The purpose of this assignment is to enable you to apply your classroom learning to a real-world business situation in real time. In essence, the group project involves your going out and collecting information about an organization and using the data to create a new case of your own.
Because the models in this course are foundational to human interaction, they are useful. However some models will more or less helpful than others in any given specific organizational situation. The in-class cases are real-world situations that have been specifically selected to reflect particular types of dynamics, those that match the readings for that week. This makes them rather neat and simple in many ways. Life tends to be messier. The ability to think in terms of the models, use them as lenses to make sense of the world around you, and switch between them is a valuable skill. This assignment provides you the opportunities to practice these skills.
Y should choose an organization and identify one or two individuals to interview. Your initial interview should be relatively open ended. I am including instructions on open ended interviewing below. If they allow you to do so, you should videotape and / or audiotape the interview.
Each week, you should look at your interview through the lens of that weeks course concepts to see whether and how that weeks course material helps make sense of the interview data.
The end deliverable will be a case write up with teaching notes. You may think of this project in either of two ways. Both approaches look the same to others. But, sometimes one mental approach resonates more with students than another. You may think of it as teaching the class material in which you use the case raw data as the examples. This is how I like to organize the course; I try to model this. So, each class (particularly beyond the first introductory session, provides examples of this in action.) Essentially, you will be teaching a model, and then providing the raw material from the case as examples, and applying the model to make sense of the case data.
The other approach is to think of it as writing a case. You will have a write up of the case itself and guiding questions for the case. The answers to the questions involve making sense of the case through one or two organizational lenses / models from class material.
It can be tempting to throw the kitchen sink into it and use many models. Please dont do this. It is best to focus on 1 or 2 models and provide a more in-depth analysis than 10 models and provide one example of each principle in action.
2009 Edward Kass, Ph.D. It is important to start the interview(s) early in the semester because:
1. If something goes wrong with your interview or you have difficult obtaining one, starting early rather than late gives you time to recover. 2. Starting earlier means you have more time to think about the class material and how it may apply to your case. This is a major way in which we learn. The act of using the models to make sense of the world around us (whether or not it is successful) is practice that helps people develop the habit of using the material to analyze the world. 3. Usually, the initial interview(s) are sufficient for the project. But, if over the course of the semester you decide you would like to ask follow up questions, starting early means you are more likely to have time to do so.
One final note: Many classes ask students to choose a concept and then apply that concept to make sense of an organization. This assignment is deliberately asking you to collect open ended data first and then choose which assignment you believe is applicable. This approach has at least two advantages to the alternative. 1) This is how real life ought to work. It is true that many individuals and consulting firms have a handful of solutions/models and they will apply the same model to every situation, whether it is appropriate or not. The expression, when you have a hammer, everything looks like a nail, has some truth in it. So, by focusing on obtaining real world information and then doing a more unbiased diagnosis is what one ought to be doing in the real world to maximize success. 2) By collecting the data first and then using the material each week to make sense of it, you are likely to learn more through the process of applying new material each week to your interview data. Therefore you are likely to learn more and more effectively.
Form a Group:
The first thing students should do is divide into groups of four. Each group serves as a team. Each person in the team is assigned certain duties. Two are assigned to record the interview using different means of recording (e.g., digital camcorder and also audio- tape). Two are assigned to conduct the interview, the ones asking the questions. It is imperative that two people record the interview. Invariably something may break, be forgotten, or go wrong. A backup is needed.
Get the interview:
Call and make an appointment for the interview. Many people feel uncomfortable calling someone and asking for an interview. They may worry that the other person will be angry, yell, say that it is none of your business. This generally does not happen. Everybody has stories to tell. Most people are eager to talk and share them.
Explain the assignment. Tell the person that you are interested in organizational life, what life is like inside an organization. You are in a course on Organizational Behavior and their stories about organizational life can help you and your classmates
2009 Edward Kass, Ph.D. understand what life is like in actual organizations. Ask them for about an hour of their time. Most people dont cringe at the thought of only one hour. Set the day, time, and place for the interview. Once the day, time and place are established, repeat this information back to them aloud sot that there is no doubt about what you have agreed upon. It is also important to make sure that you and the interviewee both know how to get to the location for the interview. Repeat any driving/transportation directions out loud to correct any mistakes. If you take the time to be careful, youll save time later on.
Know your recording equipment BEFORE you go to the interview. Test it. Prepare a list of questions for the interview.
If the interview goes well, you dont have to stick to the hour deadline, but you do have to ask politely for permission to exceed the deadline.
Dont be late for the interview. Be about 5 minutes early. You can wait for them to be on time. But, you dont want to risk being late yourself. There are few things less considerate and more disconcerting than being late for an interview. It gives the wrong impression at the wrong time.
At the interview:
Interviewing someone is a responsibility not to be taken lightly. Be respectful. Be comfortable with silence. The interviewee may pause and then pick up again. If they pause, dont step on them in haste to ask another question. Give them some time to pick up again. Dont blindly follow the list of questions. If the opportunity demands, break from the list and pursue questions out of order or ask follow up questions. Dont interrupt UNLESS the interviewee is clearly getting off subject. You will have to transcribe part or all of the interview. You will want to spend time transcribing only relevant material. Make eye contact with the interviewee. The video cameras have a zoon feature. This affects the video only. The camera will have to be relatively close to the person being interviewed in order for the microphone to pick up their comments clearly. You may want to test out the video equipment on yourselves as a practice run to see how close you need to be to take a good recording.
Ending the interview:
End the interview by asking, is there a question you would like to answer or something youd like to share that we did not ask? This gives the interviewee an opportunity to make a point that might have eluded your earlier questions. It also gives them the chance to summarize or make a conclusion about how they perceive life in organizations. When you finish the interview, dont just get up and leave immediately. Turn off the recorder and just sit in pleasant conversation with the interviewee. Something
2009 Edward Kass, Ph.D. interesting might come up. You can always ask to turn back on the equipment and ask them to repeat or elaborate what they just said. And having some light conversation afterwards also helps conclude the interview smoothly.
Class presentation: Each group makes a presentation to the class. The students must explain what concepts from class are illustrated in segments of the interview and show and relate those segments of the interview. Remember the Dadetown clip of interviews.
Here is a list of suggested open-ended questions. It is not exhaustive nor is it necessary to ask every single one.
Suggested open ended questions:
Tell me about your job? What do you do in a typical day? What is your goal each day? Tell me about a great day youve had at work Tell me about a bad day, youve had at work What do you like best about your job? What do you dislike the most about your job? Tell me about your best work experience? Why? Tell me about your worst work experience? Why? Do you care about your boss? Your organization? Does your boss care about your well-being? How about your organization? Do you have much say in how you do your job or what your organization does? How do people dress in your organization? Does the way that people dress in your organization reflect anything about the person? What does it take to get ahead in your organization? What do they tell you they want? What do they reward? Do you have a lot of groups or committees at your job? Why do you think that it is? Does your organization make the world a better place? Is your job important? Overall, how do you feel about your job? Are you thinking of leaving your job or looking elsewhere? Is there anything particularly interesting going on at work right now? This past year? What makes that interesting? What do you think will happen (or resulted) Why do you think that?
Bailes, F. (2009) - Translating The Musical Image. Case Studies of Expert Musicians. Sounds in Translation. Intersections of Music, Technology and Society, 41-59.