MGMT E-4122 Influence & Power in Organizations-DRAFT

CRN 16653 / Section 1

Fall Term, 2021

Course Overview and Contact Information

Course Overview
Semester and Year: Fall Term, 2021
Day/Times: Wednesdays 7:40pm – 9:40pm
Format: Online (Live) Web Conference
Special Instructions: None

Instructor(s) Contact Information

Name: Edward Barrows, DBA Name: Karen Dimartino, MBA
Office/ Office hours: By Appt Office/Office hours: By Appt
Phone: 508.400.1774 Phone: 781.864.1070
Email: ed@edbarrows.com Email: kdimartino@gmail.com

Course Description and Learning Objectives

Course Description
In a world of flattening organizations and expanding networks, success accrues to those who
understand how to influence effectively and use power to their advantage. Unfortunately, very
few know what influence and power are or how to build skills in these areas. In this course,
students learn how to use influence and power as tools for understanding environments, crafting
agendas, and reaching personal goals. The course is designed to uncover individual views and
feelings about influence and power and develop practical perspectives and approaches to
overcome problems and capitalize on opportunities. Through lecture, case discussions, and
weekly application assignments, students learn how to grow influence and power in their own
organizations.

Prerequisites
None.

Course Objectives
This course is designed to help participants accomplish three specific objectives:

1. Understand the core concepts, approaches, and practices that aid in developing influence
and power in organizations;
2. Apply concepts, approaches, and practices to case studies and personal situations within
their own organizations;
3. Communicate ideas, analyses, and conclusions—both verbally and in writing—in a
logical and evidence-based manner.

To accomplish the objectives, participants will engage extensively with case studies that illustrate
key concepts within the curriculum and explore application of key concepts to their own

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 professional circumstances. By the end of the course, students will feel comfortable selecting,
applying, and communicating a wide range of influence and power related approaches and
practices designed to contribute to their success in the workplace.

Course Format
This section of MGMT E-4122 is a web-based course that utilizes the software program Zoom.
Prior to the first class on September 1st, participants must familiarize themselves with the tool,
and ensure that computer equipment is functioning properly. Set up instructions for the tool are
available. Please use an echo-cancelling headset when attending the web conference.
Information about Zoom: https://canvas.harvard.edu/courses/12626

Course Materials
Course Materials
The course will use books supplemented with case studies drawn from Harvard Business
Publishing. NOTE: The coursepack can be found at https://hbsp.harvard.edu/import/845575

Text
 Cialdini, Robert, B. (2021). Influence: The Psychology of Persuasion. Harper Business
(ISBN-10: 0062937650)
 Pfeffer, Jeffrey (2010). Power: Why Some People Have It—And Others Don’t. Harper
Business (ISBN-10: 9780061789083)

Optional Text
 Greene, Robert (2000). The 48 Laws of Power. Penguin Books (ISBN-10: 0140280197)

Cases
1. Keith Ferrazzi. Chang, V., Pfeffer, J., (2003), OB44-PDF-ENG
2. Heidi Roizen. Tempest, N., McGinn, K., (2000), 800228-PDF-ENG
3. Who’s In Charge?: The Jim David Case. Mainolfi, D., Cohen, A., (2004) BAB086-PDF-
ENG
4. Rosalind Fox. Mayo, A., Hull, O. (2020), 421011-PDF-ENG
5. Caroline Regis at Excel Systems. Mayo, A., Roberts, M. (2015), 915515-PDF-ENG
6. Ross Walker. Pfeffer, J., (2011), OB79-PDF-ENG
7. Jason Calacanis: A Case Study in Creating Resources. Pfeffer, J. (2019) OB104-PDF-
ENG
8. Philip Chase: An Organizational Power. Narasimhan, A., Burgess, B. (2010), IMD-530-
PDF-ENG
9. Dr. Laura Esserman (A). Pfeffer, J., Chang, V. (2003), OB42A-PDF-ENG
10. Jeffrey Sonnenfeld (A): The Fall from Grace. Pfeffer, J., Elsbach, K., Chang, V. (2000,
rev 2006), OB34A-PDF-ENG
11. Robert Moses. McGinn, K., Gendron, A., (2002), 9-800-271

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 Grading
Grading
Grading is based on three areas of the class with the associated weightings:
1. Case Write Ups 40%
2. Class Attendance & Participation 30%
3. Personal Power Summary & Presentation 30%

Case Write-Ups
You will submit a written case analyses for each of the cases assigned. While you may work in
groups to analyze the case, each write up is an individual activity. The written analysis should be
no longer than one (1) page (typed, single-spaced, 11 point font), not including exhibits. You can
add as many exhibits, tables, and figures as necessary in an Appendix. Each case write up is
due in the relevant course drop box before 11:59 PM the day before the class session when
the case will be discussed – no exceptions. Late cases will not be accepted and will receive a
score of zero. If you have difficulty uploading your case analysis to the course drop box you
may email a copy to the instructor, but the same submission deadline applies. Case assignments
will be communicated following the first week of class. The final case write-up grade will be
calculated based upon selection of five case analysis that will be graded (to be announced after
case submission). This area constitutes 40% of each participant’s overall grade.

Class Attendance & Participation

Attendance will be taken during the semester. Missing more than two classes will lower your
participation grade. You are also expected to be on time for the class. If you cannot attend a
lecture, will be late joining the web conference, or need to leave early, please notify the
instructor and teaching assistant in advance. Participation also means being able to make
informed, relevant comments based on your knowledge of the material. This area constitutes
30% of each participant’s overall grade.

Personal Power Presentations

The best way to build influence and power skills is through practice. Each week guidance will be
provided that encourage participants to apply concepts from the coursework to their work setting.
They will also be asked to reflect on the efficacy of each task and assess the extent to which their
efforts achieved their aims. At the end of the course, participants will be asked to develop a
summary of their findings give a short presentation regarding what they cumulatively
experienced during application. The format will be provided toward the latter part of the course.
Presentations will be due by 11:59 PM, EST, on Tuesday, November 30. Late presentations
will not be accepted and will receive a score of zero. More information will be provided more
information as we progress through the semester. This area constitutes 30% of each participant’s
overall grade.

Expectations and Policies

Accommodation Requests
Harvard Extension School is committed to providing an inclusive, accessible academic
community for students with disabilities and chronic health conditions. The Accessibility
Services Office (ASO) (https://extension.harvard.edu/for-students/support-and-

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 services/accessibility services/) offers accommodations and supports to students with
documented disabilities. If you have a need for accommodations or adjustments, contact
Accessibility Services directly via email at accessibility@extension.harvard.edu or by phone at
617-998-9640.

Academic Integrity
You are responsible for understanding Harvard Extension School policies on academic integrity
(https://extension.harvard.edu/forstudents/student-policies-conduct/academic-integrity/) and how
to use sources responsibly. Stated most broadly, academic integrity means that all course work
submitted, whether a draft or a final version of a paper, project, take-home exam, online exam,
computer program, oral presentation, or lab report, must be your own words and ideas, or the
sources must be clearly acknowledged. The potential outcomes for violations of academic
integrity are serious and ordinarily include all of the following: required withdrawal (RQ), which
means a failing grade in the course (with no refund), the suspension of registration privileges,
and a notation on your transcript. Using sources responsibly (https://extension.harvard.edu/for-
students/supportand-services/using-sources-effectively-and-responsibly/) is an essential part of
your Harvard education. We provide additional information about our expectations regarding
academic integrity on our website. We invite you to review that information and to check your
understanding of academic citation rules by completing two free online 15-minute tutorials that
are also available on our site. (The tutorials are anonymous open-learning tools.)

Course Outline, Schedule, and Assignments (subject to change)

Date: Class Text Case Optional Reading

9/1: Class 1 None None None
9/8: Class 2 Cialdini: Introduction & Keith Ferrazzi None
Chapter 1
9/15: Class 3 Cialdini: Chapter 2 & 3 Heidi Roizen Greene: Laws 9, 12, 20, 40
9/22: Class 4 Cialdini: Chapter 4 & 5 Who’s In Charge?: The Jim Greene: Laws 10, 24, 26, 30,
Davis Case 43, 46
9/29: Class 5 Cialdini: Chapters 6 & 7 Rosalind Fox Greene: Laws 16, 25, 31, 41
10/6: Class 6 Pfeffer: Introduction & Caroline Regis at Excel Greene: Laws 1, 38
Chapter 1 Systems
10/13: Class 7 Pfeffer: Chapter 2 & 3 Ross Walker Greene: Laws 7, 13, 23, 29
10/20: Class 8 Pfeffer: Chapter 4 & 5 Jason Calacanis: A Case Greene: Laws 6, 8, 11, 34, 37
Study in Creating Resources
10/27: Class 9 Pfeffer: Chapter 6 & 7 Philip Chase: An Greene: Laws 18, 19, 21,
Organizational Power 27,32, 39
11/3: Class 10 Pfeffer: Chapter 8 & 9 Dr. Laura Esserman (A) Greene: Laws 5, 22, 44, 48
11/10: Class 11 Pfeffer: Chapter 10 & 11 Jeffrey Sonnenfeld (A): The Greene: Laws 2,4,14, 15, 33,
Fall from Grace 36, 42
11/17: Class 12 Pfeffer: Chapter 12 & 13 Robert Moses Greene: Laws 35, 45
12/1: Class 13 Personal Power Presentations
11/24: No Class
12/8: Class 14 Personal Power Presentations
12/15: Class 15 Change Management Simulation: Power & Influence V3

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 Case Analysis Questions

Keith Ferrazzi
1. What were the most important actions Ferrazzi took during his life that contributed to his
success?
2. What should he do now? Why?
3. What other bases of influence besides networking and building social relationships
should or could he develop?

Heidi Roizen
1. What are the strengths of Roizen’s network as we see it at the end of the case? What are
the weaknesses?
2. What specific steps did Roizen take to develop her network? To maintain it?
3. What suggestions would you give Roizen for adjusting and maintaining her network as
she becomes more involved as an internet venture capitalist?

Who’s in Charge?: The Jim Davis Case

1. What are the most significant challenges Jim Davis faces now?
2. What should he do?

Rosalind Fox
1. How has Fox navigated her career? What have been the key obstacles and enablers on
her career journey?
2. How would you assess her leadership style and approach?
3. What should Fox do to enhance employee engagement at Des Moines Works?

Caroline Regis at Excel Systems

1. Why has Regis been so successful in her career to date?
2. Why did she response in the manner she did to the outsourcing proposal?
3. Could she have done anything differently?
4. What should she do now?

Ross Walker
1. What path as Ross Walker followed?
2. What characteristics have enabled his success?
3. Will he continue to succeed in the future? Why or why not?

Jason Calacanis: A Case Study in Creating Resources

1. What is unique about Jason Calacanis?
2. What are the sources of power he taps into?
3. What lessons from his career can you emulate?

Philip Chase: An Organizational Power

1. How did Philip Chase get into this situation?

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 2. How should he manage the meeting with Judy Aiken the HR Director at Winterplain?

Dr. Laura Esserman (A)

1. What do you attribute Dr. Esserman’s success to?
2. What are her major obstacles now? What caused them to arise?
3. How should she go from here?

Jeffrey Sonnenfeld (A): The Fall from Grace

1. How did Sonnenfeld get into the situation he’s in? What factors contributed to it?
2. What should he do now regarding is career? His reputation?

Robert Moses
1. How did Moses have such a broad effect on the urban landscape in the United States
from such a seemingly minor administrative position in the New York City bureaucracy?
2. What are the key transitions Moses goes through over the course of his career?
3. What are the influence tactics he uses to accomplish his objectives at each stage in his
career?
4. To what extent does Moses follow the teaching of Machiavelli, or to what extent does he
stray from his advice.

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