University of Minnesota Carlson School of Management Industrial and Employee Relations HRIR 8101 Strategy, Execution and Ethics University of Minnesota Carlson School of Management Industrial Relations Center 3-300W Carlson School of Management 321 – 19 th Avenue South Minneapolis, MN 55455 HRIR 8101 Strategy, Execution and Ethics 2 credits Businesses must execute a sound strategy to be profitable. Strategy comprises many components derived from a sound business model. The strategy and execution of the same have to be performed against myriad of laws, statutes and ordinances many of which center on the employer – employee relationship. Lawful does not mean it is ethical. The robust
Transcript
University of MinnesotaCarlson School of Management
Industrial and Employee Relations
HRIR 8101 Strategy, Execution and Ethics
University of MinnesotaCarlson School of Management
Industrial Relations Center3-300W Carlson School of Management
HRIR 8101 Strategy, Execution and Ethics 2 credits
Businesses must execute a sound strategy to be profitable. Strategy comprises many components derived from a sound business model. The strategy and execution of the same have to be performed against myriad of laws, statutes and ordinances many of which center on the employer – employee relationship. Lawful does not mean it is ethical. The robust dynamics between strategy, execution and ethics with a human resource management focus form the content of this course.
HRIR 8101Strategy, Execution and Ethics
Instructor name: Robert D. (Bob) Lindberg, B.A. M.A. SPHR
Course Description:Businesses must execute a sound strategy to be profitable. Strategy comprises many components derived from a sound business model. The strategy and execution of the same have to be performed against myriad of laws, statutes and ordinances many of which center on the employer – employee relationship. Lawful does not mean it is ethical. The robust dynamics between strategy, execution and ethics with a human resource management focus form the content of this course.
Course Overview:
We consistently read on-line, hear news reports or in reading the Sunday paper learn about a prominent business in either financial scrutiny or engaged in questionable business practices. What forms the basis for a company’s success short term and/or long term in the market place? Several dynamics come together and arguably have to stay together for a business to be profitable not just short term but in the long run. We explore the dynamics of strategy, execution, and ethics against today’s legal and regulatory environment. Never have there been more financial or human resource laws, statutes or ordinances. Yet, the number of headlines about businesses’ wrongdoing continue and with new twists not regulated by any law, ordinance or statute. Strategy, execution and ethics would seem to go hand-in-hand with sustained success. What happens that the three concepts supporting a sound business model may actually come in conflict with serious consequences for any business.
The course will actually begin by exploring ethics. Learners will be given a scenario and asked to judge the legal and ethical dynamics they perceive by reading the scenario. We will understand the basic concept of a balanced scorecard and its components in the formation of strategy supporting a sound business model. We will briefly touch on key roles in strategy execution, and some of the many ways to organize around a strategy inclusive of structural design of the business, its place in the life cycle and various ways to market. All this will be discussed first night of class as the continuing backdrop to the course and the evolving discussion of the dynamics between strategy, execution and ethics.
A myriad of high profile laws will be discussed week two. The laws discussed will fundamentally be in the realm of HR though SOX will also be presented. The question learners should consider is “in an age with so many laws regulating financial and human behavior, why do companies continue to be in the news for practices that garnish the anger of consumers and the eye of regulators?”
“Successful habits of visionary companies” will be explored by reading and discussing what is shared in the best seller, Built to Last by James C Collins and Jerry I Porras. What should all business people take away from their six years of research and findings shared in the book?
Finally in the course we will read and understand the concepts of a charismatic leader, career military man who has caught our attention and our ear. The Leadership Secrets of Colin Powell will serve for great discussion on leadership and its relationship to execution. Are they different, are they related, when do they converge and diverge?
In the end, learners will be able to explain how sound strategy, execution and ethics are the basics for business or any organization’s sustained success.
Grading Guidelines for Papers………………………………………………………16
Addendums …………………………………………………………………… A thru E
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LEARNING OUTCOMES
I. Course learning outcomes Participants will be able to define key course concepts inclusive of strategy, execution,
ethics, leadership, balanced scorecard, lawful and others as components of a sound business model/plan.
Participants will understand that being legal is not always synonymous with ethical behavior.
Competitive advantage of visionary companies will be understood by Participants in terms of what does visionary mean and how is it executed.
The dynamic interdependent existence of strategy, execution, and ethics will be understood; their sustainability and their vulnerabilities.
What are the similarities and differences between leadership, management and execution; and what differentiates ethics, honesty and integrity.
Participants should be able to do their own due diligence on any business or organizational environment and make their own solid assessment of business plan, strategy, execution, ethics and sustainability.
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Course Materials
II. Course MaterialsA. Texts
Built to Last: Successful Habits of Visionary Companies , Jim Collins and Jerry I Porras, November 2004. ISBN-13: 9780060566104.
Leadership Secrets of Colin Powell, Oren Harari, August 2003. ISBN-13: 9780071418614.
The Power of Ethical Management: Why the Ethical Way is the Profitable Way, in Your Life, in Your Business, Kenneth H Blanchard, and Norman Vincent Peale. ISBN-13: 9780688070625.
B. Harvard Case Studies via www.universityreaders.com/student. See Addendums A – E. Order for: University of Minnesota, Winter Quarter 2008, HRIR 8101.
1. Conflict on the Trading Floor (A)2. IKEA’s Global Sourcing Challenge: Indian Rugs & Child Labor (A)3. Proctor & Gamble: Global Business Services4. Premier, Inc. (A)5. Becton Dickinson: Ethics and Business Practices (A)
C. Supplemental Materials
Instructor developed and copyrighted materialsReadings from instructor cited periodicals
A. Class attendanceStudents are accountable for all required work in the class. They must assume full responsibility for class attendance and for work missed because of absence in a way satisfactory to the instructor. Since class sessions function not merely for individual learning but for group interaction, absence can become a serious problem for both the individual and the group. Robust class discussions and exercises cannot be replicated once completed, thus minimizing the opportunity for a true or realistic make-up.All students are expected to attend the majority of sessions as scheduled. Points for participation are based on Learners attending 7 of 8 sessions. The student must contact the instructor in the event of absence due to illness or other emergency. Students are responsible for content and must review the activities of the class session with fellow students, when not in attendance.
B. Assignment expectationsAny papers are to be prepared in 12 point Arial font, double spaced, with proper footnoting and bibliography. Unless otherwise specified these same requirements exist for any research requested of class participants.Assignments are due on the date indicated. Assignments will not be accepted after the respective scheduled class is completed on the date assignments are due.
C. Honesty
Do your own work. Plagiarizing from other students, books and journals, the internet, and other sources is a serious offense and is not acceptable. Plagiarism is automatic grounds for failing the course. Be sure to fully cite your work both in regard to any paper due for the course, and in writing your responses to examination be able to reference the source. Make honest contributions to any group projects.
D. Preparation
Come to class prepared to listen, learn, and participate. Engage in group discussions; be prepared to make full contributions and to help other group members make valuable contributions. Participation will account for a percentage of your course grade as outlined later.
E. Politeness
Ask questions and contribute to class discussions in a positive, inclusive, and respectful manner. Respond to dissenting views with respect and reason. Respect your classmates and
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your group members’ opinions, and perspectives. Be prepared to challenge and be challenged with the intent being mutual discovery, reflection, and knowledge gained. Know that conflict when appropriately managed is healthy.
F. Attentiveness
Turn off and do not answer your cell phone.Laptop computers are welcome for class-related purposes such as note taking. Other activities are inappropriate and exhibit disrespect towards the instructors and other students. Limit individual conversations, eating, and other distractions to break times. Focus on the tasks at hand during group meetings.The instructor reserves the right to ask any class participant, learner or student to leave the class room should his/her behavior become a distraction or impediment to learning.
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ASSIGNMENTS AND CLASS SCHEDULE
IV. Weekly Assignments and Class Schedule
Session IIntroduction to course
Discussion on assignments
Ethics, what is it?
What does it mean to be ethical? Compared to what?
Components of a Business Plan/Model
Balanced Scorecard
Functional Design
Life-Cycle of a Business
Marketing Approaches
Class activity:
After course preliminaries are covered off, students will be asked to read a real business scenario and discuss the obligations of characters outlined in the scenario.
Instructor and Participants will discuss in detail the book, The Power of Ethical Management.
Discussion of what comprises ethics compared to what? Components of a Business Plan.
o Balanced Scorecard
o Functional Design
o Life-Cycle of a Business
o Marketing Approaches
Assignments:
Before Class:
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Read, The Power of Ethical Management.
After Class/For Next Class
o Each Participant will have identified for next class a company or organization that has found itself in the news over a question of its practice, policy or position (ethics.) The following will be required for handing in by end of Session Two for the Short Paper:
Company in the news
Short thesis statement incorporating the practice, policy or position called into question. The thesis should focus on the handling of the issue by the business and how this situation “speaks to you.”
3 – 5 sources for a brief 5 – 7 page fully footnoted double spaced paper with bibliography. Sources cited in bibliography format.
Paper to be done in 12 point Arial font.
Paper will be due by e-mail by end/close of Session 5
o Chapter Analysis
Each Participant will be assigned a chapter from one of the other two texts for oral presentation to the class and written presentation immediately thereafter to the instructor.
Chapter Analysis will cover:
The theme of the chapter
Key concepts or terms introduce
The Participant’s evaluation of the concepts presented.
What should be the overriding conclusion from the reading.
Participants will be graded on the above in both oral and written form. Written form will be due via e-mail no later than one hour after class based on the draft prepared for class.
o Oral presentation grade will be based on:
Clear presentation of the above.
Ability to defend or adjust to conflicting, contrary, or to variations of understanding offered by fellow participants during presentation.
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Delivery capability inclusive of tone, volume, pitch, inflection and ability to confirm understanding.
Presentation with Intro, Body and Conclusion.
Session 2 Key HR and Financial Legislation affecting the world of work with a Federal focus.
Built to Last
The Best of the Best
Clock Building, Not Time Telling
No “Tyranny of the OR”
More than Profits
Preserve the Core/Stimulate Profits
Class Activity:
Lecture and Discussion on Employment and Key Financial Law
What have we learned from the first five chapters of Built to Last.
Assignments
Before Class:
o Complete your Short Paper research, thesis statement and have e-mailed it to the instructor as outlined in Session 1.
o Read Built to Last, chapters 1 thru 5.
After Class
o Short Paper Preparation; due via e-mail by end of Session 5.
o Order Case Studies from www.universityreaders.com/students. See Addendums A – E. Order for: University of Minnesota, Winter Quarter 2008, HRIR 8101.
Session 3
This week we will conclude discussion of what we should learn from Built to Last.
Founding Roots of Visionary Companies and Comparison Companies.
Class Activity
Extensive classroom discussion.
Assignments:
Before Class
o Built to Last , Chapters 5 through 10, and appendixes 1 and 2.
Session 4 Case Studies in Strategy, Execution and Ethics: (See Addendums A – E)
Class Activity
Extensive classroom discussion with roles assigned to students from the perspectives of: business, stockholders, consumer, country of product origin, general public and/or government.
Assignments:
Before Class
o Reading the Following Case Studies:
Conflict on a Trading Floor (A)
IKEA’s Global Sourcing Challenge: Indian Rugs and Child Labor (A)
Proctor & Gamble: Global Business Services
Premier, Inc. (A)
Becton Dickinson: Ethics and Business Practices (A)
After Class
o The Leadership Secrets of Colin Powell, chapters 1 – 6.
o Defining and Differentiating Key Concepts: Strategy, Execution, Ethics, Honesty, Integrity, Leadership and Management by assigned topic. Each class participant will locate from 2 -3 articles on the one respective concept assigned, prepare a bibliography for submission and be prepared to present their understanding of the concept in class supported by material from the articles for
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the assigned Session. Bibliography will be due before electronically before the start of assigned Session.
Session 5The Leadership Secrets of Colin Powell:
Powell as Provocateur
Know When to Piss People Off
Promote a Clash of Ideas
The Ego Trap
Don’t Go Looking for “No”
The Chief “Dis-organizer”
When to Challenge the Pros
Class Activity
Differentiating Management and Leadership
Extensive classroom discussion on text.
Assignments:
Before Class:
o Before class or absolutely no later than the official end of tonight’s session e-mail the instructor your Short Paper.
o Read The Leadership Secrets of Colin Powell, Part I, Chapters 1 thru 6.
Session 6The Leadership Secrets of Colin Powell continued:
Powell on Strategy and Execution
Close with the Enemy
People over Plans
Vigilance in Detail
Situation Dictates Strategy
Powell’s Rules for Picking People
Trust Those in the Trenches
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Class Activity
Differentiating Strategy and Execution
Extensive Classroom discussion on text
Assignments
Before Class
o The Leadership Secrets of Colin Powell, Part II, chapters 7 thru 12.
Session 7The Leadership Secrets of Colin Powell continued:
The Powell Character
The Powell Way
Optimism is a “Force Multiplier”
Take Leave when You’ve Earned It
Prepare for Loneliness
“Quotations from Chairman Powell: A Leadership Primer”
Class Activity
Differentiating Ethics, Honesty and Integrity
Extensive classroom discussion on text
Assignments
Before Class:
o The Leadership Secrets of Colin Powell, Part III, chapters 13 thru 16 and appendix.
After Class:
o Receive list of potential final exam questions from which the instructor will select 2 to 3 for final exam administration, Session 8
Session 8
Final Exam – Essay – paper to be supplied by instructor.
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GRADING AND EVALUATION GUIDELINES
V. Grading/Evaluation
A. Paper Proposal 10%
B. Short Paper 30%
C. Bibliography and Discussion on Key Concepts 10%
D. Chapter Presentation – Oral 20%
E Essay Exam 30%
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Grading Guidance Matrix for Papers
A Paper B Paper C Paper D or F PaperContent The paper is easy to
understand; it is concise and well organized.
The paper is comprehensible, but there a few passages that are difficult to understand. The organization is generally good.
Most of the paper is comprehensible, but some passages require interpretation by the reader. Some passages have poor organization.
The paper is barely comprehensible, even after repeated readings. It is poorly organized.
Thesis Easily identifiable, plausible, novel, sophisticated, insightful, and crystal clear.
Promising, but may be slightly unclear, or lacking in insight or originality.
May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper.
Difficult to identify at all; may be bland restatement of obvious point.
Structure Evident, understandable, and appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Generally clear and appropriate, though may wander occasionally. The paper may have a few unclear transitions, or a few paragraphs without strong topic sentences.
Generally unclear, often wanders or jumps around. Paper contains few or weak transitions, many paragraphs without topic sentences.
Unclear, often because thesis is weak or non-existent. Transitions are confusing and unclear. Paper contains few topic sentences.
Use of evidence Primary source information used to buttress every point with at least one example. Examples support mini-thesis and fit within paragraph. There is excellent integration of quoted material into paper.
Examples used to support most points. Some evidence does not support point, or may appear where inappropriate. Quotes well integrated into sentences.
Examples used to support some points. Points in the paper often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences.
Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; "plopped in" in improper manner.
Analysis Author clearly relates evidence to "mini-thesis" (topic sentence); analysis is fresh and exciting, posing new ways to think of the material.
Evidence often related to mini-thesis, although links are not very clear.
Quotes appear often without analysis relating them to mini-thesis (or there is a weak mini-thesis to support), or analysis offers nothing beyond the quote.
Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to which to relate it.
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Logic and argumentation
All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments and makes novel connections to outside material (from other parts of the class, or other classes), which illuminate thesis.
Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though not fully addressed. Occasional insightful connections to outside material made.
Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside connections.
Ideas do not flow at all, usually because there is no argument to support. A simplistic view of topic; no effort to grasp possible alternative views.
Mechanics Sentence structure, grammar, and diction excellent; correct use of APA format and style; minimal to no spelling errors; absolutely no run-on sentences or comma splices.
Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice.
Problems in sentence structure, grammar, and diction (usually not major). The paper contains errors in punctuation, citation style, and spelling. It may have several run-on sentences or comma splices.
Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. Paper may have many run-on sentences and comma splices.
