MGB 619 : Social Capital for ManagersCourse Syllabus for Section MGB619 S1B

SPRING 2014214 JACOBS Tu Th, 2:00 PM – 3:20 PM

Instructor: Dr. Prasad BalkundiTA: NoneOffice: Jacobs 274Office Hours: T 12:55 PM to 1:45 PMPhone: (716) 645 3250E-mail: balkundi@buffalo.edu Website: http://mgt.buffalo.edu/departments/ohr/balkundi/

COURSE DESCRIPTION AND OBJECTIVES:

This course is directed towards MBA students who want to understand and develop social network skills critical to managerial success. The main objective of this course is to help you better understand the factors that influence the emergence of interpersonal networks, and the personal and organizational consequences of these networks.

Much of the real work in contemporary organizations is managed not through formal fiat, but through networks of personal ties with advisors, friends, and workflow partners. The objective of this course is to help managers better understand the factors that influence the emergence of interpersonal networks, and the personal and organizational consequences of these networks. We will draw upon case studies, articles to better understand how to effectively manage interpersonal networks for personal and organizational success.

My goal is for you to grasp the key concepts that are anchored in science and to be able to apply them in understanding the world around us. Based on these concepts you can also come up with interventions to improve outcomes. However, I do realize that concepts (by being precise) may ignore other network phenomena that may be relevant to effectiveness and therefore I expect you to be thinking critically and come up with alternatives to the proposed concepts.

Text Book Cross, R. and A. Parker (2004). The Hidden Power of Social Networks.

Course Pack

Student Instructions to Access Course Materials

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GRADINGStudents will be graded on case studies, exams, group assignments, email submissions and attendance. Attendance points will be earned at random through pop quizzes. There will be four quizzes covering topics from class lectures, corresponding chapters from the textbook, case studies, videos, and other material introduced in class. They will include multiple-choice questions. All four quizzes are compulsory and will contribute equally to the final grade.

Exams (150 Pts x 3): 450 PointsGroup Project 200 Points Case Studies 200 PointsAttendance 90 PointsEmail submission 60 Points

TOTAL 1000 Points

Grading Scale:A 94.0% - 100% C+ 77.0% - 79.9%A- 90.0% - 93.9% C 70.0% - 76.9%B+ 87.0% - 89.9% D 60.0% - 69.9%B 82.0% - 86.9% F Below 60.0%B- 80.0% - 81.9%

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1) EXAMS (3) – 450 points

There will be three exams. The formats may vary but if you are unable to attend the exam on its scheduled date due to a legitimate reason, it is your responsibility to inform me before the exam is given. No make-up Quiz will be given.

2) GROUP PROJECT (1 report + 1 presentation) – 200 points

The class will be divided into groups of 4-5 members. All group members will receive the same points for the group assignment. However, if a particular member does not do his/her share of the task, it is the duty of the rest of the group members to inform me. If a particular member makes no contribution to the group and/or doesn’t show up for the presentation, the member will be awarded zero points for the presentation, following a written complaint from the other group members. Do not wait until the last day of class to apprise me of problems! Your final grade for this project will account for the peer evaluations submitted by your team members.

I WILL DICUSS MORE ABOUT THE PROJECT IN CLASS.

Your total paper should be a minimum of 20 pages in length (12 point font, double-spaced, 1 inch margins).

You will also make a 10-minute presentation of your analysis to the class in the later half of the course. Please use appropriate presentation techniques for this purpose (such as power point etc.)

3) CASE STUDIES (4) -- 200

There will be four case studies in the course. This group project involves case studies specified in the syllabus and are in the study.net package for the course. The group needs to answer the questions related to the case in the form of a report. The grade will be a group grade. If your group is having difficulties, I expect all of the members to maturely discuss the problem and resolve the issue in the group. If necessary, I will be available for consultation. If a member refuses to work towards resolution, that member may be "fired" from the group and receive an "F" for the assignment.

4) ATTENDANCE AND PARTICIPATION : 90 points

Your learning experience depends on personal participation and involvement. Sharing perceptions and ideas with others is crucial for learning and for understanding how diverse opinions you are likely to encounter get articulated and debated (or suppressed and lost). You will find yourself presenting and testing new ideas that are not wholly formed, and assisting others to shape their ideas. You should be prepared to take some risks and to be supportive of others’ efforts to do the same.

You will be expected to attend class, to have read and thought about the readings, and to contribute to the class by actively participating in the group discussions and exercises.

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Due to the large size of the class, we will be splitting up into small groups often. These small groups will discuss the readings and make short presentations to the rest of the class.

To guide group discussion, think about these questions:What was interesting about this reading? Can you take this a step further? What are the implications of the reading for managers?What does further thought lead you to conclude?Does national culture have any effect on this?I am looking for in-depth presentations – taking an idea and developing it further – not just summarizing the readings. Creativity counts.

Also, there may be surprise quizzes during the class Contributing to class does not mean talking all the time – a few thoughtful, insightful comments can contribute much more than continual talking. Quality counts, as does actively listening to you classmates. I like a stress-free, free-wheeling, fun class environment. Do not hesitate to share your thoughts and do not feel that you are being evaluated on everything you say. Learning should be fun!

Usage of laptops during class time is prohibited.

5) EMAIL SUBMISSION (6 out of 8 need to be submitted). 60 points

Other students and the instructor benefit from your constructive class participation. You are also required to submit two questions for six of assigned readings. These questions need to be emailed to me at only profbalkundi@gmail.com at least 24 hours before the first time we are will be discussing the chapter. However, you will have to submit these emails only at designated times. In both the content and the subject heading, please include your name, section number and student Id (only in the content of the email). You will receive 10 points for each email that you submit correctly.

Ethical Integrity

Do The Right Thing!

By pursuing academic honesty, you will be doing more than preserving your personal integrity. You will be safeguarding the integrity of the School of Management

and the value of your degree

To be certain that you are fully advised of the School of Management’s standards for academic integrity and the consequences of violating those standards, read the SOM’s policy stated in your MBA and MS Programs Handbook.

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The potential sanctions for academic dishonesty include a reduction in course grade, a failing grade, and expulsion from the MBA program, depending on the severity of the infraction.

In all cases, instructors within the School of Management will be notified of a determination that a student has engaged in academic dishonesty.

If you are aware that someone is engaging in academic dishonesty, do the right thing. Report the situation to the relevant faculty person and/or the MBA Administrative Director. Your confidentiality will be protected.

Course Policy on Ethical Integrity

This course adopts a policy of zero tolerance for ethical misconduct. Academic infractions such as cheating on exams, plagiarism, using papers or answers from other students or classes, and failing to perform teamwork responsibilities are serious ethical violations.

MBA students are expected to contribute as full members of their teams. Failing to perform teamwork responsibilities includes but is not limited to: not attending team meetings (physically and psychologically), not completing a fair share of team assignments, not valuing the contributions of all team members, and engaging in inappropriate or disrespectful behaviors toward other team members. A student may be considered in violation of team standards based on “totality of conduct.” That is, even where there is no single repeated behavior that constitutes a violation, a combination of behaviors may violate the requirement for teamwork. Failure to perform teamwork responsibilities will be met initially with coaching and guidance. Following that, willful and repeated violations will be met with appropriate sanctions as defined above.

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Course Outline – Spring 2014

Part One. Social Networks and the Individual

Day/Date Topic Assigned Reading for Class

Assignments Due

T 1/28 Introduction and Course Overview

Th 1/30 Why social networks matter for you?

Krackhardt & Hansen(1993) HBRThompson, C. (2009)Thomas (2009)

Email two questions about K&H

T 2/4 Social capital in action Cross and Parker – chapter 1 http://www.gladwell.com/1999/1999_01_11_a_weisberg.htm

Th 2/6 Brokering your way to success

Uzzi & Dunlap (2005)HBRCross and Parker – Chapters 2 & 6

Heidi Roizen HBR case

T 2/11 Personality and Networks

Cross and Parker – chapter 5, Anderson (2012)

Email two questions about Cross & Parker

Th 2/13 Why tie content and tie strength matter

Cross and Parker – chapter 3

Email two questions about Cross & Parker

T 2/18 Jerks and organizations (Negative ties -1)

Casciaro, & Lobo, (2005) HBR

Email two questions about C&L

Th 2/20 Handling Jerks (Negative ties -2)

Uzzi & Dunlap (2012)Cross and Parker – chapter 4

What a star & What a jerk – HBR case

T 2/25 Network positions and organizations

Cross and Parker – chapter 7

Th 2/27 Multiplexity Stevenson, Seth. 04.24.12. Friedman HBR Case discussion.

T 3/4 Preparation for Take Home Exam 1

pick up exam 1 from instructor

Th 3/6 Teams and Measuring EXAM 1 is DUE in Class

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Networks

Part Two. Measuring social networks in teams

Day/Date Topic Assigned Reading for Class

Assignments Due

T 3/11 Teams and networks -1 Read Ancona et alCross, R., Ehrlich, K., Dawson, R., Helferich, J. (2008) CMR

Email two questions about Ancona

Th 3/13 Teams and networks -2 Cross, Borgatti et al CMR Email two questions about Cross et al.

T 3/25 Measuring networks 1 Cross and Parker –Appendix A Higgins 2002-- HBR

Th 3/27 Measuring networks 2 Ibarra 2002Appendix B

Pick one from Appendix B and try

in class.T 4/1 INCLASS EXAM

Part Three. Social networks in organizations

Day/Date Topic Assigned Reading for Class Assignments Due

Th 4/3 Networks and organizational issues

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T 4/8 Networks and recruiting

Ballinger, G., Craig, E., Cross, R., Gray, P. (2011).

LinkedIn Case is due

Th 4/10 Networks and leadership

Ibarra & Marks 2007 HBR Email two questions about I &M

T 4/15 Networks and sales performance

UStuner & Godes HBRRead “Quantifying the Role of School Ties in Investing” at http://www.nytimes.com/2007/06/09/business/09fund.html?_r=1

Group presentation

Th 4/17 Firms and networks Baraldi, 2008 CMR; Birkinshaw 2007 CMR

Email two questions about Baraldi

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T 4/22 Networks and Marketing

Gladwell, MalcolmWatts, D and J Peretti.Elliot, Carl.

Hale and Dorr Case is due

Th 4/24 Networks and Market entry

Ferrary, M. (2003). Fleming, L. and Matt Marx. (2006).

Email two questions about Ferrary et al.

T 4/29 Networks and change

Johnson-Cramer, Michael, Salvatore Parise, and Robert Cross; Judd Michael

Email two questions about Johnson-

Cramer etalTh 5/1 Future of Networks Cross & Parker- Chapter 8T 5/6 Preparation Time Group Presentations Group Report DueTh 5/5 EXAM 3 – In class

References

Th 1/30

Krackhardt, D., & Hanson, J. 1993. Informal Networks: The company behind the chart. Harvard Business Review, 71: 104-111.

Thompson, C. (2009), September 13). Are your friends making you fat? NY Times Magazine, retrieved from http://www.nytimes.com/2009/09/13/magazine/13contagion- t.html?pagewanted=all. Based on Christakis, N. A., & Fowler, J. H. (2009). Connected: The surprising power of our social networks and how they shape our lives. New York: Little Brown.

Thomas, D. A. (2009). Mapping your professional network. Harvard Business Review.

T 2/4Read  URL: http://www.gladwell.com/1999/1999_01_11_a_weisberg.htm

Th 2/6Uzzi, B., & Dunlap, S. (2005). How to build your network. Harvard Business Review, 83, 53-60.

Heidi Roizen HBR Case

T 2/11Anderson, Beth, et al. "Facebook psychology: Popular questions answered by research." Psychology of Popular Media Culture 1.1 (2012): 23.

T 2/18

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Casciaro, T., & Lobo, M. S. (2005). Competent jerks, lovable fools, and the formation of social networks. Harvard Business Review, 83, 92-99.

Th 2/20Uzzi, Brian, and Shannon Dunlap. "Make your enemies your allies." Harvard business review 90.5 (2012): 133.

What a Star--What a Jerk (HBR Case Study and Commentary)

by Sarah Cliffe, Mary Rowe, Chris McKenzie, Chuck McKenzie, Kathy Jordan, James Waldroop Source: Harvard Business Review Case Discussion

T 2/27Friedman, Ray. "The case of the religious network group." Harvard business review 77.4 (1999): 28.

Stevenson, Seth. 04.24.12. “What Your Klout Score Really Means.” Wired. http://www.wired.com/business/2012/04/ff_klout/all/

T 3/11Ancona, Deborah, and Henrik Bresman. X-teams: How to build teams that lead, innovate, and succeed. Harvard Business Press, 2007. Chapter 3

Cross, R., Ehrlich, K., Dawson, R., Helferich, J. (2008). Managing collaboration: Improving team effectiveness through a network perspective. California Management Review, 50, 74-98.

Th 3/13

Parker, Andrew, Stephen P. Borgatti, and Rob Cross. "Making invisible work visible: Using social network analysis to support strategic collaboration." California Management Review 44.2 (2002): 25-46.

T 3/25Higgins, M. (2004). Developmental network Questionnaire. Harvard Business Review.

Th 3/7

Ibarra, H. (2002). Network assessment exercise. Harvard Business Review.

T 4/8Ballinger, G., Craig, E., Cross, R., Gray, P. (2011). A stitch in time saves nine: Leveraging networks to reduce costs of turnover. California Management Review, 53, 111-133.

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Th 4/10 Ibarra, Herminia, and Mark Hunter. "How leaders create and use networks." Harvard Business Review 85.1 (2007): 40

T 4/15Üstüner, Tuba, and David Godes. "Better sales networks." Harvard Business Review 84.7/8 (2006): 102-112.

Read “Quantifying the Role of School Ties in Investing” at http://www.nytimes.com/2007/06/09/business/09fund.html?_r=1

Th 4/17

Mikolaj Jan Piskorski LinkedIn A – HBR case.

Baraldi, Enrico. "Strategy in industrial networks: Experiences from IKEA." California Management Review 50.4 (2008): 99-126.

Birkinshaw, J.M., J. Bessant and R. Delbridge. 2007. Finding, forming and performing: Creating new networks for discontinuous innovation. California Management Review, 49(3): 67-84.

T 4/22Networks and Marketing

Case Hale and Dorr

Gladwell, Malcolm. 2002. The Tipping Point. Back Bay Books. Chapter 2: The Law of the Few: Connectors, Mavens, and Salesmen. Watts, D and J Peretti. “Viral Marketing for the Real World.” Harvard Business Review. 2 pages

Elliot, Carl. 2006. “The Drug Pushers.” Atlantic Magazine http://www.theatlantic.com/magazine/archive/2006/04/the-drug-pushers/4714/

Th 4/24

Networks and Market EntryFerrary, M. (2003). “The Gift Exchange in the Social Networks of Silicon Valley.” CaliforniaManagement Review, 45, 4, 120-138. We will focus on pages 128-138.

Fleming, L. and Matt Marx. (2006). “Managing Creativity in Small Worlds.” CaliforniaManagement Review, 48, 4, 6-27.

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T 4/29

Networks and change

Johnson-Cramer, Michael, Salvatore Parise, and Robert Cross. 2007. “Managing Change through Networks and Values.” California Management Review 49:85-106. Michael, J. H. 1997. Labor dispute reconciliation in a forest products manufacturing facility Forest Products Journal, 47(11/12): 41-45.

GROUP PROJECT

Your own career success will depend at least in part on how effectively you manage your professional relationships. These relationships will give you access to information, skills, and expertise and will help you build a solid base of power, control, and opportunities. This project provides an opportunity to spend some time developing a sophisticated understanding of how successful leaders and senior executives initiate, develop, and manage their interpersonal relationships to accomplish their key professional objectives.

Each group should interview at least two senior managers regarding their experiences. These executives can be from firms you have worked for, from industries that interest you, or simply be individuals that you would like to meet. Try to choose someone who you believe will be candid, open, and insightful.

Anticipate having to interview each executive at least once to gain an understanding of his or her situation, the nature of his or her relationships, how his or her social network is managed, and how it is used to tackle the kinds of organizational challenges discussed in class. Following these interviews, your group will write an analysis of two (or more) executives’ networks. In this analysis, you will compare and contrast the managers’ approaches to meeting the challenges they face, apply concepts you have learned about social networks and power, and integrate other key concepts and frameworks from the class. Projects will be graded for their grasp of the class material, displayed insight into the manager’s social situation, and clarity of presentation.

The analysis of the managers, their networks, and the lessons you have learned from examining them is due by the date I specify in Class.

Key Elements of the AnalysisThe analysis should be no more than 10 double-spaced pages with 12 point Times New Roman font and 1” margins all around. The paper should have a three-part structure:

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1. An introduction to your analysis and the manager/executives. What is the focus of your paper? Who are the executives you interviewed? This introduction should include a brief (1-2 paragraphs) description of each executive’s situation, and if applicable, the problem being faced. What is the executive’s situation? Is he or she attempting to assemble a team? Is he or she looking to change jobs? Is the executive gaining support for a controversial new program?

2. The experiences of at least two leaders should be compared and contrasted to draw general lessons about which kinds of strategies are most useful under which kinds of conditions. You should organize and focus your analysis in terms of course concepts, and should use those concepts to explain the similarities and differences you observed. Assess each leader’s strategy for networking – What are its strengths? How could the strategy be improved? Are there any opportunities the individual has overlooked? What role have their relationships played in their success both within their current firms and across their careers? Think about how each leader uses resources lodged in their network ties to get things done. What interpersonal strategies are used to cultivate contacts and expand a network? What tactics are used to successfully gain the buy-in of powerful actors or circumvent them? Include a network map for each executive you are discussing (these may be placed in the Appendix). Be critical in your analysis.

3. There should be a conclusion section titled: “Recommendations for Rawls Students.” This section should be one page and include concrete recommendations for building value into the vital activities of Rawls students. They should focus on what students could potentially do the next day in their teams, the next summer in their jobs, or during the first years after graduation. For example, describe how what you learned can help students do better in selecting company presentations; meeting company presenters; making contacts during their first summer jobs; preparing for the transition from student to employee; and other critical activities related to career advancement or building company equity.

NOTE: The most informative analyses go beyond description (a story about or description of the executives’ networks) to an explanation of why something happened the way it did, applying course concepts to situations that we may not have discussed explicitly in class. Well-organized papers that stress the most important factors rather than simply provide a data-dump of all the possible factors are evaluated more highly. Be creative. Find issues that are important to you that we may not have covered explicitly in class, such as work-family balance, diversity, cross-cultural relations, implementing a new technology, starting a new company, the effects of downsizing, etc.

Tips for How to Approach this Assignment

1. You should assure the executives that their names will be kept strictly confidential.

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2. A good way to start your discussion with each leader is to introduce the task then to ask the person how his or her career took shape. Let the executive free associate about his or her career and the critical events within this career progression. Note how the critical events were spawned by or renovated the social organization around the leader. A good way to get the interviewees to reveal their knowledge about their experiences is to let them tell you a story about how they found a key job, a valued colleague, or an important competitive opportunity. After you hear the leader’s account, map it onto your understanding of how social relationships are used and managed. Asking the executives to tell you stories is often a much more effective technique than asking them direct questions, particularly at the beginning of an interview. Clarifying questions about their stories, on the other hand, are an important tool for ensuring your understanding.

Here are some questions to consider in developing your analysis

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What is the summary network map of the executive’s key contacts in his or her current job? Consider drawing a network diagram during the interview in which you identify contacts and the types of exchanges and relationships the executive uses to cultivate them (see the above diagram). Analyze the network map. What is the strongest entrepreneurial opportunity (i.e., where can the most value be added)? Cite examples from your discussions or observations to illustrate your view of the leader’s entrepreneurial skill. Be careful not to jump to quick conclusions that blind you to alternative interpretations.

1. How is the leader positioned for action and getting things done? How are barriers to action overcome? You could ask about a recent example of this (this could provide a focal situation for the analysis): For example, ask how she or he leveraged contacts to respond to a situation and why it worked or did not work. Probe for how networks could be better structured, maintained or used, in light of the pattern of dependencies the person faces.

2. What are the kinds of contacts and exchanges that the executive uses for different purposes and in different contexts -- for example, to make decisions, to get a specific task accomplished quickly, to gain influence, to get information, to advocate or implement change?

3. How does the executive build trust in relationships? What kind of information is shared with different contacts and why? What role does reputation play? Does he/she form many ties or few ties? How much redundancy is there in the person’s network?

4. How is the executive positioned in terms of diversity of relationships? Where is the executive’s sponsorship or mentoring structure? How has this changed over his/her career? What was the person’s experience with “developmental” relationships—either as a protégé, mentor, sponsor, or combinations of these?

5. How does the corporate culture impact the leader’s relationships?

6. How do the leader’s relationships map onto the formal organizational structure?

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Interviewing Skills

Keep in mind that interviewing skills are extremely important to managers and consultants because they are a major tool by which to collect data about competitive processes and outcomes. Use this opportunity to test and develop your skill base. Furthermore, you will learn what makes a good interviewee; this knowledge will enhance your performance on the job market when you are being interviewed.

You should go into the interview with a set of questions, but remember that asking direct questions about executives’ views on power or networking may put them on the defensive or make them uncomfortable. Ask them to tell you stories at the beginning of the interview, and then use their stories to guide your questions. Use your questions as an outline but be prepared to give up your sequencing. It is your job to navigate back to them when the time is ripe. If you try to stick too closely to your outline you are likely to lose the interviewee’s attention and stall the interview when the conversation shifts in another direction.

Probing: It is important to probe during the interview. If your interviewee makes a general statement such as, “I use trust to build my network,” ask, “how do you build trust?” “What approaches do you use and under what circumstances?” “What activities don’t work?” “If you do X, won’t Y be a possible unanticipated consequence?” This is the best way to get fine-grained and accurate information about how networks are used by your interviewees.

Here are some sample questions for revealing the structure of the network:

1. If you look back over the last six months, who are the four or five people with whom you discussed matters of importance to you? Just list their first names or initials.

2. Consider the people with whom you spend your free time. Over the last six months, who are the three people you have been with most often for informal social activities such as going out to lunch, dinner, drinks, films, visiting on another’s homes, and so on?

3. Who are the four or five people who have contributed most to your professional growth and where are they in the network? Are they connected to each other?

4. Who do you see as your single, most important contact for your continued success and where are they in your network?

5. At the other extreme, what people working at your company have made it the most difficult for you to carry out your job responsibilities? Again, just list the person’s first name or initials (and remind them that this data is strictly confidential).

6. As part of your notes, you may want to diagram the manager’s key contacts. Which are most and least connected?

You would also like to gather a sense of how successful the executive has been. You may want to get a sense of how much the executives agree with some of the following

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statements. I would not go through this list item by item, but instead try to embed these issues into your discussion.

Risk taking: I am encouraged to speak my mind about the way I think things should be done in the

firm.I can take chances here without fear of negative repercussions.I am discouraged from experimenting with new ways of solving company problems.It is fatal for me to make a mistake.

Information Access:I get very little information about what other people are doing.It is difficult for me to approach senior management with a concern.In my department, we are the last to hear about anything.I believe that senior management is “in touch” with the opinions and thinking of the people who work here.

Autonomy:I am managed by my boss too tightly.I can use my personal initiative and judgment in carrying out my work.I seldom get a chance to do things without my boss “holding my hand”.I am very closely supervised in my work.

The Company’s Landscape:Turf struggles among departments are common here.At my company, the departments “rise and fall” as one; there is little territorialism

here.By and large, the different departments work cooperatively to an unusual degree here.I believe that conflicts between departments get in the way of getting things done.

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