• If you are enrolled & setting up a FIRST TIME USER account, please create your account at http://webct.nmsu.edu:8900/webct/public/guest.pl?MGT504
• Class schedule at http://business.nmsu.edu/~dboje/teaching/503Fall2000.html
• First assignment http://webct.nmsu.edu:8900/SCRIPT/MGT504/scripts/serve_home Use ID "Guest" & password "Guest"
• Check web links twice a week at:
• http://business.nmsu.edu/~dboje
• http://business.nmsu.edu/~dboje/teaching.html

COURSE PURPOSE AND OBJECTIVES: The purpose of this course on management and organization theory is to explore both theory and practice in how managing and organizing impact people and ecology

We are here to discuss and explore in an analytical manner your own thoughts on how people should work together, not to see you recite and regurgitate any particular doctrine.  This will be achieved by reading much of the original works on managing and organization life, and then coming to class to discuss these readings in search of an understanding of how these theories affect your life.

The course objectives are to:

1. Be able to tell the differences between modern and postmodern planning, organizing, influencing, leading, and controlling
2. Be able to converse in five organization worldviews
1. Knowledge Work and Management;
2. Corporate Imperialism;
3. Ahimsa;
4. Political Economy; and,
5. Postmodern.
3. Be able to understand organizations in their historical context (i.e. within the currents of feudalism, guilds, mercantile capitalism, industrial capitalism, and late-multinational- capitalism).
4. Be able to critically assess studies of organizations from the vantage points of gender, race, ethnicity, environment, and inequity (i.e. child labor, slave labor, discrimination).
5. Be able to use "critical thinking" in the analysis of management and organization.

In the US, 80% of the people were self-employed in the early 1800s, however, by 1870 only 33% were self-employed, by 1940 only 20% and after 1970 only 10%. Capitalism became the age of the larger corporate bureaucracy. Max Weber read his times and saw how entrepreneurial capitalists had to choose between transforming their fledgling enterprises into feudal, bureaucratic, or charismatic organizations. He advocated bureaucracy as a the most rational choice for the capitalist, entrepreneur. Emile Durkheim saw the bureaucratic division of labor as liberating human potential from primitive conditions of feudal enterprise. Karl Marx saw a chance to liberate labor from the classism he saw in capitalism. Frederick Taylor sought to constrain labor in the machine system of bureaucracy. Hammer (reengineering guru) carried on Taylor's work by hardwiring the division of labor to become even more bureaucratic than Adam Smith or Max Weber had envisioned. Through it all, bureaucracy, with its penchant for hierarchy, silo politics, white male hegemony, and mechanistic efficiency-maximization (performativity), is still the most dominant form of organization. Try as we might to come up with alternative ways of organizing, bureaucracy is everywhere.

READINGS

Required Readings To Purchase:

1. Boje, Gephart, and Thatchenkery (1996) Postmodern management and Organization Theory. CA: Sage
2. Mills, Albert J. and Simmons, Tony. (1998). Reading Organization Theory: A Critical Approach. Toronto, Canada.: Garamond Press. (available at campus bookstore)

1. Boje and Dennehy's (2000) Managing in the Postmodern World  Press ---> MPW is at http://business.nmsu.edu/~dboje/mpw.html
2. Some chapters from David Boje's new book, Spectacles and Festivals of Organization: Managing Ahimsa Production and Consumption.
3. Other material posted on the web site listed in the Course Schedule. Such as,

1. About Capitalism http://business.nmsu.edu/mgt/handout/boje/capitalism/index.html
2. Labor Process Chart http://business.nmsu.edu/mgt/handout/boje/lbrproc/index.html
3. Three Approaches to Critical Theory Analysis of the Frankfurt School   http://business.nmsu.edu/mgt/handout/boje/appcta/index.html
4. Three Types of Deconstruction http://business.nmsu.edu/mgt/handout/boje/decontypes/index.html
5. TD Gameboard is at http://web.nmsu.edu/~dboje/TDgameboard.html

1. Braverman, Harry. (1974). Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. New York, NY: Monthly Review Press.

1. Web-Based Reading Responses and Other Written Assignments -- 20% of Grade: When readings are assigned for the week, you will be expected to respond to one analytical question 24 hours prior to the schedule class meeting time. For credit must be posted on the WEB CT Bulletin Board for all to read. Must pick one other person's post and write a THOUGHTFUL response. The question(s) are listed on the SCHEDULE of ASSIGNMENTS on the Web CT which you will be required to learn how to use. Hard copies will not be accepted at any time. You are encouraged to respond to the answers of more than one of your classmates and engage in a cyber conversation on the readings 24 hours prior to class meeting.

In addition to Web-based reading responses, the instructors may choose to give short written assignments to be completed in class or by the next class session. These assignments will be given in reflection of your ability to participate in class discussions. If all students demonstrate that they have read, and are attempting to comprehend, the readings, then these additional written assignments will be very limited.

2. Participation in Class Discussion -- 20% of Grade: You will be expected to contribute to class discussion of reading materials and lectures by the instructor(s). Contribution means helping in reviewing materials and helping in analyzing or comprehending the materials. There are no exams in this course, so demonstrating that you are reading and learning the materials is primarily based on your participation in class. The instructors will attempt to provide a positive learning environment where all may feel comfortable to share their thoughts and feelings, but you are responsible for taking the jump and opening up. We expect to move beyond the traditional class room behavior where only a few dominate discussion time and the majority remain silent. Of course, attendance is required to participate in class discussion (see course policy on attendance below).

3. Team Discussion Leading -- 20% of Grade: Each Team will lead the class in discussing the readings of the week once during the semester. Teams will be numbered from 1 to 5 and their assigned week is the SCHEDULE. Teams are expected to lead a discussion with pointed questions and comments on the readings. Teams are also expected to create an environment where their classmates feel comfortable to engage in discussion. Teams are encouraged to develop innovative techniques to achieve a high level of comprehension of the assigned materials. An evaluation form will be distributed early in the semester to provide your Team with information on what they are expected to accomplish. Instructors and your peers will evaluate your performance by completing the form at the end of your assigned class session. The Team grade will be based on these evaluation forms.

PLEASE CHOOSE #4 OR #5

4. Business Team Case Study -- 20% of Grade: Business Teams will be expected to present a Case Study of an organization from the Southern New Mexico/West Texas region. The Case Study will provide a report on how the organization is positively dealing with their workers, the community, and/or their ecology. This must be an actual organization and the Team must visit and interview with leaders and workers in the organization. A Web-based interview form will be designed by each team (Press Here for example). A Team written report and a Team oral report of the web-responses and visits will be presented on either the last day of class or during schedule final. Written reports must not be longer than 10 pages (double spaced with 1 inch margins in 12 point font). Case Study grades will be based on the quality of the written and oral reports together. Appendices are accepted. Extra credit for Web Based Reports.

5. Service Learning Team Project -- 20% of Grade: These Teams will be expected to conduct a Service Learning Project (SLP). See the next paragraph for a description of SLP. Your Team will conduct an SLP and then present an oral report (with visuals) to the entire class on the week listed in the Course Schedule. In addition to the Team Oral Presentation, each individual must write a short essay (2 to 4 pages, double space with 1 inch margins all around and 12 point font) reflecting on your individual experience during the SLP.  The SLP grade will be based on Team project and the individual essay.

Service learning was reported in the 1995 Wall Street Journal, as a new trend in business education. MBA students at Wharton, Michigan State, UCLA, and elsewhere are going into the field to do something constructive. SLPs with the most intensive-contact (high touch time) with other people, rather than (no touch) dropping off clothes, will receive highest scores. By working with a community organization, you get a chance to learn the history and do something positive for the greater Las Cruces community/ecology. Better projects which demonstrate more significant learning gains will receive higher team scores. Service learning means your team will have to select, plan, organize, and implement a service-project that gets you involved in a community organization. Some examples for a potential SLP are: help an elementary class plant trees; build a Big Brother/Sister web page with teaching session for staff; work with Habitat for Humanity which has a variety of needs; work with the Rescue Mission or La Casa shelter; involve the youth in park cleanup or graffiti re-painting; conduct after-school tutoring or build a playground piece; or do a Rio Grand River clean up. Please pick a site that usually does NOT get a lot of volunteer help. For comprehensive and awesome Service Learning Web Site (press here).

COURSE POLICIES

Assessment of Student Responsibilities: You will receive regular feedback on what you do and what your group does. If you do exceptional, creative work, you will receive an A. If you do very good work, you will receive B+. If you do good work, you will receive a B. If your work is acceptable, but not good, you receive C+. If your work is unacceptable, the result is C. Dr. Boje has no problem giving lots of A's if they are merited. If you are ever uncertain or curious about your performance as the semester progresses, it is your responsibility to arrange an appointment so we can talk.
 

Attendance: Being in class (and on time) to participate is essential to learning in this course. Students who miss two classes will, after the second miss, have 5% deducted from their final grade for each additional class missed (unless you have a doctor's note or are hospitalized).

Schedule Changes: Please note that the Instructors reserve the right to change the schedule at anytime, therefore, it is imperative to be aware of new developments in the course which may affect the scheduling of student responsibilities.

Students with Disabilities: If you have, or believe you have, a disability & would benefit from accommodations you may wish to self-identify by providing documentation to the Services for Students with Disabilities (SSD) Office, Garcia Annex (646-6840, TTY 646-1918). If you are already registered with the SSD & need accommodations, please provide your "Accommodation Memo" from the SSD within the first 2 weeks of class. If you have a condition that may affect your ability to exit safely from the premises in an emergency or that may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor &/or the Coordinator for SSD. Feel free to call Ms. Elva G. Telles, EEO/ADA & Employee Relations Director, 646-3333 with any question about the Americans with Disabilities Act (ADA) &/or Section 504 of the Rehabilitation Act of 1973. All medical info will be held in strict confidence.

Finals Week: All classes at NMSU are required to meet during finals exam week.

Incomplete Grades: The incomplete grade "I" may only be assigned for circumstances beyond the student's control that occur after the last day to withdraw from a course. When circumstances occur prior to the last day to withdraw, the student should withdraw.