of case studies of educational institutions, non-profits, private firms, cooperatives and governmental organizations, and focuses on
the change efforts and experiences occurring within them. In addition to going over the cases, thevideosfor each week will introduce a new theory for making
sense of the complex social reality of these organizational contexts.Readingsfor each week will allow you to explore the theories and cases in more depth.
The first week provides an overview of the organizational elements we will use as the basis for our analyses. Subsequent weeks progress through the field of
organizational theory, from its early treatment of organizations as isolated units of decision-making, through current perspectives that focus on their
interconnectivity.
Course Topics:
Week 1: Introduction
Week 2: Decisions by rational and rule-based procedures
Week 3: Decisions by dominant coalitions
Week 4: Decisions in organized anarchies
Week 5: Developing organizational learning and intelligence
Week 6: Developing an organizational culture
Week 7: Managing resource dependencies
Week 8: Network forms of organization
Week 9: Institutions and organizational legitimacy
Week 10: Summary
Grading Policy and Assignment TimelineThis course has two tracks - basicand advanced. For more info about requirements and timeline of assignments, seeExpectations and Grading andCourse
Calendar
Expectations and Grading
Students may have different time constraints and interests, so we present students with two requirement-tracks they can select from. The online course will follow
the same schedule as the Stanford Organizational Analysis course, which meets on Fridays 2:15-5:05 pm Pacific Standard Time (PST).
Basic TrackFor students wishing to develop basic literacy in organizational analysis - involves 2-3 hour time commi tment per week
The following tasks must be accomplished with an overall C grade or higher:
Lectures & quizzes: You must view each weeks on-line video lectures and complete the within-lecture quizzes checking comprehension -- by 10AM PST every
Friday.
Forum participation : We want to encourage dialogue on the course content. Therefore, by 10AM PST every Friday, you are encouraged to post a question on the
forum OR respond to someone elses post. As part of your participation grade, you must upvote at least one question each weekthat you would like me to
personally address -- I will review the most popular questions and discuss them in regular "screen-side chats" videotaped and posted on-line.
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Final exam: At the end of the course, after the final lecture, you are required to take an on-line final exam that assesses how well you comprehend the course
material as posted in the on-line lectures. On-line final exams must be completed by 12 Noon PST, December 11.
Advanced Track RequirementsFor students wishing to develop an in-depth capacity for analysis and application -- involves 10-12 hour time commitment per week
In addition to completing the basic track requirements above, you must accomplish the following tasks with an overall C grade or higher:
Paper writing: Write 2 essay papers (1500-2500 words) that present and analyze a case using the theoretical lens presented that week. You will submit the first
paper by 5pm PST on November 5 and it must concern a theory presented in weeks 4-6. You will submit the second paper by 5pm PST on December 3 and it must
concern a theory presented weeks 7-9. Potential questions are listed on the page of the readings for each week, but you should feel free to come up with similar
questions of your own.
Peer evaluation: A key part of your learning experience will involve evaluating papers written by your peers. Between October 1 and October 15, you will be
trained to perform peer evaluation by using a standardized grading rubric to accurately evaluate a set of papers already graded by the course instructors. Armed
with this knowledge, you will be asked to apply the rubric to your own paper and to those of 3 of your peers within 5 days of the paper deadline (by November 10
for the first paper and by December 8 for the second paper).
SeePapers and Peer Feedbackfor more details about the paper writing and peer evaluation process.
Recommended:Read the listed course texts (foundhere). Engaging with the readings will allow you to reach deeper understanding and ownership of the concepts
of the course. The readings are provided at the minimal possible price, and are sometimes free.
ExpectationsWithin each class session I will assume students have read the free case materials, viewed the weekly video, taken the within-lecture quiz, posted a question on the
forum, responded to others on the forum and rated some of the posted questions. I believe this will make the class a far more interactive and engaging experience
for everyone involved.
I would like your help making the forums as much of a civil and welcoming learning environment as possible. To this end, please
Be friendly and considerate when talking to your fellow students. Use up-votes to bring attention to thoughtful, helpful posts. Search before you post. Post in the appropriate sub-forum.More specifically, I would like you to follow StanfordsCode of Conductin your interactions and to follow the Honor Codes of bothStanfordandCourserawhen
submitting your work. This means participants are expected to conduct themselves in a professional manner and not plagiarize their work. It also means we all
have a duty - for the good of the community - to report peers who violate these policies. Violators of the honor code and / or code of conduct will be removed from
the course and fail to acquire a certificate of completion.
GradingWe will calculate grades using the following ratios:
Basic track
50% Final exam (Graded as % correct)
50% Participation (#/20 below)
Lecture-quizzes (#/10 weeks completed)
Forum rating of questions (#/10 weeks rated)
Basic certificates will be awarded to students with an overall grade of C or greater (> 72%); grades will be posted on your certificate.
Advanced track
60% Papers (Average of 2 paper grades, #/24seepaper grading rubric)
20% Final exam (Graded as % correct)
20% Participation (#/20 below)
Lecture-quizzes (#/10 weeks completed)
Forum rating of questions (# /10 weeks rated)
Advanced certificates will be awarded to students with an overall grade of C or greater (> 72%); grades will be posted on your certificate.
The grading scale for each track will be as follows:
A+ = 10098% A=9794% A=9390%
B+ = 8987% B=8683% B=8280%
C+ = 7977% C=7673% C=7270%
D+ = 6967% D=6663% D=6260%
F= below 59% or any fail
Late policy: You will be docked of your assignment grade every day (24 hours) it is late. You will also be docked of your assignment grade every day (24
hours) you are late on completing the peer evaluations. Hence, a paper that is graded as an A will be a B if it is 1 day late, or if you are late 1 day in performing
peer evaluations; and a posting that is one day late will be afforded credit. Assignments turned in 4 days late will receive a failing grade or 0 credit for that
week.
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Papers and Peer Feedback
Goals
Writing critical arguments and developing the capacity for evaluating others' written work is a central piece of the analyst and managers skill-set. Papers in this
course will be case studies that give you the chance to analyze a unique organizational problem. You will choose an organizational theory that highlights certain
features of the case and draws out particular change processes. These theories have frequently been applied to other cases where different managerial solutions
were found. Theories help us organize all these accounts and classify them in ways we can readily access. By reflecting on the theory, we come to recognize a
class of organizational phenomena and processes where a treasure t rove of solutions could applywe go beyond our own experience to that of many others. A
good analyst can use theories to access all sorts of solutions.
Advanced Track students will be developing the capacity to articulate a case and critically apply a theory in order to identi fy solutions most people hadnt
considered before. By criticalI dont mean negative. Rather, I meanreflectiveconsidering the nuances of the case, as well as the strengths and weaknesses of the
theory. Going through the analysis process in a written paper will allow you to more carefully think through and reflect upon your reasoning.
The peer evaluation process will give you the chance to read and learn from your fellow course participants. Peer evaluation gives you the opportunity to grow as a
group. If each of you takes the time to consider the ways that your peers can improve their arguments and analyses of organizational phenomena, then all of you
will receive thoughtful feedback on your own work. Questions and comments about the peer feedback process can be rais ed inthe Peer Feedback section of the
discussion forum.
Process and TimelineTo indicate your interest in participating in the paper writing and peer feedback process, go to thepeer assessment systemcourse page and follow the instructions
there.
Due to the design of the system, you will need to sign up by Sept 30 at midnight PST in order to participate in training.
As shown on thecourse calendar,during weeks 2-3 of the course (Oct 1 - Oct 15) you will become familiar with the criteria for papers by applying the grading
rubric to a series of papers written by former students of mine. This training period will let you see how others have written critical reflection papers and allow you
compare your evaluations with those of the instructor and teaching assistants. To officially complete the training period, you will need to grade at least 4 papers.
In week 4-6 (Oct 15-Nov 5), you will go on to write your own paper, applying one of the theories from those weeks to a case of your choice. The page that lists the
readings for each week includes a prompt for a paper topic, and they will also be restated on the assignment page in the peer evaluation system. You will then have
until Nov 10 to give feedback to three of your classmates papers, and to grade your own paper as well. In weeks 7-9 (Nov 11 - Dec 3), you will write a second
paper and participate in a final round of peer and self-evaluation, due on Dec 8.
Please remember, you will not receive a grade for your paper until you complete your peer evaluation assignments!
You can submit papers either by entering text directly into a field in the peer assessment system, or by uploading a PDF of your paper after you've written it in
your favorite document editor (if you don't have one yet, GoogleDocs and OpenOffice are both free). You will be able to save your drafts and submit multiple
times up until the deadline.
This process is also described in thepeer assessment systemcourse page.
Guidelines for Writing and Evaluating High-Quality PapersTo develop coherent, informed, and insightful arguments you will need to write clearly; succinctly articulate your chosen case and theory; draw compelling
connections between the case and theory; and consider the strengths, weaknesses, and implications of your application of the theory to the case. Elements to
consider when writing and evaluating papers are summarized in two forms:
ThePaper Criteriadescribes the elements to consider in terms of Style (Writing and Argument) and Content (Case, Theory, Linkage and Critique) TheGrading Rubricbreaks down each of the Style and Content categories into grading levels that range from Excellent to FailCalculating GradesAfter you submit each of your two papers, you will be asked to apply the grading rubric to your own paper and to 3 of your peers papers. Each papers grade will
be based on the peer median score, and we will use self-assigned grades when they are within 10% of the peer-median (we will only take higher self-assessments
so you are rewarded for accurate grading).
Criteria for Paper Evaluation
The criteria I ask students to apply to one another's work are those that most analysts and scholars would agree are essential to developing a coherent, informed
and insightful argument. Criteria are divided into two categories: style and content. Styleencompasses clear and well-thought out writing, whereas contentincludes
the articulation of your chosen case and theory, and the connections that you draw between the two.
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The capacity to develop strong arguments will have great returns to you as an analyst or manager -- it will also benefit you beyond this course and the domain of
organizations. Practicing these skills in this courseand considering the feedback you get from your peerswill serve you well in many other spheres of your life
where it helps to articulate reasons well and support them with evidence and careful reflection.
The criteria listed below are a broad overview of the areas your writing and feedback should coverduring the feedback process, you will be asked to provide a
numerical score for each area. Guidelines for each grading level are described in therubric.The criteria are also available as aPDForWord documentif you
would like to print a copy or save it separately.
Style
1. WritingA clear writing style makes i t much easier to follow an argument. It is essential that every paper demonstrate a clear writing style. Its hard to follow an argument
when the writing is poorso spelling, grammar, topic-strings, and the use of active verbs and direct statements often renders the presented text far more coherent.
My criteria for clear writing draws on other courses that teach non-fiction writing, like theLittle Red Schoolhouse.
Elements to consider
a. Spelling(use your favorite document editorGoogleDriveandOpenOfficeare free alternatives to Microsoft Word)
b. Grammar(use your favorite document editorGoogleDriveandOpenOfficeare free alternatives to Microsoft Word)
c. Use of subject-strings in paragraphs: e.g., The firm was named X. It successfully processed y into z. Because of its success, the fi rm lasted 20 years.
d. Use of active verbs: e.g., instead of they were following others, say they followed others.
e.Avoidance of gerunds & nominalizations: e.g., minimize words ending ining orion.
2. ArgumentationEvery paper needs to present a coherent and convincing argument. My criteria for a convincing argument is that is defines a topic, relates an issue concerning it,
states a claim on how it can be resolved (thesis), and then presents quality evidence in support of this claim. These criteria for quality argumentation are derivedfromcourses on rhetoric,and from books that I've found especially useful in laying out a convincing argument, particularlyHow to Read a Book(Mortimer Adler
and Charles Van Doren) andThe Craft of Research(Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams).
Elements to consider
a. Topic definition: does the paper concern an organizational phenomenon? (e.g., decision making with partial information)
b.Issue statement: does the paper describe an issue concerning the topic that motivates the paper? (e.g., Some administrations decide well, others less sowhy do
they vary?)
c. Thesis / argument: does the paper take a stand, make a claim, argue a solution to the problem? (e.g., Firms that decide well with partial information involve
internal and external members of the organization at key decision junctures...A rational actor perspective helps elucidate th is process well, and suggests better
means of management.)
d. Use of evidence: does the paper use evidence to support its argument and is the evidence adequate?
Content
3. CaseYour chosen case should be clearly and succinctly articulated. The sequence of events should follow a general narrative or story arc that describes a process or
mechanism of change, and identifies the actors, organizational elements, and environmental factors that are most relevant to that process.
Elements to consider
a. Case narrative / plot: what is the general story of the organizational case?
b. Causation / inference: how does this organization change and through what factors?
c. Organizational elements: what are concrete examples of organizational elements in the case? Which apply and do not apply?
4. TheoryYou should clearly outline the theory and define its basic elements. This can be done in a separate section from the case description, or integrated into the story
arc. Generally, I find that the latter creates a more compelling and coherent piece of writing - as you develop your narrative, you can use the elements of the theory
to frame the features of the case.
Elements to consider
a. General theory: what is the general argument and perspective of the theory?
b. Causation / inference: where are the leverage points for organizational action? How does this theory characterize organizational change as happening?
c. Organizational elements: what organizational elements are most relevant to the theory? And in what situations does it (not) apply?
5. LinkageYou should apply the theory to the case by considering how the organizational features and processes that are emphasized by t heory are reflected in the case.
When evaluating linkage, I look for whether the writers application has some coverage (did they select a case irrelevant to the theory, did they only discuss one
facet of the theory in the case, etc?); if it was done correctly (did they get it right?); and if they summarized the overall applicability of the theory to the case.
Elements to consider
a. Coverage: Is the application of the theory to the case thorough? Did the paper discuss all aspects of the case where the theory could be brought to bear?
b.Accuracy: Is the theory applied correctly?
c.Explanatory power: is the theory presented in a way that helps elucidate the case?
6. CritiqueYou should critique the application of the theory to the case by considering the strengths of the theory - how does i t shed light on the case? - as well as its
weaknesses of the theory - are there organizational features or actors in the case that don't fit into the framework of the theory? Were there events in the case that
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the theory wouldn't have predicted? A top-scoring paper will also reflect on whether there are broader lessons that can be drawn from the application to the theory
of the case - are there similar or different situations where the theory could be extended?
Elements to consider
a. Strengths: What are the strengths of the theorys application to the case?
b. Weakness: What are the limits and weaknesses of the theorys application to the case?
c.Extensions: Can the theory have extended relevance to other cases like it, or to cases different from it?
Peer Assessments
Title Assignment
starts
Submission
deadline
Evaluation
starts
Evaluation
deadline
Organizational Analysis: Peer grading Training
(Weeks 2 - 3)
Sat 22 Sep 2012
4:49:26 AM BRT
Mon 1 Oct 2012
3:59:00 AM BRT
Mon 1 Oct 2012
5:00:00 AM BRT
Mon 15 Oct 2012
9:00:00 PM BRT
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assignment
Organizational Analysis: Peer grading Homework
1 (weeks 4 - 6)
Mon 15 Oct 2012
9:00:00 PM BRT
Mon 5 Nov 2012
11:00:00 PM
BRST
Tue 6 Nov 2012
12:00:00 AM
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Sat 10 Nov 2012
5:59:00 PM
BRST
Organizational Analysis: Peer grading Homework
2 (weeks 7 - 9)
Sun 11 Nov 2012
7:00:00 AM
BRST
Mon 3 Dec 2012
11:00:00 PM
BRST
Tue 4 Dec 2012
12:00:00 AM
BRST
Sat 8 Dec 2012
5:59:00 PM
BRST
Peer Grading Training -- Round II Mon 8 Oct 2012
6:20:00 PM BRT
Tue 16 Oct 2012
3:59:00 AM BRT
Tue 16 Oct 2012
5:00:00 AM BRT
Tue 30 Oct 2012
4:59:00 AM
BRST
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assignment
Summary Tables
These tables provide brief summaries of each of the organizational theories discussed in the course.
Summary Table for Weeks 1-5 (PDF,Word)
Summary Table for Weeks 6-10 (to come)
Note-taking Templates
I will spend time in the lecture videos walking through summary tables of the theories and cases. To develop your own versionof the theories and cases, you can
use the note-taking templates below. Filling out the tables yourself is a powerful learning tool because you are making the ideas your own. You can also use the
case summary table to organize your analyses of issues within the organizations you participate in daily!
Theory note-taking template(PDF,Word)
Case note-taking template(PDF,Word)
About Us
Instructor
https://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=6https://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=6https://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=10https://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=10http://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.pdfhttp://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.pdfhttp://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.pdfhttp://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.dochttp://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.dochttp://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.dochttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.dochttp://spark-public.s3.amazonaws.com/organalysis/summary%20tables/organizational%20analysis.summary%20table.weeks1-5.pdfhttps://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=10https://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=10https://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=6https://class.coursera.org/organalysis-2012-001/human_grading/view?assessment_id=68/13/2019 Coursera Organizational Analisys Stanford
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Daniel A. McFarlandDan is an Associate Professor of Education, Sociology, and Organizational Behavior at Stanford University, and is the founding director of Stanfords certificate
program in Computational Social Science. He holds a Ph.D. in sociology from the University of Chicago and has published widely on organizational behavior in
sociologys top journals. Dan has taught courses in organizational behavior and social network analysis at Stanford for over a decade and received a 2006 award
for student advising in the Graduate School of Education. When Dan is not having a blast studying organizations, he can be fo und spending time with his family,
coaching a soccer team of six year olds, making mosaics, or running around campus with his dog, Isabelle. You can learn more about Dan and his researchhere.
Teaching Assistants
Charles GomezCharlie is a doctoral student at Stanford University, where he is pursuing a dual Ph.D. in Organization Studies and Global Comparative Education, with minors in
Political Science and Sociology. Charlie is interested in the globalization of academia and its effects on the creation and the diffusion of knowledge worldwide.
When Charlie isn't organizing classes on organizations (how "meta" is that?!), he enjoys the mashup dance scene in San Francisco, traveling to tropical locales,
and promising to eventually sign up for a 10K in the near future. He also has a huge soft spot for English Bulldogs. You can learn more about Charlie and his
workhere.
Daniel NewarkDan is a doctoral student in Organization Studies at Stanford University, where he also received an MA in economics, focusing on behavioral and experimental
economics. Dan is interested in how individuals and organizations make and justify decisions. Outside of academic life, Dan enjoys walking around cities,
Stanford sports, and the occasional tango dance. The internet has no additional information about Dan, so if you want to learn more about him, you will have to
ask him or one of his friends.
Emily SchneiderEmily is a doctoral student at Stanford in Learning Sciences and Technology Design. She is infinitely curious about how humans acquire new knowledge and
skills. Emily is fascinated by the ways that technology can augment individual and collective intelligence - towards that end, her research explores online learning
and teaching, with the goal of developing tools for collaboration and personalized learning. When she doesn't have her nose buried in a laptop, Emily can probably
be found riding her bike around the streets of San Francisco.
Note-taking Templates
I will spend time in the lecture videos walking through summary tables of the theories and cases. To develop your own versionof the theories and cases, you can
use the note-taking templates below. Filling out the tables yourself is a powerful learning tool because you are making the ideas your own. You can also use the
case summary table to organize your analyses of issues within the organizations you participate in daily!
Theory note-taking template(PDF,Word)
Case note-taking template(PDF,Word)
Welcome!
I am Daniel McFarland, Professor of Education, Sociology and Organizational Behavior at Stanford University, and I
am delighted to be your instructor for "Organizational Analysis." There are additional graduate teaching assistants -
Emily, Charlie and another Dan - who will frequently visit the class forums and introduce themselves.
I hope that by the end of this course, you will have a general sense of organizational theories and how they can help
you better understand and manage organizational problems. This week, I will introduce you to the concept of an
organization and offer a conceptual framework through which you can recognize their modes of variation.
Organizations are everywhere and they widely differ. Moreover, many of our social problems are organizational in
http://ed.stanford.edu/faculty/mcfarlandhttp://ed.stanford.edu/faculty/mcfarlandhttp://ed.stanford.edu/faculty/mcfarlandhttp://stanford.academia.edu/CharlieGomezhttp://stanford.academia.edu/CharlieGomezhttp://stanford.academia.edu/CharlieGomezhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.docxhttp://spark-public.s3.amazonaws.com/organalysis/case%20summary%20notetaking%20template.pdfhttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.dochttp://spark-public.s3.amazonaws.com/organalysis/theory%20summary%20notetaking%20template.pdfhttp://stanford.academia.edu/CharlieGomezhttp://ed.stanford.edu/faculty/mcfarland8/13/2019 Coursera Organizational Analisys Stanford
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nature. This is why we need to study organizations and to take courses on themall so we develop a better
understanding of the world we live in and how to better manage it.
The Coursera site for this course will open late Sunday evening, after which I hope all of you will go to the discussion
forums and introduce yourself to this huge community of fellow learners. You'll also be able to access the course
materials and begin viewing the first week's lectures.
Looking forward to ten great weeks of reading, discussing and learning with you about organizations!Daniel McFarland
Thu 20 Sep 2012 10:25:00 PM BRT
Week 1 - Beginnings
Welcome to Organizational Analysis announcement page!
I recommend students begin by exploring all the tabs on the left side of this page. There you will find an overview, a
description of course requirements, readings, lectures and descriptions of peer grading.
Massive open online courses are very new, and we're attempting to pilot features that improve the online learning
experience further. In particular, we are attempting to bring a social science and humanities course to the online
environment and preserve some of the experience of carefully reading, writing, and discussing shared materials. To
this end, the course is the usual length of a Stanford class (10 weeks), and the readings have been made accessible to
everyone and at the most affordable rate we could acquire. In addition, we are piloting peer grading so that many
thousands of persons can write papers, consider the quality of their peers' arguments, and receive constructive
feedback on their own work. We are also asking everyone to participate heavily in the forums so that participants
enter a dialogue over the ideas presented in the course.
As with all new ventures, there are certain to be problems along the way. We'll work hard to quickly address all of
them, and we are most appreciative of any and all help participants can offer.
Last, I just want to say that I think the context of massive open online courses afford us a new learning opportunity --
one where the greatest resource is the crowd-sourcing of information rather than the material I am able to offer on my
own. To this end, I hope everyone feels free to contribute to the course wiki in ways that help us compile your
knowledge about organizations. For example, one simple idea is to catalogue summaries of the readings so persons
unable to purchase them can get a better sense for what they cover. Another might be to create an open online case
library and video library that can be used for the instruction and study of organizational phenomena. I think it would
be a great triumph if we can use the collective knowledge of course participants to develop a knowledge resource wecan leave behind for persons interested in organizations more generally.
So let's begin!
Dan
Mon 24 Sep 2012 1:25:00 AM BRT
UPDATES
Dear All,
Welcome to Organizational Analysis! Thank you for your enthusiasm and participation thus far. Its remarkable just
how international our class is, not to mention how many different study groups have already emerged!
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Moreover its great to see how crowdsourcing is helping us rapidly improve the course. With every comment and vote,
you help us learn what works and doesn't work, plus many of you are making suggestions on how to resolve issues so
we can address them in rapid succession!
In response to your feedback weve made a variety of changes and updates to the course:
(1) The grading policy has changed: you need not post a question / comment every week, but its recommended as wewant to encourage participation and dialogue on the forums. Your participation requirement is to rate a question or
comment each week. That way we establish a minimal dialogue and I have a sense of where the class wants more
information.
(2) Cleaner versions of the readings are posted: We worked hard to find cleaner versions of the readings and Pearson
agreed to lighten the watermarking down to 15%. If you already purchased the readings, then you should be able to
access the new and improved version without incurring additional cost.
(3) On the readings more generally: please note they are *recommended* for participants in the advanced track and
are not required. I erred on selecting the best references I could find, and then tried to work with publishers to
provide them for free or to at least cut their costs. The agreements they offered were unprecedented, and especially
with a course that entails so many different texts. However, I am sorry to say we couldnt secure more affordable
agreements. Its frustrating because I know costs are great for students in developing countries. SIPX is now
renegotiating the contracts with publishers so that future versions of this course are even more affordable for
international students. But for now, our hands are tied.
In the meantime, here are a couple suggestions on how to access the recommended readings:
a. Select only what you need: I recommend you view the video lectures and decide which week you are most interested
in writing a paper or learning more. Then try and find a way to access those readings either through SIPX or via
solutions offered in the forums.
b. Find another means to access the content: Some of you are finding ways to access the readings from where you are
and are willing to provide this information to your peers. Even one student offered to buy another students packet! I
greatly appreciate these gestures, so please post those solutions on the forum and up-vote them so they go to the top of
the list.
Again, many thanks for your feedback and comments. Please keep them coming - were eager to offer you the best
learning experience we can!
Best Regards,
-Dan
Mon 24 Sep 2012 8:41:00 PM BRT
Register on the Peer Feedback System
Hi Everyone,
Were excited to use the peer feedback system on Courseraso many thousands of students can submit and assess the
quality of written papers. The system is new, and the interface may be a little clunky at first, so please bear with us!
**Who should use the peer feedback system and attempt its assignments?**
Its only required for the advanced track students, but I think everyone should participate in the training period so
they can read some example papers from weeks 2-3 that apply organizational theories to cases. Plus, becoming
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familiar with the grading rubric will help you learn what most people look for in a clearly presented argument. I think
many of you will find it useful to see a well thought out set of criteria upon which to judge the quality of paper (it may
even take some of the mystery away!).
**How do I register to use the peer feedback system?**
Go to the peer feedback system and begin the first assignment by entering your initials. Then stop. You are now
registered!
If you do this before September 30, then between Oct 1 and Oct 15, all the registered students will be asked to re-enter
the first assignment so as to read and evaluate 4 or more papers using our grading rubric. The system should give you
feedback stating how close your grades match those assigned by the instructorsyou will need to accurately evaluate
4 papers but can go on to evaluate more if youd like to see more example or get more practice. Then thats it for the
peer assessment training.
**What if I forget to register?**
If you dont register before September 30, dont worry. You will have a chance to do peer assessment training in
weeks 4-6 when the first paper assignment is due. However, that means you will be asked to learn peer grading on 4
papers, then submit a paper, and then perform peer grading on 3 papers and your ownthats quite a lot to do!
Thats why we recommend you register to use the peer feedback system now and spread out the course tasks in
smaller, manageable chunks.
And if you decide you dont want to write papers thats fine too you can always complete the basic track
requirements and still get a certificate. Its all up to your interests and the time you have available!
My Best,
Dan
Wed 26 Sep 2012 1:38:00 PM BRT
Reminder!
Hi Everyone!
I really enjoyed reading your excellent discussion threads on the lecture material this week! I'll try and discuss some
of them in my screen-side chat later tonight.
ANNOUNCEMENTS:
(1) **Please remember to register for peer assessment training!** (see prior announcement)
(2) Also, I wanted to let everyone know **we are leaving Week 1 lectures and quizzes up until next Friday** in case
new students need extra time getting started.
(3) We posted the in-video quizzes in stand-alone formats so people downloading the lectures can complete them -
**Each week, you only need to do the in-video quiz OR the stand alone quiz** (and both are graded % complete, not
% correct).
DISCUSSION FORUM:
I've been reading your discussion threads and am impressed with the quality of dialogue! Several of you have rightly
remarked that it's overwhelming to keep up with all of them. I am told that's typical of a highly active forum in its first
week.
I have a few ideas on how to improve the organization of the discussion forums as we go forward. First, I will create a
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new forum for general discussion every week much like we have for the lectures (so "Week 2 General Discussion",
"Week 3 General Discussion"...). That way we can drop old issues and topics so as to focus on current ones. If you
have an old thread you want continued, then just summarize the prior conversation and restart it as a new thread.
Second, I want to encourage everyone to use "Tags". Tags are basically keywords or topic-labels that you affix to
your thread. If enough of us do this, then we can search by those tags to see all the posts concerning each topic of
interest. Third, I will soon set up a new forum on "Shared Resources" where we begin some threads compiling
information on various topics of interest: e.g., free case write-ups; other readings on organizations; etc.
Organizationally yours,
-DM
Fri 28 Sep 2012 1:48:00 PM BRT
Readings
While the video lectures give you an overview of the organizational theories and some potential applications, engaging with the readings will allow you to reach
deeper understanding and ownership of the concepts of the course. This is why completing the readings is recommended for the Advanced Track certificate.
Each week has about 100 pages of suggested reading. The majority of these are primary texts rather than secondary compilations, because textbook compilations
tend to massage the original ideas into the editor's argument, and I want you to leave with a toolkit of theories that you feel have some distinctiveness from one
another. The readings in each week fall into one of three categories:
Theory
Detailed exploration of a lens for highlighting certain features of an organizations structure and environment, as well as its processes of negotiation,
production, and change
Application
Scholarly applications of an organizational theory to a real-world phenomenon
Case
Narrative about an organizational issue or processThe videos will heavily deconstruct the more dense theory readings, but the organizational cases will hopefully be fairly straightforward.
Readings by WeekAll of the readings for the course are available electronically, with the exception of one book assigned in Week 8 ( Governing by Network: The New Shape of the
Public Sector, Goldsmith and Eggers). Each of the links below includes:
the readings for that week, with links to access digital copies on SIPX (available free or at a nominal cost -- see below for details on access and pricing) questions to reflect on as you read - review these and keep them in mind to make for a more informed and productive reading experience prompts for a paper if you choose to write on the theories for that week a link to a list of supplementary readings for the topic, in case you want to explore in further depthWeek 1 : Introduction
Week 2 : Decisions by rational and rule-based procedures
Week 3 : Decisions by dominant coalitionsWeek 4 : Decisions by organized anarchies
Week 5 : Developing organizational learning and intelligence
Week 6 : Developing an organizational culture
Week 7 : Managing resource dependencies
Week 8 : Network forms of organization
Week 9 : Institutions and organizational legitimacy
Week 10 : Summary
Full list of readings (and associated questions) as a single document -- [PDF][Word]
All readings available digitally onSIPX
Supplementary readings as a single document -- [PDF][Word]
Accessing readings: cost and logisticsThis is a free course and great care was taken to choose quality readings at the lowest possible cost to you. We have worked closely with the publishing companies
to negotiate the lowest acceptable price for paying royalties to the copyright holders. As a result, many are free - and others are available at a discounted rate.
The link by each reading will take you to SIPX, a repository for digital works. You will need to provide your email address to create a SIPX account. If you have
a .edu email address, please sign up with it - you may receive extra discounts as a result. Once you have made your account, you can select individual works that
you would like to access for the course. If an article or book excerpt is provided for free, you will be given immediate access to a PDF copy; if not, then you will
https://class.coursera.org/organalysis-2012-001/wiki/view?page=Week1Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week1Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week2Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week2Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week3Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week3Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week4Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week4Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week5Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week5Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week6Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week6Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week7Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week7Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week8Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week8Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week9Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week9Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week10Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week10Readingshttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Readings.pdfhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Readings.pdfhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Readings.pdfhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://coursera.sipx.com/coursera-00.htmlhttp://coursera.sipx.com/coursera-00.htmlhttp://coursera.sipx.com/coursera-00.htmlhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.pdfhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.pdfhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.pdfhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.pdfhttp://coursera.sipx.com/coursera-00.htmlhttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Additional_Readings.dochttp://spark-public.s3.amazonaws.com/organalysis/Organizational_Analysis_Readings.pdfhttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week10Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week9Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week8Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week7Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week6Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week5Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week4Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week3Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week2Readingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week1Readings8/13/2019 Coursera Organizational Analisys Stanford
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need to pay for it via Paypal or credit card, and then you will be given access to the PDF. These copies will be licensed for your personal use only - please do not
redistribute them. See theSIPX FAQ for more information and a direct link to ask questions about the system.
Readings range in price from free to US$17 (for a book). If you choose to purchase all of the readings, you can expect to pay just over US$100. You may also
want to explore other means of finding the readings - for example, through an account with your school or public library, for sale by a private vendor like Amazon,
or elsewhere on the web. I will try to provide a more thorough summary lecture of readings that are costly or less available. We can also make them more a part of
the screen-side chats in class.
Created Mon 25 Jun 2012 2:48:56 PM BRT
Last Modified Tue 25 Sep 2012 12:47:28 AM BRT
Week 1 Readings: Organizational Elements and Organizing Narr atives
Theory
Scott, Richard. 2003. The Subject is Organizations, Chapter 1 (pp. 3-30) of Organizations: Rational, Natural and
Open Systems, 5th Edition, Englewood Cliffs, NJ: Prentice-Hall.
(PDF on SIPX-- also includes selections for weeks 3, 7 and 9)
Case
Metz, Mary Haywood. 1986. Adams Avenue School for Individually Guided Education. Chapter 4 (pp. 57-103)
in Different by Design: The Context and Character of Three Magnet Schools. Routledge: New York.
(PDF on SIPX)
Reading Reflection Questions
How do these readings fit your experiences in organizations? Think about your experiences in educational,
governmental, non-profit, and for-profit organizations. Think about the elements of these organizationstheir goals,technology (curriculum), social structure (roles and rules), participants, and salient environment. What seemed to
matter most?
Many organizations try to change or reform how organizing is done. Think about how various reforms treat and
characterize organizations. What organizational elements are seen as central to a reform? What level / unit of
analysis is of concern? What is the boundary to an organization and a reform effort? Who and what matters in the
environment? What makes for a successful or unsuccessful reform?
What kind of account would you give for an organization and its reforms? Would you characterize the organization as
rational, natural, or open system?
Paper Prompt (example)
Consider Metz account of a magnet school and its organization. How do Scotts organizational elements and
rational-natural-open models apply? Do they help you think more richly about the context?
Your paper should succinctly articulate your chosen case and theory; describe how the organizational features and
processes which are emphasized by the theory are reflected in the case; and consider the strengths, weaknesses, and
implications of the theory's application to the case. Seepaper criteriafor more detailed guidance and expectations.
L ist of additi onal readings on this topic
http://sipx.com/faq.htmlhttp://sipx.com/faq.htmlhttp://sipx.com/faq.htmlhttp://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556502651001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556502651001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556502651001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503237001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503237001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503237001https://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week1AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week1AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week1AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttp://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503237001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556502651001http://sipx.com/faq.html8/13/2019 Coursera Organizational Analisys Stanford
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Created Tue 11 Sep 2012 7:40:08 PM BRT
Last Modified Sun 23 Sep 2012 8:13:29 PM BRT
Week 1 Additional Readings (Organizational Elements and Organizing Narratives)
Perrow, Charles. 1986. Complex Organizations: A Critical Essay. (An iconoclastic look at the history of
Organizational Theory in America.)
Pfeffer, Jeffrey. 1998. Understanding Organizations: Concepts and Controversies, in D. Gilbert, S. Fiske, and G.
Lindzey (Eds.),Handbook of Social Psychology, Vol. 2, New York: McGraw-Hill, 733-777.
Scott, W. R. 2003 (5th ed). Organizations, Rational, Natural, and Open Systems. Prentice Hall.
Created Fri 21 Sep 2012 3:53:54 PM BRT
Last Modified Sun 23 Sep 2012 8:15:53 PM BRT
Week 2 - Welcome
This week's class introduces some basic models of decision making, and Graham Allison's application of
organizational theories to the Cuban missile crisis. This seminal work is what got me interested in organizational
theories. I loved the way he provided a richer understanding of the case with each additional theory he applied to
explain the phenomenon. His book on the matter is even more insightful and interesting. I hope his work becomes a
model for you as we go through the course and the case materials.
Also, for many of you peer assessment training will begin this week. I hope you enjoy reading papers that apply
organizational theories to the cases described in weeks 2 and 3 of this course. If you did not sign up in time for the
peer assessment training, don't worry, you will have another chance to sign up and complete it in week 4.
Note: In an effort to control sprawl in the discussion forums, we are offering weekly forums on the lectures and
weekly forums for general discussion. We'll monitor as many threads as we can, but we will focus our attention on the
threads in the weekly forums that are up-voted the most. Also, please note I will try and start a thread each week in the
lecture section by positing one of the core questions about the readings. Please feel free to start your own threads, and
especially ones on the particular readings of each week. I will try to respond to those in my weekly screen-side chats.
Thank you for your great enthusiasm and cooperation! I look forward to reading your thoughts!
Mon 1 Oct 2012 1:41:00 AM BRT
Help us learn how to help you learn!
We're in the midst of a revolution in sharing knowledge, and you are leading the charge!
Open online courses have an enormous amount of potential for global learning. But we're still in the early stages, andwe want to understand how to make things even better moving forward. A big piece of this is more information about
you, our students: who you are, how you learn, where you're starting, and where you want to end up. Can you share
this information with us by filling out a short 10-minute survey?
8/13/2019 Coursera Organizational Analisys Stanford
15/19
Here is thesurvey!If that link does not work, here is the URL: https://class.coursera.org/organalysis-2012-
001/quiz/attempt?quiz_id=55
Please know that your responses will be kept confidential and will only be reported in the aggregate.
Note also that responding to the survey is voluntary, and it will not affect your grade in the course. However, this is
very important information to us, and we hope you choose to contribute so we can learn how to make online educationbetter for everyone in the future!
Thanks for taking the time!
Best Wishes,
Dan
Wed 3 Oct 2012 1:06:00 PM BRT
Week 2 Readings: Decisions by Rational and Rule-Based Procedures
Theory
March, James G. 1999. "Understanding How Decisions Happen in Organizations." Chapter 2 inThe Pursuit of
Organizational Intelligence, pp. 13-38. Oxford, UK: Blackwell Publishers.
(PDF on SIPX)
Application
Allison, Graham T. 1969. Conceptual Models and the Cuban Missile Crisis.The American Political Science
Review63, 3:689-718.
(PDF on SIPX)
Case
Shipps, Dorothy. 2003. The Businessmans Educator: Mayoral Takeover and Nontraditional Leadership in Chicago,
inPowerful Reforms with Shallow Roots, ed. Larry Cuban and Michael Usdan, pp. 16-3437 (NY: Teachers College
Press).
(PDF on SIPX)
Bryk, Tony. 2003. No Child Left Behind, Chicago-Style. In Peterson, P. W., and West, M.The Politics and
Practice of School Accountability. Washington, DC: Brookings Institution Press, pp. 242-268.
(PDF on SIPX)
Reading Reflection Questions
Many decisions were probably made in the organizations you belonged to. In your experience, how many of those
decisions were based on a logic of consequence (means-end rational calculations) or a logic of appropriateness
(principle-based decisions)? Who made decisions in these organizations, when, and in what situations? What went into
making them? Was there a succession of interrelated decisions or even stages to organizational decision-making? Did
actors learn and adapt from experience or forget and make the same mistakes?
https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503653001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503653001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503653001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504853001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504853001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504853001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505038001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505038001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505038001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505038001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504853001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556503653001https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=558/13/2019 Coursera Organizational Analisys Stanford
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Compare the rational actor model to the organizational behavior model. What are the main tenets of each theory
according to Allison? What organizational elements does each emphasize? Do they focus on different units of
analysis? What consequences and preferences matter? What rules, identities, or values matter? How do the rational
actor model and the organizational behavior model apply to the Chicago cases? Who is doing the decision-making?
What influences the decision process? Are options weighed? What occurs and what does not? What theory would take
a lot of extra data, a different perspective, etc, to have a better hold?
As a manager, how would you use rational actor and organizational behavior models to successfully manage an
organization? What is the danger of using only these models?
Paper Prompt (example)
Apply the rational actor model and/or the organizational behavior model to one (or both) of the Chicago reform cases
OR compare and contrast the applicability of the two theories using the Chicago case(s). Note their strengths and
weaknesses.
Your paper should succinctly articulate your chosen case and theory; describe how the organizational features and
processes which are emphasized by the theory are reflected in the case; and consider the strengths, weaknesses, and
implications of the theory's application to the case. Seepaper criteriafor more detailed guidance and expectations.
List of additional readings on this topic
Created Fri 14 Sep 2012 1:02:21 AM BRT
Last Modified Sun 23 Sep 2012 8:13:52 PM BRT
Week 2 Additional Readings (Decisions by Rational and Rule-Based Procedures)
Becker, Markus C. Organizational Routines: A Review of the Literature.Industrial and Corporate Change13, 4:
643-677. (rule following)
Cicourel, Aaron. The Social Organization of Juvenile Justice,chapters 4, 5.
Cyert, Richard and James G. March. 1963 [1992].A Behavioral Theory of the Firm. Prentice-Hall, Ch. 7.
Lortie, Dan. Schoolteacher. (teachers as limited problem solvers)
March, James G., and Herbert Simon. 1958. Organizations. McGraw-Hill, Ch. 6, Cognitive Limits on Rationality.
Simon, Herbert A. 1969 [1998 3rd ed]. The Sciences of the Artificial, ch. 2, 4. MIT Press.
Sizer, Theodore. 1984.Horaces Compromise. (teachers as limited problem solvers)
Vaughan, Diane. The Challenger Launch Decision.
Wildavsky, Aaron. The Politics of the Budgetary Process, ch. 2.
Created Fri 21 Sep 2012 3:56:27 PM BRT
Last Modified Sun 23 Sep 2012 8:16:21 PM BRT
https://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week2AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week2AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week2AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteria8/13/2019 Coursera Organizational Analisys Stanford
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Week 3 - Welcome
This week we'll be learning how stakeholders reach agreements and make decisions when they have inconsistent
preferences and identities. A primary means of accomplishing this is through coalitions or what Allison called,
"Bureaucratic Politics." The cases will concern policy-making efforts where seeming polar opposites somehow find a
way to agree and work together. I'm hoping the cases will involve processes of organizing you recognize in your own
countries and organizations!
A few notes this week:
(1) A neat article:
A student in the class (thanks Karen!) sent me the following link to an interesting article aboutGraham Allisonand
the Cuban Missile Crisis. Enjoy!
(2) Peer assessment training:
(i) For all of you already registered to do the peer assessment training, you have one week left to complete it. Just go
back into the "Peer Feedback System" and select "Go to assignment" for the top selection and start grading papers!
(ii) **For all of you who missed the last deadline** here is another chance! Go to the "Peer Feedback System" and
select "Peer Grading Training -- Round II" and sign up by submitting your initials. You should see a bar across the top
of the page that says "Your work was submitted.". Then there is a link to "review your work" if you want to confirm
that your initials are, in fact, there.
Sign up will close Oct 15 @ midnight PST. On Oct 16 at 1AM training will commence and you have until Oct 29 @
midnight PST to finish it. If you miss that, you'll need to wait until you submit your first paper in weeks 4-6.
(4) Course survey:
If you haven't completed the coursesurvey,please do. If the embedded link does not work, here is the URL:
https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55
It's important information and will help us learn how to tailor this course to other students like you in the future.
Many thanks and see you on the forums!
-DM
Mon 8 Oct 2012 8:31:00 PM BRT
Help us learn how to help you learn!
We're in the midst of a revolution in sharing knowledge, and you are leading the charge!
Open online courses have an enormous amount of potential for global learning. But we're still in the early stages, and
we want to understand how to make things even better moving forward. A big piece of this is more information about
you, our students: who you are, how you learn, where you're starting, and where you want to end up. Can you sharethis information with us by filling out a short 10-minute survey?
Here is thesurvey!If that link does not work, here is the URL: https://class.coursera.org/organalysis-2012-
001/quiz/attempt?quiz_id=55
http://news.harvard.edu/gazette/story/2012/10/when-armageddon-loomed/?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=10.04.12%2520%281%29#.UG-4Ev9HnSE.emailhttp://news.harvard.edu/gazette/story/2012/10/when-armageddon-loomed/?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=10.04.12%2520%281%29#.UG-4Ev9HnSE.emailhttp://news.harvard.edu/gazette/story/2012/10/when-armageddon-loomed/?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=10.04.12%2520%281%29#.UG-4Ev9HnSE.emailhttps://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55https://class.coursera.org/organalysis-2012-001/quiz/attempt?quiz_id=55http://news.harvard.edu/gazette/story/2012/10/when-armageddon-loomed/?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=10.04.12%2520%281%29#.UG-4Ev9HnSE.email8/13/2019 Coursera Organizational Analisys Stanford
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Please know that your responses will be kept confidential and will only be reported in the aggregate.
Note also that responding to the survey is voluntary, and it will not affect your grade in the course. However, this is
very important information to us, and we hope you choose to contribute so we can learn how to make online education
better for everyone in the future!
Thanks for taking the time!
Best Wishes,
Dan
Wed 3 Oct 2012 1:06:00 PM BRT
Week 3 Readings: Decisions by Dominant Coalitions
Theory
Scott, Richard. 2003. The Dominant Coalition (pp. 296-303) of Organizations: Rational, Natural and Open
Systems, 5th Edition, Englewood Cliffs, NJ: Prentice-Hall.
(PDF on SIPX-- also includes selections for weeks 1, 7 and 9)
Application
Hula, Kevin W. 1999.Lobbying Together: Interest Group Coalitions in Legislative Politics. Washington D.C.:
Georgetown University Press (chapters 1-5, 7, and 9 [pp.1-77, 93-107, 122-135]).
(PDF on SIPX)
from last week -- review 3rd model:Allison, Graham T. 1969. Conceptual Models and the Cuban Missile Crisis.The American Political Science
Review63, 3:689-718.
(PDF on SIPX)
Case
Quinn, Rand. 2005. The Politics of School Vouchers: Analyzing the Milwaukee Parental Choice Plan. Stanford
University School of Education Case.
(PDF on SIPX)
Witte, John. 1999. The Milwaukee Voucher Experiment: The Good, the Bad, and the Ugly.Phi Delta Kappan,September: 59-64.
(PDF on SIPX)
Hurricane Katrina -- Wikipedia article
Reading Reflection Questions
Compare the organizational behavior model to the governmental politics / coalition model. Apply them to the
Chicago, Milwaukee, and Hula cases (esp. education lobbying). How can a coalition form when multiple actors have
inconsistent preferences and identities? How is agreement even tenuously accomplished? Is school and non-profitgovernance the result of strange bedfellows? What about home-schooling advocates (secular and fundamentalist
groups) and voucher programs (Milwaukees African American community and Republican politicians)? Can
coalitions have extended lives? If you are a manager of a coalition, what can you do to manage it successfully?
http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556502651001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556502651001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556502651001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505954001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505954001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505954001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556506605001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556506605001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556506605001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556507031001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556507031001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556507031001http://en.wikipedia.org/wiki/Hurricane_Katrinahttp://en.wikipedia.org/wiki/Hurricane_Katrinahttp://en.wikipedia.org/wiki/Hurricane_Katrinahttp://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556507031001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556506605001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556504239001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x3556505954001http://openlibrary.stanford.edu/openlibrary/php/inspectdocument.php?id=x35565026510018/13/2019 Coursera Organizational Analisys Stanford
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Paper Prompt (example)
Use the coalition/conflict approach to analyze the Milwaukee case or one like it. Be critical and discuss the strengths
and weaknesses afforded by this theoretical perspective in elucidating the case.
Your paper should succinctly articulate your chosen case and theory; describe how the organizational features and
processes which are emphasized by the theory are reflected in the case; and consider the strengths, weaknesses, and
implications of the theory's application to the case. Seepaper criteriafor more detailed guidance and expectations.
List of additional readings on this topic
Created Fri 14 Sep 2012 1:02:29 AM BRT
Last Modified Sun 23 Sep 2012 8:14:16 PM BRT
https://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteriahttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week3AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week3AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=Week3AdditionalReadingshttps://class.coursera.org/organalysis-2012-001/wiki/view?page=criteria