Leadership and Organizational Behavior (LEAD) Syllabus, Fall 2001

Introduction

Prior to your arrival at business school, many of you were individual contributors: your primary responsibility was to perform specific tasks, for example, in sales, engineering, financial analysis or consulting.  Your contribution depended primarily on what you could draw upon from your individual expertise, experience, and actions.  If you are like most HBS graduates, you will be given some kind of management or leadership responsibility within three years of completing the MBA. Typically, this will involve leading a team or, for some, formally managing a small organization or one of its subunits, possibly as an owner/entrepreneur.

The LEAD course is designed to address several fundamental aspects of managing and leading people.  These include understanding and influencing group behavior and performance; working with and managing people on a one-on-one basis; and leading, motivating and aligning people behind a common vision or direction.  The course puts a particular emphasis on the important tasks of developing well-aligned, high performance organizations and on the challenges of leading change in organizations.  Finally, the course explicitly addresses some of the basic choices and strategic questions involved in learning to lead and managing one’s career, especially in its early stages.

The LEAD course is aimed at providing you with a number of critical concepts and competencies that will be useful to you in both the short term and the long term.  It will help you to make the transition from individual contributor to manager and to build over time a career of increasing responsibility as a businessperson and leader.

Underlying Goals and Themes:

The course offers a realistic preview of what it means to manage.  Most new managers' expectations of their jobs are incomplete and simplistic.  “Being a manager” is not merely assuming a position of authority but also about becoming more interdependent with others, both inside the organization (seniors, juniors, peers) and outside it (suppliers, customers, competitors, investors, creditors).  In fact, the higher your position in an organization, the more dependent you become on others to get things done. This is as true for entrepreneurs as it is for CEOs of large corporations.

The course helps you begin to transform your professional identity from individual contributor to manager.  First-time managers are often surprised by how stark the transition from individual contributor to manager actually is.  Research shows that they have to let go of some deeply held attitudes and habits they have developed as individual contributors, responsible only for their own performance.  At the same time, they must take on new ways of thinking and behaving consistent with their role as leader of a work unit or an entire enterprise.  To use the analogy of an orchestra, they move from being violinists who concentrate on one thing, to being conductors who coordinate the efforts of many and who need to know about several things.  First-time managers have to find different ways of deriving satisfaction from their work and measuring success than they did as individual contributors.

  The course helps you confront both the task learning and personal learning involved in becoming a manager.  Although most first-time managers anticipate the demands for task learning (the need to acquire new management skill competencies), they are often surprised by those associated with personal learning (the need to gain self-knowledge and cope with the stress and emotions of being a manager).  Effective managers are aware of their personal style and its impact, their strengths and weaknesses, and their motivations and values. 

The course addresses the process of developing effective relationships with a diverse collection of individuals and groups.  To be competitive in a global economy, companies are breaking down traditional boundaries to create lean, adaptive, global organizations.  Horizontal networks and interfunctional teams which cut across national boundaries are taking their place alongside, and sometimes even replacing, functional, hierarchical organizational structures.  Companies are forming strategic alliances with suppliers, customers, and even competitors.  As a result of these changes, formal authority is eroding as a source of power.  Instead, managers must consider the needs and interests of various constituencies if they hope to get things done.  Effective managers must know how to build relationships, based on mutual trust and empowerment, with the complex network of people with whom they are interdependent.

The course helps you develop an understanding of what it takes to be an effective leader. To compete in today's turbulent and demanding business environment, organizations must continually revitalize and transform themselves.  As a consequence, the demand for effective leaders at all levels is growing.  Leadership is about coping with change by developing a vision of the future for the organization, aligning the organization behind that vision, and motivating people to achieve the vision.  Managers must be effective change agents who understand how to overcome resistance to change, deal with the inevitable stresses associated with change, and implement appropriate change strategies.  Managers must also be organizational architects, able to design organizations to fit new competitive conditions. 

The course helps you learn how to be proactive and entrepreneurial in developing your leadership talents over the course of your career.  Companies pressed to survive in today's hyper-competitive economy are reworking the psychological contract with their employees.  Job security and vertical mobility have been severely curtailed in most societies today.  To build a successful and satisfying leadership career, one must understand how to make appropriate career choices and become a self-directed learner.  One also has to understand how to identify and capitalize on developmental opportunities, thereby updating and broadening one’s expertise. Learning to lead is a process of learning primarily from on-the-job experience, by doing, observing, and interacting with others.  Effective managers know how to elicit feedback from others and engage in structured reflection so they can identify and consolidate the lessons of their experience.  Effective managers also have a sense of excitement about the challenges lying before them.

Our research suggests that developing these skills requires teaching methods that best capture the realities of managerial work and encourage learning from experience.  Therefore, we will use a mix of interactive methods that rely heavily on carefully selected cases, often supplemented with video material to capture the nonverbal dimensions of interactions.  You will be able to learn from the opportunities and challenges faced by managers in a variety of settings.  By analyzing common dilemmas managers encounter, you will learn how to anticipate and avoid problems and missed opportunities.  Throughout the course we will engage in role-plays, simulations, and self-assessment exercises.  These activities allow you to see how you personally interpret and behave in different situations.  Supplementing the classroom materials are readings that refine and integrate concepts and lessons that emerge in discussions. 

The LEAD course will provide you with tools to help you throughout your managerial career and to take charge of your own development.  Its frameworks are designed to help you make sense of your own on-the-job learning experiences and equip you with basic diagnostic and action-planning skills that you can later use on the job.

Course Content:  Segment Objectives

PART I:  INTRODUCTION

The focus of this introductory module is twofold.  First, it is to explore the realities of the expectations and pressures placed on managers and the challenges of making the transition from individual contributor to manager.  What resources do new managers need to take charge and master their new assignments and how do they acquire them?  Second, the problems and issues raised by the introductory cases provide a preview of the topics that the LEAD course will cover.

PART II:  BUILDING EFFECTIVE WORK RELATIONSHIPS

Groups and Teams

Because so much of the work in today's organizations is accomplished by teams, managers must be skilled at participating in and leading teams.  This segment of the course explores the multiple factors that shape the development, dynamics, and effectiveness of groups.  We will look particularly at the determinants of group culture and performance and what happens when one attempts to change a group’s culture.  Building on this understanding, we will then examine the manager's role in designing and building an effective team and the impact of the manager's style on the team's behavior and performance.

Managing Individual Relationships:  Down, Up, and Lateral

Those in charge have always depended on others to get work done.  This means building a  network of effective work relationships.   The segment begins by identifying the critical ingredients for building effective relationships with subordinates.  In so doing, we consider some of the fundamentals of managing performance, in particular giving and receiving feedback and coaching.  We then look at developing relationships with superiors, peers, and others over whom one has no formal authority.  Finally, this segment of the course will focus on working with those from varied demographic backgrounds and on the advantages and disadvantages of different communication and influence strategies.

PART III:  LEADERSHIP, ALIGNMENT AND ORGANIZATIONAL CHANGE

Leadership and Alignment

This segment of LEAD will explore in depth what it takes to be an effective leader. We will look at a number of leaders “in action” to gain insight into the critical functions and personal qualities that contribute to effective leadership.  We will identify different approaches for developing and communicating a vision for an organization and for motivating people to fulfill that vision.  We also look at the role of the leader as architect or organizational designer.  To be effective, the critical elements of an organization need to be in alignment.  This segment will also examine what it takes to achieve a “good fit” among an organization's elements:  its strategy, structure, systems, staffing, skills, style, and shared values. 

Organizational Change

Leaders’ attempts to renew or change their organizations often fail.  In this segment of the course we will compare and contrast successful and unsuccessful efforts to transform organizations in order to identify critical stages and activities in the change process.  We address the following questions:  What are the primary sources of resistance to change? What are the most appropriate ways for overcoming them?  What change strategies “work” and under what conditions?

PART IV:  LEARNING TO LEAD

In this final module, we will focus on several strategic issues involved in building a leadership career, paying particular attention to early- and mid-career choices and dilemmas.  We will consider the following topics:  How do individuals learn to lead?  What, if anything, cannot be learned?  What critical experiences and relationships are needed?

We will end the course with an integrative case about the experiences of a new CEO who must take charge and lead his organization through a crisis.

Grading

Your grade will be based on class participation and on the final exam.  Your professor will inform you of how these components will be weighted in class.  With regard to participation, quality is weighted more than quantity.  Quality includes, among other things:  

(1) impact on peers’ thinking; 

(2) sound, rigorous, and insightful diagnosis (e.g., sharpening of key issues, depth and relevance of analysis); 

(3) realistic and effective action recommendations; 

(4) constructive critiques of others' contributions; 

(5) integrative comments (across cases and/or courses); 

(6) so called “stupid questions” that no one else is willing to take the risk to ask; (

7) clarity and conciseness of presentation; and 

(8) evidence of active listening (e.g., relevance and timing of comments).  

Unexcused absences and lack of preparation will be counted heavily against your grade.

You will receive midterm feedback on your class participation. To help you assess your conceptual understanding of the course, you will be asked to write up a case analysis midway through the course.  This developmental feedback exercise will be ungraded.  As part of this exercise, you will receive two sources of feedback: peer feedback and a faculty prepared note on Characteristics of a Good Case Analysis to which you can compare your analysis.

Discussion Guidelines

One of the goals of this course is to improve your ability to learn from your own experience and from your peers, both of which are critical to managerial success.  All of us will be learning from one another.  Therefore, each of us must take responsibility not only for our own learning, but also for the learning of the group.  Your professors will do what they can to help foster a challenging but supportive learning environment based on mutual respect.  A course on leadership and organizational behavior is, almost by definition, a course which raises a number of controversial and sensitive issues.  The case method requires that everyone be committed to challenging and stretching each other and debating salient issues.  For this reason, it is essential that we are able to discuss important but charged issues raised in cases, including those dealing with such sensitive topics as culture, race, gender and individual differences in beliefs and assumptions about human behavior and motivation. If you have any concerns or suggestions about a particular class or the course more generally, let your professor know so that the issue or problem can be worked out in a way that makes the learning process as effective as possible.

Case Packet Contents

Erik Peterson (A)    9-494-005

Erik Peterson (B)    9-494-006

The Slade Plating Department    9-496-018

A Note for Analyzing Work Groups    9-496-026

Evaluating an Action Plan    9-494-090

Rudi Gassner and the Executive Committee of BMG International (A)    9-494-055

Managing Your Team    9-494-081

Taran Swan at Nickelodeon Latin America (A)    9-400-036

Lark International Entertainment, Ltd. (A)    9-499-023

Making Differences Matter: A New Paradigm for Managing Diversity    HBR 96510

Orientation to the Subarctic Survival Situation    9-494-073

The Firmwide 360-Degree Performance Evaluation Process at Morgan Stanley    9-498-053

Rob Parson at Morgan Stanley (A)    9-498-054

Managing Performance    9-496-022

Karen Leary (A)    9-487-020

Building Effective One-on-One Work Relationships     9-497-028

Jack Thomas    9-494-062

Managing Your Boss    HBR 93306

Donna Dubinsky and Apple Computer, Inc. (A)    9-486-083

12 Angry Men Viewing Guide    2-498-020

William Davis    2-492-036

What it Really Means to Manage: Exercising Power and Influence    9-400-041

Jan Carlzon    8-489-046

Orientation for Viewing Martin Luther King Jr.'s "I Have a Dream" Speech    2-496-036

What Leaders Really Do    HBR 90309

Building Your Company's Vision    HBR 96501

Chrysler: Iacocca's Legacy    9-493-017

NerveWire Inc.    9-402-022

Kirk Arnold    9-402-020

Malcolm Frank    9-402-021

People Express (A)    9-483-103

Human Resources at the AES Corporation: The Case of the Missing Department (Stanford, HR-3)

Organizational Alignment: The 7-S Model    9-497-045

Rob Waldron at SCORE! Educational Centers (Abridged)    9-401-018

Charlotte Beers at Ogilvy & Mather Worldwide (A)    9-495-031

Leading Change: Why Transformation Efforts Fail    HBR 95204

Orientation for Viewing "Twelve O'Clock High"    9-382-016

Choosing Strategies for Change    HBR 79202

Leading Change    9-488-037

Meg Whitman at eBay Inc. (A)    9-401-024

Wolfgang Keller at Konigsbrau-Hellas A.E. (A)    9-498-045

What Makes a Leader?    HBR 98606

Managing Your Career    9-494-082

Franco Bernabe at ENI (A)    9-498-034

In-Class Handouts

Erik Peterson (C)    9-494-007

Erik Peterson (D)    9-494-008

Erik Peterson (E)    9-494-009

Richard Jenkins    9-494-113

Rudi Gassner and the Executive Committee of BMG International (B)    9-494-056

Taran Swan at Nickelodeon Latin America (B)    9-400-037

Taran Swan at Nickelodeon Latin America (C)    9-400-038

Taran Swan at Nickelodeon Latin America (D)    9-400-039

Lark International Entertainment, Ltd. (B)    9-499-024

Lark International Entertainment, Ltd. (C)    9-499-025

Rob Parson at Morgan Stanley (B)    9-498-055

Rob Parson at Morgan Stanley (C) (Abridged)    9-498-057

Rob Parson at Morgan Stanley (D)    9-498-058

Karen Leary (B)    9-487-021

SCORE! Educational Centers: Supplement    9-499-060

Charlotte Beers at Ogilvy & Mather Worldwide (B)    9-495-032

Wolfgang Keller at Konigsbrau-Hellas (B)    9-498-046

Franco Bernabe at ENI (B)    9-498-035

Franco Bernabe (C)    9-498-040

Franco Bernabe: Reflections on Telecom Italia (A)    9-400-060

Schedule

PART I:  INTRODUCTION

Session 1:

  Cases: ERIK PETERSON (A); ERIK PETERSON (B)

  Assignment Questions:

• What are the problems facing Erik Peterson?
• What are the underlying causes of these problems?
• How effective has Peterson been in taking charge of the Hanover start-up?
• What actions should he take now?  Please be specific.

Session 2:

  Cases:  ERIK PETERSON (C); ERIK PETERSON (D); ERIK PETERSON (E); RICHARD JENKINS

  Assignment Questions:

• What is your assessment of the events described in the Erik Peterson (C), (D), and (E) cases?
• What, if anything, should Peterson have done differently?
• Could you have succeeded in Erik Peterson's situation?  Why or why not?
• What should Peterson do next?  Why?
• What lessons, if any, do you take away from Peterson's experience?

PART II:  BUILDING EFFECTIVE WORK RELATIONSHIPS

GROUPS AND TEAMS

Session 3:

Case:   THE SLADE PLATING DEPARTMENT

Reading:  A Note for Analyzing Work Groups

Assignment Questions:

• How would you describe the culture of the Sarto group?  Be specific.  How has it evolved?  What impact has it had on the effectiveness of the group?
• What are the determinants of social status and influence within the plating department? The Sarto group?  The Clark group?  Be specific.
• Please be sure to analyze the data (run calculations) provided in the exhibits to gain additional insight into the antecedents and consequences of the culture.

Important information:  Exhibit 5 is available as an Excel worksheet on the Course Platform.   The 1996 starting salary in the Slade Plating Department was $8.00; Tony Sarto’s hourly wage was $12.00.  The average wage for semi-skilled workers in the U.S. was $12.00.  Firms similar to Slade in the Michigan area, such as suppliers to the auto industry, paid an average hourly wage of $14.70.  United Auto Workers working at the Big Three (General Motors, Chrysler and Ford), earned starting salaries around $13.00 an hour and earned on average $19.00 an hour.  The minimum wage in 1996 was $4.25, raised to $4.75 on October 1, 1996.

Session 4:

Case:   THE SLADE PLATING DEPARTMENT

Reading:   Evaluating an Action Plan

Assignment Questions:

• Why do you think management previously ignored the workers’ illegal “punch-out” system?
• What actions would you take if you were Porter?  What are the risks associated with these actions?

Session 5:

Case:   RUDI GASSNER AND THE EXECUTIVE COMMITTEE OF BMG INTERNATIONAL (A)

Reading:   Managing Your Team

Read After Class:  Rudi Gassner and the Executive Committee of BMG International (B)

Assignment Questions:

• How effective has Gassner been in designing and leading the Executive Committee?
• Describe Gassner’s leadership style.  What impact has it had on the culture and performance of the Executive Committee?
• What challenges lie ahead for Gassner and the Executive Committee?
• Should Gassner drop the bonus issue for now or provoke more discussion?  Why?
• Should Gassner and the Executive Committee modify the business plans and bonus targets of each country?  If so, how?

Session 6:

Case:            TARAN SWAN AT NICKELODEON LATIN AMERICA (A)

Assignment Questions:

• Describe the culture at Nickelodeon.  Be specific.
• How did Swan go about building that culture? (Consider the interrelationships among Nickelodeon's context, design factors, culture and outcomes.)
• Describe Swan's leadership style.  What impact has it had on the culture?
• What are the challenges that Swan faces at the end of the case? What actions should she take?
• Compare and contrast the leadership styles and talents of Swan and Gassner.

Read After Class:  Taran Swan at Nickelodeon Latin America (B) ;Taran Swan at Nickelodeon Latin America (C);                                      Taran Swan at Nickelodeon Latin America (D)

Session 7:

Case:   LARK INTERNATIONAL ENTERTAINMENT, LTD. (A)

Assignment Questions:

• Describe the culture at Lark.
• How did Kralik and Tang go about building the culture?
• What challenges do Kralik and Tang face at the end of the case?
• Why did the ticket pricing incident occur?  What else, if anything, should they do about it?
• What lessons can we learn from this case about managing across cultures?

Read After Class: Lark International Entertainment, Ltd. (B) ; Lark International Entertainment, Ltd. (C) ; 

                              Making Differences Matter: A New Paradigm for Managing Diversity

Session 8:

Reading:         Orientation to the Subarctic Survival Situation;

                        SUBARCTIC SURVIVAL OBSERVERS’ GUIDE (observers only);

                        SUBARCTIC SURVIVAL PARTICIPANT BOOKLET (in class)

Reminder:            This class will be 100 minutes.

The Subarctic Survival Situation is an experiential exercise that will give you an opportunity to 1) get feedback on your working style and effectiveness as a team leader or a team member and 2) practice your group process (how the group gets its work done) observation skills. You will be assigned to a 5-6-member team to complete this exercise.

Important Note:   After class, designate a time before tomorrow’s class for your team to listen together to the recording of your group interaction and hear from the observer.

Session 9:

Case:            SUBARCTIC SURVIVAL (cont.)

Assignment Questions:

• What factors most affected group performance positively or negatively?
• Who didn’t get listened to? Why?
• Who got attention? Why?
• Was diversity a help or a hindrance to your group’s performance?
• Was there a group leader?
• What worked and what didn't work about your group's process?
• Was your behavior representative of how you tend to behave in groups?
• What could you have done differently that could have helped your group?

MANAGING INDIVIDUAL RELATIONSHIPS: DOWN, UP AND LATERAL

Session 10:

Cases: THE FIRMWIDE 360° PERFORMANCE PROCESS AT MORGAN STANLEY;

            ROB PARSON AT MORGAN STANLEY (A)

Assignment Questions:

• What is your assessment of Rob Parson’s performance?  Should he be promoted?
• Using the data in the case, please complete the Evaluation and Development Summary presented in Exhibit 3 of the Rob Parson (A) case.
• If you were Paul Nasr, how would you plan to conduct the performance appraisal conversation?  What would your goals be?  What issues would you raise and why, and how would you raise them?
• If you were Rob Parson, how would you conduct yourself in the performance evaluation meeting?  What are your goals?  Be prepared to role-play the appraisal conversation in class as either Nasr or Parson.

Read After Class:  Rob Parson at Morgan Stanley (B)

                               Rob Parson at Morgan Stanley (C) (Abridged)

                               Rob Parson at Morgan Stanley (D)

                               Managing Performance

Session 11:

Case:            KAREN LEARY (A)

Reading:              Building Effective One-on-One Work Relationships

Assignment Questions:

• What is your evaluation of Chung's performance?
• If you were Leary, how would you respond to Chung's request for a private office?  What factors would you consider?  What specific actions would you take to improve Chung's performance, as well as your working relationship with him?
• What are the particular challenges and dilemmas in managing relationships with those who have different cultural backgrounds and working styles from yours?
• How do you, personally, deal with such differences?

Read After Class:  Karen Leary (B)

Session 12:

Case:   JACK THOMAS

Assignment Questions:

• What are the specific problems Thomas faces?
• How well is he handling these problems?
• What should he do next?  Develop a specific plan of action.
• Have you ever been in a situation like this?  If yes, what did you do?  How well did it work out?  What did you learn?

Read after class:             Managing Your Boss

Session 13:

Case:            DONNA DUBINSKY AND APPLE COMPUTER, INC. (A)

Assignment Questions:

• Why was Dubinsky initially so successful at Apple?
• Why did she respond the way she did to the JIT proposal? (put yourself in her situation, intellectually and emotionally.)
• What do you think she should have done differently?  Be specific.

Read after class:   Donna Dubinsky and Apple Computer, Inc. (B) ; Donna Dubinsky and Apple Computer, Inc. (C)

Session 14:

Cases: 12 ANGRY MEN VIEWING GUIDE ; WILLIAM DAVIS

Reading:            What it Really Means to Manage: Exercising Power and Influence

Assignment Questions:

• What are the basic options that Davis has when he enters the jury deliberations?
• What are the advantages and disadvantages of his alternatives?

Session 15:

12 ANGRY MEN (Continued)

Reminder:            This class will be 100 minutes.  No additional reading.

Session 16:

MIDTERM

Session 17:

Case:            **DEVELOPMENTAL FEEDBACK EXERCISE

  Special Assignment:    Complete the Developmental Feedback Exercise.  It will take 2-4 hours to complete.

PART III:  LEADERSHIP, ALIGNMENT AND ORGANIZATIONAL CHANGE

LEADERSHIP

Session 18:

Case:   JAN CARLZON

Assignment Questions:

• Why was SAS having problems?
• What did Carlzon do to address those problems?  Of all of his actions, which were most important?  Why?
• Would you like to work for a person like this?  Why or why not?

Session 19:

Case:   ORIENTATION FOR VIEWING MARTIN LUTHER KING JR’S “I HAVE A DREAM” SPEECH

Reading:    What Leaders Really Do

Read After Class:   Martin Luther King Jr.’s “I Have a Dream” Speech ; Building Your Company’s Vision

Session 20:

Case:            CHRYSLER: IACOCCA’S LEGACY

Assignment Questions:

• What were the reasons for Iacocca's initial success at averting the crisis confronting Chrysler?
• What caused Chrysler to slip after its initial recovery?  What lessons about leadership can you draw from the rise and fall of Chrysler?
• If you were Eaton, Iacocca's successor, what would be your strategy?

Session 21:

Cases: KIRK ARNOLD;  MALCOLM FRANK (NERVEWIRE CASE SERIES)

Reminder:  This class will be 100 minutes.

Assignment Questions:

• Based on your reading of the interviews with Malcolm Frank and Kirk Arnold, what are your impressions of each of them as leaders?
• What are likely to be some of their strengths and weaknesses?
• What would you look for to see if each of them walks the talk?

ORGANIZATIONAL ALIGNMENT AND CHANGE

Session 22:

Case:            PEOPLE EXPRESS (A)

Assignment Questions:

• Why was People Express one of the fastest growing new businesses ever?
• Why do you think the company ran into difficulties?

  Session 23:

Case:            HUMAN RESOURCES AT THE AES CORPORATION

Reading:            Organizational Alignment: the 7S Model

Assignment Questions:

• What are the sources of competitive advantage of AES?
• What are its basic values and operating principles?
• What is the role of leadership at AES?
• Does AES need to add an HR function?  If yes, what would be its purpose?  If not, why?
• Is the AES model viable long term as AES becomes more global?  Can other types of companies use this model?

  Session 24:

Case:   Rob Waldron at Score! Educational Centers (Abridged)

Assignment Questions:

• What are the challenges facing Waldron when he takes over at Score! Educational Centers?
• How effectively did Rob take charge?
• What should he do now?  Come prepared with a specific action plan.

  Read after class:   SCORE! Educational Centers: Supplement

Session 25:

Case:            CHARLOTTE BEERS AT OGILVY AND MATHER WORLDWIDE (A)

Assignment questions:

• What is the vision for Ogilvy & Mather that Beers and her team developed?
• How was this vision created?
• Evaluate both the vision and the vision creation process.
• What should Beers do about the problems she faces in December, 1993?

Read After Class:    Charlotte Beers at Ogilvy & Mather Worldwide (B)

                                 Leading Change: Why Transformation Efforts Fail

Session 26:

Case:            ORIENTATION FOR VIEWING TWELVE O'CLOCK HIGH

Reading:            Choosing Strategies for Change

Assignment:

View the film Twelve O'Clock High.  The film covers approximately six weeks in the life of Brigadier General Frank Savage and the 918th Bomber Group.  An important element of our analysis of this film will focus on the turnaround of the 918th.  In viewing the film, think tactically to identify the sequencing and timing of the various acts of leadership that led to this turnaround.  Use the questions in the Orientation for Viewing Twelve O'Clock High to guide your analysis as you view the film.

Session 27:

Case:   TBA

Reading:    Leading Change

PART IV:  LEARNING TO LEAD

Session 28:

Case:   MEG WHITMAN AT eBAY INC. (A)

Assignment Questions:

• What did Whitman bring to the job?
• In March 1998, when Whitman takes charge, what types of changes should she be thinking about? What should her change strategy be?
• What have been the key success factors for eBay? What will they be in the future?

Session 29:

Case:            TAKING CHARGE AT DOĞUŞ HOLDING (A)

Assignment Questions:

• How effective has Ferit Şahenk been in taking charge at Doğuş?
• What are the most pressing challenges facing Şahenk? Is he equipped to handle these challenges?
• In light of the unstable macro-environment, what steps, if any, should Ferit take at Doğuş?

Session 30:

Case:            WOLFGANG KELLER AT KÖNIGSBRAU-HELLAS A.E.  (A)

Readings:      What Makes a Leader?; Managing Your Career

Assignment Questions:

• What is your analysis of the situation facing Keller as he returns to Athens?
• What is your assessment of Petrou’s performance?  Please be specific.
• How effective has Keller been as a coach to Petrou?  Why?  Could you have done better?  Why?  How?
• What are the underlying causes of his performance problems?  What actions should Keller take upon returning to Athens?  Be specific.
• What are the implications for Keller’s development as a leader?

  Read After Class:   Wolfgang Keller at Königsbrau-Hellas A.E. (B)

Session 31:

Case:            REUNION PROFILES

Assignment Questions:

• How successful have these protagonists been in their careers and lives? Why?
• What are the criteria these alumni are using to evaluate their lives?
• What themes emerge for the group as a whole?

Special Assignment:

Imagine it is the year 2013.  Your section is putting together a book of memoirs for your 10^th reunion.  Write a 1-2 page memoir that describes what you are doing and how you got there.  Remember, you are writing this essay looking back from the year 2013.  (Word limit 250 words.)  Bring three copies to class.  Please be prepared to turn in one copy.

Session 32:

Case:            FRANCO BERNABÈ AT ENI (A)

Assignment Questions: 

• What is your assessment of Bernabè’s actions in taking charge of ENI?  How effective was he in providing leadership?  Why?
• What were his key moves?  Of the many steps he took, which struck you as the most important?
• What challenges remain?  What should his priorities be as he moves forward?
• In many respects, the CEO’s assignment was thrust upon Bernabè in the midst of a growing crisis. What’s your feeling about the commonly quoted statement, “Leaders are born, not made?”

Read After Class:      Franco Bernabè at ENI (B)           

                                   Franco Bernabè at ENI (C)

                                   Franco Bernabè: Reflections on Telecom Italia

Session 33:

Wrap Up

Session 34:

FINAL EXAM