E95.2055 Introduction to Management and Information Science
Fall, 1998

Department of Administration, Leadership, and Technology
School of Education
New York University

Dr. J. Theodore Repa, 212-998-5511, theodore.repa@nyu.edu
Prerequisites: None

Objectives |  Class Schedule | Office Hours | Texts | Assignments | Course Elements | Topics | Selected Bibliography |

I. Course Objectives

    The purpose of this course is to increase your effectiveness as a manager of an organization in general and an educational organization in particular. Increasing that effectiveness requires an understanding of: 1) the concepts and skills necessary to manage as well as the new information processing technologies and software that can support management, 2) one's own strengths and weaknesses when working in an organization, 3) how to combine one's strengths and weaknesses with those concepts, skills, and technology, and 4) the culture in which the organization is operating.

    As a result of that increased effectiveness, it is hoped that you will more successfully be able to administer an organization. The overall purpose of the course will be accomplished via four approaches:

  1. Enlarging your conceptual knowledge concerning the management of organizations;
  2. Sharpening your management skills in order to intervene effectively in organizations;
  3. Increasing your planning and assessment skills in order to diagnose problems of the organization as well as to evaluate the effectiveness of your interventions; and
  4. Increasing your knowledge of some of the software that will increase your ability to manage more efficiently.
    Since it is not possible to accomplish all of the above simultaneously, the course is structured so as to build on each approach. By the end of the course it is expected that the conditions will have been created which will allow you to:

Supplement your knowledge about:

  1. Physical, social and psychological forces which influence managers;
  2. Specific management techniques which utilize the above knowledge;
  3. Planning and assessment procedures which enhance the functions of an organization;
  4. Training techniques which assist in changing the organization; and
  5. Office automation and management software that can support a manager.
Review of your attitudes towards:
  1. Your subordinates, your colleagues, and your superiors;
  2. Giving and receiving help in organizations; and
  3. Assumptions which underlay your own and other's ideas and actions about management.
Explore your thinking about:
 
  1. Management as an application of a systems model;
  2. The multi-dimensionality of management decisions; and
  3. How to approach the study of management within an experiential framework.
Develop and sharpen certain skills, namely:
  1.  Time management;
  2. Planning;
  3. Communication;
  4. Training;
  5. Intervening in organizations;
  6. Assessment;
  7. Leadership; and
  8. Self- development.
II. Class Schedule

Wednesday, 4:20- 6:00; Main 806

III. Office Hours

Wednesdays, 2:00- 4:00 (310 East Building; by appointment only; call Laura Southall at 998- 5531)

IV. Texts

Bolman, Lee G. and Deal, Terrence E. Reframing Organizations: Artistry, Choice, and Leadership. San Francisco: Jossey- Bass, 1997.  (Required)

O'Connor, Bridget N., Bronner, Michael, and Delaney, Chester.  Training for Organizations.  Cincinnati, OH: South-Western Educational Publishing, 1996. (Recommended)

V. Assignments

    The explicit intent of this course is to study the processes of management within the classroom setting. In order to facilitate the systematic forces that impinge upon management, several different assignments will be required for the course. Each class member will be responsible for taking an examination, developing a team project, making a presentation, evaluating personal learning, doing individual reading, and participating in class. In order to maximize the chances of learning in the course, attendance is required. These individual and joint efforts will be reported on in the following ways:

A. Team Project

Each team, consisting of six to eight members, will be responsible for designing a case study for improving the management of an organization of their choice. The team should act like a management consulting firm hired to make recommendations to improve the organization. The case study assignment should demonstrate some of the principles of management necessary for planned, organizational change. The specific Team Assignment is as follows:

1. Develop a case study for improving an organization. A sample format is:

2. The Formation of Team Assignment, to be completed by each team member and sent to me via e-mail, is as follows:     Keep a copy of the Formation of Team Assignment so you can use it when you turn in the Team Member Evaluation Assignment towards the end of the semester. Each team member should send the completed assignment by the beginning of the third class.

3. The liaison will be the instructor's contract person on the team. Only the liaison must keep a journal of all team meetings and hand it in via e-mail in accordance with the due dates listed below. The journal entry should be written on a computer and communicated to me at my e-mail address: theodore.repa@nyu.edu. Each entry should have the following information at a minimum:

     a. Date of meeting
     b. Team members in attendance
     c. Agenda items
     d. What went well
     e. What went poorly
     f. Questions for the instructor
     g. Additional comments

4. The Team Member Evaluation Assignment is as follows:

Each team member should evaluate the contribution of every team member, including yourself, to the team assignment. That evaluation should include a letter grade you think each team member earned on this assignment plus a rationale for that grade. Additionally, the evaluation should compare your initial evaluation of each team member's strengths and weaknesses with your evaluation after working with that person on the team assignment. No evaluation form will be handed out for this assignment. This completed assignment should be e-mailed (theodore.repa@nyu.edu) to me by the due date.
The due dates for each of these assignments are listed under the heading "Topics."

B. Individual Presentation

     Each person will be responsible for providing the instructor with a VHS video tape, 120 minutes or shorter, of a ten minute presentation to a simulated board of directors. The tape will be evaluated by the instructor on presentation skills using the Presentation of Self and Data Critique Form.  Students should also evaluate their own videotape presentation using the Presentation of Self and Data Critique Form handed out the first day of class.

C. Reading Assignments

Each person is responsible for the assigned reading. The reading is designed to complement the material presented in class, but will not duplicate it. Supplemental readings may be suggested from time to time for those who want to explore a given topic in more depth.

D. Final Examination

    The take-home final examination will assess your mastery of the concepts associated with management, as well as your ability to use these concepts to interpret data associated with the management of organizations. Also the final examination will assess your ability to apply the concepts learned to management decisions as well as to generalize that application to other organizational settings.

IV. Course Elements

    The transmission of ideas in this course takes place on several different levels, and it is important that the student be alert to these various processes. In order to develop ideas, interpretations and application of data skills, an exercise and lecture period will begin each class. This time will be structured as a quasi- laboratory class, in that various opportunities will be provided for you to become actively involved in studying management behavior. It is important to remind you that the foci of learning will not be restricted to the classroom alone. The components of the course are explained in some detail below.

A. Exercises - Simulations

These activities are designed to demonstrate behavior appropriately studied when using particular management techniques. Each student should be alert to seek out the significance of each activity without attempting to "second guess" the reasons for the exercise. If the rationale does not become clear, then one should assume that an extremely important bit of data has been lost and questions should be directed towards discovering the purpose of the exercise or simulation.

B. Lectures

Lectures will frequently be used to pick up the material at the point where the exercise and data retrieval task terminate. At this point the focus is on building a coherent picture of the concept under development. Because of the complexity of the material, it may not always be possible to develop fully the central ideas in one class period. Often, two or more sessions are needed before the cycle of introduction, concept development, interpretation of data, application of data, and generalization of data can be completed. For this reason one should expect a certain
lack of resolution to be a part of the initial exploration of a set of concepts. If, however, at the point of application and generalization of the unit of study, the main concepts are not clear, then specific action on your part is necessary to obtain help in settling any remaining questions. A
checking back period will begin each class in order to receive your questions or comments. My lecture outline will be posted on the home page for the course by the Monday following class.

C. Topics

9/9 Class 1 - Organization; Approaches to Managing - Bolman: Preface, The Authors, Chapters 1, 2

9/16 Class 2 - Consequences to Approaches to Managing; Bolman: Chapters 3, 4, 5; Hand out Case Study # 2

9/23 Class 3 - Planning Projects; Bolman: Chapters 6, 7, 8; e-mail me Notification of Team Members Assignment; e-mail me journal

9/30 Class 4 - Management of the Planning of Organizational Development; Bolman: Chapters 9, 10, 11; e-mail journal

10/7 Class 5 - Running Effective Meetings to Make Decisions;  Bolman: Chapters 12, 13, 14

10/14 Class 6 - Managing Decision Making; Bolman: Chapters 15 and 16; Hand out mid course and self evaluation forms; e-mail journal

10/21 Class 7 - The Communication Process; Bolman: Chapters 17 and 18; Hand in mid course and self evaluation forms

10/28 Class 8 - Designing a Training Sequence; Recommended-O'Connor:  Chapters 5 & 6; e-mail journal

11/4 Class 9 - Participatory Training; Recommended-O'Connor:  Chapters 7 and 8

 11/11 Class 10 - Conflict Management; Bolman: Chapters 19 and 20; Hand in Team Assignment; e-mail journal

11/18 Class 11 - Supervising Subordinates; E-mail Evaluation of Team Members Assignment; Bolman:  Chapter 21

 11/25 Class 12 - Time Management

12/2 Class 13- Organizational Change; In Summary

 12/9  Class 14 - Using Technology and Information Systems to Enhance Management; Hand In Video Tape Presentation; Hand in Self Evaluation of Video Tape Presentation; Hand Out Take-Home Final Exam

12/16 Class 15- Final Examination; Hand in Final Course and Self Evaluation; Hand In Final Take-Home Exam

D. General Information

University regulations prohibit eating in the classroom and smoking in the building at any time. Consideration of others, both in this class and those using the facilities subsequently, would dictate strict adherence to these policies. If you must eat or smoke, please do so before or after class.

E. Grading
 

  1. 30% Team Paper
  2. 30% Videotape Presentation
  3. 30% Final Examination
  4. 10% Midterm and Final Self Evaluation, Team Member Evaluation, Self Video Tape Evaluation, and Class Participation
VII. Selected Bibliography

Bellman, Geoffrey M. The Consultant's Calling: Bringing Who You Are to What You Do. San Francisco: Jossey-Bass Inc., 1990.

Bennis, Warren. Why Leaders Can't Lead. San Francisco: Jossey-Bass Inc., 1989.

Brookfield, Stephen D. Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. San Francisco: Jossey-Bass Inc., 1986.

Brown, Marvin T. Working Ethics: Strategies for Decision Making and Organizational Responsibility. San Francisco: Jossey-Bass Inc., 1990.

Bunker, Douglas R. and Wijnberg, Marion H. Supervisio E95.2055 Introduction to Management and Information Science
Fall, 1998

Department of Administration, Leadership, and Technology
School of Education
New York University

Dr. J. Theodore Repa, 212-998-5511, theodore.repa@nyu.edu
Prerequisites: None

Objectives |  Class Schedule | Office Hours | Texts | Assignments | Course Elements | Topics | Selected Bibliography |

I. Course Objectives

    The purpose of this course is to increase your effectiveness as a manager of an organization in general and an educational organization in particular. Increasing that effectiveness requires an understanding of: 1) the concepts and skills necessary to manage as well as the new information processing technologies and software that can support management, 2) one's own strengths and weaknesses when working in an organization, 3) how to combine one's strengths and weaknesses with those concepts, skills, and technology, and 4) the culture in which the organization is operating.

    As a result of that increased effectiveness, it is hoped that you will more successfully be able to administer an organization. The overall purpose of the course will be accomplished via four approaches:

  1. Enlarging your conceptual knowledge concerning the management of organizations;
  2. Sharpening your management skills in order to intervene effectively in organizations;
  3. Increasing your planning and assessment skills in order to diagnose problems of the organization as well as to evaluate the effectiveness of your interventions; and
  4. Increasing your knowledge of some of the software that will increase your ability to manage more efficiently.
    Since it is not possible to accomplish all of the above simultaneously, the course is structured so as to build on each approach. By the end of the course it is expected that the conditions will have been created which will allow you to:

Supplement your knowledge about:

  1. Physical, social and psychological forces which influence managers;
  2. Specific management techniques which utilize the above knowledge;
  3. Planning and assessment procedures which enhance the functions of an organization;
  4. Training techniques which assist in changing the organization; and
  5. Office automation and management software that can support a manager.
Review of your attitudes towards:
  1. Your subordinates, your colleagues, and your superiors;
  2. Giving and receiving help in organizations; and
  3. Assumptions which underlay your own and other's ideas and actions about management.
Explore your thinking about:
 
  1. Management as an application of a systems model;
  2. The multi-dimensionality of management decisions; and
  3. How to approach the study of management within an experiential framework.
Develop and sharpen certain skills, namely:
  1.  Time management;
  2. Planning;
  3. Communication;
  4. Training;
  5. Intervening in organizations;
  6. Assessment;
  7. Leadership; and
  8. Self- development.
II. Class Schedule

Wednesday, 4:20- 6:00; Main 806

III. Office Hours

Wednesdays, 2:00- 4:00 (310 East Building; by appointment only; call Laura Southall at 998- 5531)

IV. Texts

Bolman, Lee G. and Deal, Terrence E. Reframing Organizations: Artistry, Choice, and Leadership. San Francisco: Jossey- Bass, 1997.  (Required)

O'Connor, Bridget N., Bronner, Michael, and Delaney, Chester.  Training for Organizations.  Cincinnati, OH: South-Western Educational Publishing, 1996. (Recommended)

V. Assignments

    The explicit intent of this course is to study the processes of management within the classroom setting. In order to facilitate the systematic forces that impinge upon management, several different assignments will be required for the course. Each class member will be responsible for taking an examination, developing a team project, making a presentation, evaluating personal learning, doing individual reading, and participating in class. In order to maximize the chances of learning in the course, attendance is required. These individual and joint efforts will be reported on in the following ways:

A. Team Project

Each team, consisting of six to eight members, will be responsible for designing a case study for improving the management of an organization of their choice. The team should act like a management consulting firm hired to make recommendations to improve the organization. The case study assignment should demonstrate some of the principles of management necessary for planned, organizational change. The specific Team Assignment is as follows:

1. Develop a case study for improving an organization. A sample format is:

2. The Formation of Team Assignment, to be completed by each team member and sent to me via e-mail, is as follows:     Keep a copy of the Formation of Team Assignment so you can use it when you turn in the Team Member Evaluation Assignment towards the end of the semester. Each team member should send the completed assignment by the beginning of the third class.

3. The liaison will be the instructor's contract person on the team. Only the liaison must keep a journal of all team meetings and hand it in via e-mail in accordance with the due dates listed below. The journal entry should be written on a computer and communicated to me at my e-mail address: theodore.repa@nyu.edu. Each entry should have the following information at a minimum:

     a. Date of meeting
     b. Team members in attendance
     c. Agenda items
     d. What went well
     e. What went poorly
     f. Questions for the instructor
     g. Additional comments

4. The Team Member Evaluation Assignment is as follows:

Each team member should evaluate the contribution of every team member, including yourself, to the team assignment. That evaluation should include a letter grade you think each team member earned on this assignment plus a rationale for that grade. Additionally, the evaluation should compare your initial evaluation of each team member's strengths and weaknesses with your evaluation after working with that person on the team assignment. No evaluation form will be handed out for this assignment. This completed assignment should be e-mailed (theodore.repa@nyu.edu) to me by the due date.
The due dates for each of these assignments are listed under the heading "Topics."

B. Individual Presentation

     Each person will be responsible for providing the instructor with a VHS video tape, 120 minutes or shorter, of a ten minute presentation to a simulated board of directors. The tape will be evaluated by the instructor on presentation skills using the Presentation of Self and Data Critique Form.  Students should also evaluate their own videotape presentation using the Presentation of Self and Data Critique Form handed out the first day of class.

C. Reading Assignments

Each person is responsible for the assigned reading. The reading is designed to complement the material presented in class, but will not duplicate it. Supplemental readings may be suggested from time to time for those who want to explore a given topic in more depth.

D. Final Examination

    The take-home final examination will assess your mastery of the concepts associated with management, as well as your ability to use these concepts to interpret data associated with the management of organizations. Also the final examination will assess your ability to apply the concepts learned to management decisions as well as to generalize that application to other organizational settings.

IV. Course Elements

    The transmission of ideas in this course takes place on several different levels, and it is important that the student be alert to these various processes. In order to develop ideas, interpretations and application of data skills, an exercise and lecture period will begin each class. This time will be structured as a quasi- laboratory class, in that various opportunities will be provided for you to become actively involved in studying management behavior. It is important to remind you that the foci of learning will not be restricted to the classroom alone. The components of the course are explained in some detail below.

A. Exercises - Simulations

These activities are designed to demonstrate behavior appropriately studied when using particular management techniques. Each student should be alert to seek out the significance of each activity without attempting to "second guess" the reasons for the exercise. If the rationale does not become clear, then one should assume that an extremely important bit of data has been lost and questions should be directed towards discovering the purpose of the exercise or simulation.

B. Lectures

Lectures will frequently be used to pick up the material at the point where the exercise and data retrieval task terminate. At this point the focus is on building a coherent picture of the concept under development. Because of the complexity of the material, it may not always be possible to develop fully the central ideas in one class period. Often, two or more sessions are needed before the cycle of introduction, concept development, interpretation of data, application of data, and generalization of data can be completed. For this reason one should expect a certain
lack of resolution to be a part of the initial exploration of a set of concepts. If, however, at the point of application and generalization of the unit of study, the main concepts are not clear, then specific action on your part is necessary to obtain help in settling any remaining questions. A
checking back period will begin each class in order to receive your questions or comments. My lecture outline will be posted on the home page for the course by the Monday following class.

C. Topics

9/9     Class 1 - Organization; Approaches to Managing - Bolman: Preface, The Authors, Chapters 1, 2

9/16 Class 2 - Consequences to Approaches to Managing; Bolman: Chapters 3, 4, 5; Hand out Case Study # 2

9/23 Class 3 - Planning Projects; Bolman: Chapters 6, 7, 8; e-mail me Notification of Team Members Assignment; e-mail me journal

9/30 Class 4 - Management of the Planning of Organizational Development; Bolman: Chapters 9, 10, 11; e-mail journal

10/7Class 5 - Running Effective Meetings to Make Decisions;  Bolman: Chapters 12, 13, 14

10/14 Class 6 - Managing Decision Making; Bolman: Chapters 15 and 16; Hand out mid course and self evaluation forms; e-mail journal

10/21 Class 7 - The Communication Process; Bolman: Chapters 17 and 18; Hand in mid course and self evaluation forms

10/28 Class 8 - Designing a Training Sequence; Recommended-O'Connor:  Chapters 5 & 6; e-mail journal

11/4 Class 9 - Participatory Training; Recommended-O'Connor:  Chapters 7 and 8

 11/11 Class 10 - Conflict Management; Bolman: Chapters 19 and 20; Hand in Team Assignment; e-mail journal

11/18 Class 11 - Supervising Subordinates; E-mail Evaluation of Team Members Assignment; Bolman:  Chapter 21

 11/25 Class 12 - Time Management

 12/2  Class 13 - Using Technology and Information Systems to Enhance Management

12/9 Class 14- Organizational Change; In Summary; Hand In Video Tape Presentation; Hand in Self Evaluation of Video Tape Presentation; Hand Out Take-Home Final Exam

12/16 Class 15- Final Examination; Hand in Final Course and Self Evaluation; Hand In Take Home Final Exam

D. General Information

University regulations prohibit eating in the classrooms and smoking in the building  at any time. Consideration of others, both in this class and those using the facilities subsequently, would dictate strict adherence to this policy. If you must eat or smoke, please do so before or after class.

E. Grading
 

  1. 30% Team Paper
  2. 30% Videotape Presentation
  3. 30% Final Examination
  4. 10% Midterm and Final Self Evaluation, Team Member Evaluation, Self Video Tape Evaluation, and Class Participation
VII. Selected Bibliography

Bellman, Geoffrey M. The Consultant's Calling: Bringing Who You Are to What You Do. San Francisco: Jossey-Bass Inc., 1990.

Bennis, Warren. Why Leaders Can't Lead. San Francisco: Jossey-Bass Inc., 1989.

Brookfield, Stephen D. Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. San Francisco: Jossey-Bass Inc., 1986.

Brown, Marvin T. Working Ethics: Strategies for Decision Making and Organizational Responsibility. San Francisco: Jossey-Bass Inc., 1990.

Bunker, Douglas R. and Wijnberg, Marion H. Supervision and Performance: Managing Professional Work in Human Service Organizations. San Francisco: Jossey-Bass Inc., 1988.

Carnevale, Anthony P., Gainer, Leila J., Meltzer, Ann S. Training in America: The Organization and Strategic Role of Training. San Francisco: Jossey-Bass Inc., 1990.

Deal, Terrence E. and Peterson, Kent D. The Leadership Paradox: Balancing Logic and Artistry in Schools. San Francisco: Jossey-Bass Inc., 1994.

Ferner, Jack D. Successful Time Management: A Self- Teaching Guide. New York: John Wiley & Sons, Inc., 1980.

Garner, Leslie H. Jr. Leadership in Human Services: How to Articulate and Implement a Vision to Achieve Results. San Francisco: Jossey-Bass, 1989.

Kilmann, Ralph H., Saxton, Mary J., Serpa, Roy, and Associates. Gaining Control of the Corporate Culture. San Francisco: Jossey- Bass Inc., 1985.

Knowles, Malcolm S. and Associates. Andragogy in Action: Applying Modern principles of Adult Learning. San Francisco: Jossey-Bass Inc., 1984.

Lawler, Edward E., III. High-Involvement Management: Participative Strategies for Improving Organizational Performance. San Francisco: Jossey-Bass Inc., 1986.

Locke, Don C. Multicultural Understanding: A Comprehensive Model. San Francisco: Jossey-Bass Inc., 1992.

London, Manuel. Developing Managers: A Guide to Motivating and Preparing People for Successful Managerial Careers. San Francisco: Jossey-Bass Inc., 1985.

London, Manuel. Change Agents: New Roles and Innovation Strategies for Human Resource Professionals. San Francisco: Jossey-Bass Inc., 1988.

Means, Barbara, ed. Technology and Educational Reform: The Reality Behind the Promise. San Francisco: Jossey-Bass, Inc., 1994.

Mohrman, Allan M. Jr., et al. Large-Scale Organization Change. San Francisco: Jossey-Bass Inc., 1989.

Morgan, Gareth. Riding the Waves of Change: Developing Managerial Competencies for a Turbulent World. San Francisco: Jossey-Bass Inc., 1988.

Morrison, Ann M. The New Leaders: Guidelines on Leadership Diversity in America. San Francisco: Jossey-Bass Inc., 1992.

Nutt, Paul C. Making Tough Decision: Tactics for Improving Managerial Decision Making. San Francisco: Jossey-Bass Inc., 1989.

O¹Connor, Bridget N., Bronner, Michael, and Delaney, Chester. Training for Organizations. Cincinnati, OH: South-Western Educational Publishing, 1996.

Parker, Glenn. Team Players and Teamwork: The New Competitive Business Strategy. San Francisco: Jossey-Bass Inc., 1990.

Regan, Elizabeth A. and O'Connor, Bridget N. End-User Information Systems: Perspectives for Managers and Information Systems Professionals. New York: Macmilan Publishing Company, 1993.

Schein, Edgar H. Organization Culture and Leadership: A Dynamic View. San Francisco: Jossey-Bass Inc., 1985.

Vaill, Peter B. Managing As a Performing Art: New Ideas for a World of Chaotic Change. San Francisco: Jossey-Bass Inc., 1991.

Weiner, Bernard. Human Motivation: Metaphors, Theories, and Research. San Francisco: Jossey-Bass Inc., 1992.

Wellins, Richard S., Byham, William C., and Wilson, Jeanne M. Empowered Teams: Creating Self-Directed Work Groups That Improve Quality, Productivity, and Participation. San Francisco: Jossey-Bass Inc., 1991.

Zedeck, Sheldon Ed. Work, Families, and Organizations. San Francisco: Jossey-Bass Inc., 1992.

  n and Performance: Managing Professional Work in Human Service Organizations. San Francisco: Jossey-Bass Inc., 1988.

Carnevale, Anthony P., Gainer, Leila J., Meltzer, Ann S. Training in America: The Organization and Strategic Role of Training. San Francisco: Jossey-Bass Inc., 1990.

Deal, Terrence E. and Peterson, Kent D. The Leadership Paradox: Balancing Logic and Artistry in Schools. San Francisco: Jossey-Bass Inc., 1994.

Ferner, Jack D. Successful Time Management: A Self- Teaching Guide. New York: John Wiley & Sons, Inc., 1980.

Garner, Leslie H. Jr. Leadership in Human Services: How to Articulate and Implement a Vision to Achieve Results. San Francisco: Jossey-Bass, 1989.

Kilmann, Ralph H., Saxton, Mary J., Serpa, Roy, and Associates. Gaining Control of the Corporate Culture. San Francisco: Jossey- Bass Inc., 1985.

Knowles, Malcolm S. and Associates. Andragogy in Action: Applying Modern principles of Adult Learning. San Francisco: Jossey-Bass Inc., 1984.

Lawler, Edward E., III. High-Involvement Management: Participative Strategies for Improving Organizational Performance. San Francisco: Jossey-Bass Inc., 1986.

Locke, Don C. Multicultural Understanding: A Comprehensive Model. San Francisco: Jossey-Bass Inc., 1992.

London, Manuel. Developing Managers: A Guide to Motivating and Preparing People for Successful Managerial Careers. San Francisco: Jossey-Bass Inc., 1985.

London, Manuel. Change Agents: New Roles and Innovation Strategies for Human Resource Professionals. San Francisco: Jossey-Bass Inc., 1988.

Means, Barbara, ed. Technology and Educational Reform: The Reality Behind the Promise. San Francisco: Jossey-Bass, Inc., 1994.

Mohrman, Allan M. Jr., et al. Large-Scale Organization Change. San Francisco: Jossey-Bass Inc., 1989.

Morgan, Gareth. Riding the Waves of Change: Developing Managerial Competencies for a Turbulent World. San Francisco: Jossey-Bass Inc., 1988.

Morrison, Ann M. The New Leaders: Guidelines on Leadership Diversity in America. San Francisco: Jossey-Bass Inc., 1992.

Nutt, Paul C. Making Tough Decision: Tactics for Improving Managerial Decision Making. San Francisco: Jossey-Bass Inc., 1989.

O¹Connor, Bridget N., Bronner, Michael, and Delaney, Chester. Training for Organizations. Cincinnati, OH: South-Western Educational Publishing, 1996.

Parker, Glenn. Team Players and Teamwork: The New Competitive Business Strategy. San Francisco: Jossey-Bass Inc., 1990.

Regan, Elizabeth A. and O'Connor, Bridget N. End-User Information Systems: Perspectives for Managers and Information Systems Professionals. New York: Macmilan Publishing Company, 1993.

Schein, Edgar H. Organization Culture and Leadership: A Dynamic View. San Francisco: Jossey-Bass Inc., 1985.

Vaill, Peter B. Managing As a Performing Art: New Ideas for a World of Chaotic Change. San Francisco: Jossey-Bass Inc., 1991.

Weiner, Bernard. Human Motivation: Metaphors, Theories, and Research. San Francisco: Jossey-Bass Inc., 1992.

Wellins, Richard S., Byham, William C., and Wilson, Jeanne M. Empowered Teams: Creating Self-Directed Work Groups That Improve Quality, Productivity, and Participation. San Francisco: Jossey-Bass Inc., 1991.

Zedeck, Sheldon Ed. Work, Families, and Organizations. San Francisco: Jossey-Bass Inc., 1992.

  . San Francisco: Jossey-Bass Inc., 1988.

Carnevale, Anthony P., Gainer, Leila J., Meltzer, Ann S. Training in America: The Organization and Strategic Role of Training. San Francisco: Jossey-Bass Inc., 1990.

Deal, Terrence E. and Peterson, Kent D. The Leadership Paradox: Balancing Logic and Artistry in Schools. San Francisco: Jossey-Bass Inc., 1994.

Ferner, Jack D. Successful Time Management: A Self- Teaching Guide. New York: John Wiley & Sons, Inc., 1980.

Garner, Leslie H. Jr. Leadership in Human Services: How to Articulate and Implement a Vision to Achieve Results. San Francisco: Jossey-Bass, 1989.

Kilmann, Ralph H., Saxton, Mary J., Serpa, Roy, and Associates. Gaining Control of the Corporate Culture. San Francisco: Jossey- Bass Inc., 1985.

Knowles, Malcolm S. and Associates. Andragogy in Action: Applying Modern principles of Adult Learning. San Francisco: Jossey-Bass Inc., 1984.

Lawler, Edward E., III. High-Involvement Management: Participative Strategies for Improving Organizational Performance. San Francisco: Jossey-Bass Inc., 1986.

Locke, Don C. Multicultural Understanding: A Comprehensive Model. San Francisco: Jossey-Bass Inc., 1992.

London, Manuel. Developing Managers: A Guide to Motivating and Preparing People for Successful Managerial Careers. San Francisco: Jossey-Bass Inc., 1985.

London, Manuel. Change Agents: New Roles and Innovation Strategies for Human Resource Professionals. San Francisco: Jossey-Bass Inc., 1988.

Means, Barbara, ed. Technology and Educational Reform: The Reality Behind the Promise. San Francisco: Jossey-Bass, Inc., 1994.

Mohrman, Allan M. Jr., et al. Large-Scale Organization Change. San Francisco: Jossey-Bass Inc., 1989.

Morgan, Gareth. Riding the Waves of Change: Developing Managerial Competencies for a Turbulent World. San Francisco: Jossey-Bass Inc., 1988.

Morrison, Ann M. The New Leaders: Guidelines on Leadership Diversity in America. San Francisco: Jossey-Bass Inc., 1992.

Nutt, Paul C. Making Tough Decision: Tactics for Improving Managerial Decision Making. San Francisco: Jossey-Bass Inc., 1989.

O¹Connor, Bridget N., Bronner, Michael, and Delaney, Chester. Training for Organizations. Cincinnati, OH: South-Western Educational Publishing, 1996.

Parker, Glenn. Team Players and Teamwork: The New Competitive Business Strategy. San Francisco: Jossey-Bass Inc., 1990.

Regan, Elizabeth A. and O'Connor, Bridget N. End-User Information Systems: Perspectives for Managers and Information Systems Professionals. New York: Macmilan Publishing Company, 1993.

Schein, Edgar H. Organization Culture and Leadership: A Dynamic View. San Francisco: Jossey-Bass Inc., 1985.

Vaill, Peter B. Managing As a Performing Art: New Ideas for a World of Chaotic Change. San Francisco: Jossey-Bass Inc., 1991.

Weiner, Bernard. Human Motivation: Metaphors, Theories, and Research. San Francisco: Jossey-Bass Inc., 1992.

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