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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 the global environment.

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. Practical experience is gained in series of in-class theatre events and a team field experience.

The course objectives are to:

1. Be able to tell the differences between premodern, modern and postmodern planning, organizing, influencing, leading, and controlling.
2. To engage in CRITICAL THINKING skills http://business.nmsu.edu/~dboje/514stoguide.html#Part_I_CT
• Move from Level 1 (dualistic logic) to Level 2 (system thinking), and on to more dialictic (critical theory) and even postmodern logics (e.g. deconstruction).
• Be a better storyteller - There is growing empirical evidence that storytelling is fundamental to managing and to organizational life.
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 apply SEAM (Socio Economic Analysis of Management) to a field experience. http://web.nmsu.edu/~dboje/TDseam.html .

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. Pre-press Book - Boje (2002) Theatres of Capitalism (forthcoming SF, CA: Hampton Press).

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. http://salsa.nmsu.edu/dboje1/000_BookTABLEofContents.html (use ID=aggie359 and PASS=adventure).

1. Braverman, Harry. (1974). Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. New York, NY: Monthly Review Press.
2. Mills, Albert J. and Simmons, Tony. (1998). Reading Organization Theory: A Critical Approach. Toronto, Canada.: Garamond Press. (available at campus bookstore)

1. Web-Based Reading Responses and Other Written Assignments -- 20% of Grade: When readings are assigned for the week, you will be expected to read them. Four times you will respond to Boje's questions, in writing, posting them to WEB CT, by 10 A.M. of  the schedule class meeting time. The question (s) are listed on the SCHEDULE of ASSIGNMENTS on main web site http://business.nmsu.edu/~dboje/503. Four other times you will write a paragraph or two response to another student's (buddy's) answer (post these by noon of class day - if your Buddy is late, pick any other student answer to respond to, notify instructor Buddy is late). Post all answers and responses to others' answers to WEB CT Bulletin Board for all to read.  Post all on WEB CT; 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 prior to class meeting. We assign you your buddy for each of your answers during first class session (please be there).

In addition to Web-based reading responses, the Boje 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). Participation should be constructive, not destructive (i.e. helpful to the class, not showboating). Participation should be authentic, not imitative.  Contribution means helping class mates 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 (this comes partly through you Buddy work and our class discussion times). We 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 classroom behavior where only a few dominate discussion time and the majority remain silent.  We aim to be dialogic, to exchange ideas, and not spend your time writing notes Boje dictates (that is monolog not dialog). Of course, attendance is required to participate in class discussion (see course policy on attendance below).

3. Team Skit/Discussion Leading -- 20% of Grade: Each Team will lead the class, present a 20 minute theatrical skit, and facilitate in discussion of selected readings of the week (once during the semester). Teams will be labeled Plan, Org, Influence, Lead and Control -- and their assigned week is in the SCHEDULE http://business.nmsu.edu/~dboje/503. There are 3 types of theatre skits called Image, Invisible & Forum Theatre. See http://business.nmsu.edu/~dboje/388/leadership_theatre_event.htm for examples. Plan will do Image; Org and Influence will do Invisible; Lead and Control will do image theatre skits. Boje will demonstrate this in class. Teams are expected to lead a post-skit discussion using pointed questions and comments on the readings and web pages. Teams are expected to create an environment where their classmates feel comfortable to engage in discussion. Teams are encouraged to develop innovative skit techniques to achieve a high level of comprehension of the assigned materials. Index cards will be distributed to spectators to grade the skit, commentary, and discussion facilitation.  The Team grade will be based on these evaluation forms and instructor's grade.

PLEASE CHOOSE EITHER #4 OR #5

In both options (business or service project - see below), you are directed to use SEAM Case Study method (if you want to do it differently, propose something and negotiate with instructor). The SEAM Case Study will provide a report on how the organization is positively dealing with their workers, the community, and/or their ecology. Each team mate keeps a notebook of their own field notes (and reflections) which is turned in with the final report. In the margins of your individual notebook, please use SEAM coding protocol See http://business.nmsu.edu/~dboje/sbc/pages/how_to_code_SEAM.htm

Both options - This must be an actual organization and the Team must visit and interview with leaders and workers in the organization (each person keeps their own notebook). No credit will be given to a team member who does not do their own field work and field note analysis.  Both options produce a written team report that must not be longer than 10 pages (single spaced with 1 inch margins in 12 point font). Case SEAM grades will be based on the quality of the written and oral reports and the completeness of the analysis in the notebooks. Appendices are accepted. Extra credit for Web Based Reports ((need to get client's written permission first). Stuck, see Team Project ideas http://business.nmsu.edu/~dboje/503/team_project_ideas.htm

Both options - A Team written report and a Team oral report will be presented on either the last day of class or during scheduled final (during Fall or Spring terms). All team mates are to reflect on their individual experience during the project in notebooks (no loose leaf books; must be a journal-type book with hard cover).  The TEAM grade will be based on Team project and the individual notebooks. Both options should include at least four field visits by all members of the team (for special projects, such as field trips to Maquiladora, etc. see instructor for guidance). .

Your Options:

4. Business Team SEAM Case Study -- 20% of Grade: Business Teams will be expected to present a SEAM Case Study of a business organization from the Southern New Mexico/West Texas/Juarez region.    .

5. Service Learning SEAM 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.

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).

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/Lateness/Leave-Early Policy: Attendance will be at least 20% of your overall grade. We offer you this flexibility. You are a busy person. You may have to arrive late, leave early, or just miss a class for work, illness, or some other valid reason such as representing NMSU on a sports or Olympic team. No problem, we allow for some distance education flexibility. You can either loose 20 points for each class that is a miss, late, early-leave, OR you can make up the 20 points by writing a short 2.5 page paper on the topic covering any scheduled agenda item/web link/reading on the day listed in your assignment page.  Submit the paper by the following class period to the Web CT site or  (dboje@nmsu.edu) if your are there yet (put words MAKE UP in subject heading). You can then earn up to 90% of those 20 points. No excuses will be necessary; you can learn here or on the road, in your office, in hospital, or at a tournament.

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 (Some Summer sessions do not have a Finals day).

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.