effective management of groups and teams - The University of ...

chicagobooth.edu

effective management of groups and teams - The University of ...

Preliminary: Subject to Change Posted: September 16, 2010University of ChicagoBooth School of BusinessCourse SyllabusEFFECTIVE MANAGEMENT OF GROUPS AND TEAMSBusiness 38118Autumn 2010Section 01: Thursday, 1:30-4:30pm (HC C07)Professor Heather CarusoEmail: heather.caruso@chicagobooth.eduPlease feel free to e-mail to set up an appointment.Teaching Assistant: Shu-Ju Yang (sjyang@uchicago.edu)


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010EFFECTIVE MANAGEMENT OF GROUPS AND TEAMSComing together is a beginning. Keeping together is progress. Working together is success.Henry FordIn recent years, organizations have greatly expanded their use of groups and teams. Theyare visible at almost every level – from production crews on the shop floor to top managementteams in the executive suite. Further, they are used to accomplish a dizzying array of objectives,from developing new products to providing professional services to starting new businesses.Tapped to make difficult decisions, solve cross-functional problems, generate ideas, and evaluatecomplex situations, teams are a pervasive feature of professional life.For many of us, this great and growing appeal of workplace groups and teams is understandablein theory. We see the logic behind old adages like “Two heads are better than one,” and “None ofus is as smart as all of us,” and recognize that teams can be uniquely productive, downrightinspiring experiences. But when we actually participate in or manage teams in theworkplace, many of us find that achieving real success and satisfaction is a significantchallenge. Even as teams become a default way of life in many organizations, mismanagement,myths, and misconceptions about them often lead to considerable frustration and wasted effort.This course is designed to help you avoid the problems that commonly derail teams, and toinstead get them on track to succeed. To do this we will pair conceptual knowledge with agreat deal of action learning, feedback, and self-examination. We’re not going to just goingto read and talk about teams (though there will be a lot of that) – we will provide you withseveral opportunities to experience and diagnose team dynamics, and to develop insight intoyour own approach to teamwork. If you take advantage of everything this course has to offer,you can not only become a more comfortable participant in a wide variety of work teams,but also increase your ability to effectively manage those teams for success.COURSE OBJECTIVESIn this course, we will use theory and experience to develop understandings of group behavior,so that you can become more effective in managing groups and teams. More specifically, ourobjectives are:1. To develop your conceptual knowledge of group and team dynamics. The keys toyour success here are the weekly course readings and lectures, which will introduceresearch-based models, theories, and insights that we will use to analyze: (1) teamperformance in class; (2) your final project team; (3) your own work teams in realorganizational settings.


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 20102. To discover and develop skill in navigating complex team dynamics. Theconceptual knowledge you gain in the class will be most helpful to you when you can useit to explain and learn from real experiences – especially your own. Weekly exercises andthe final group project will challenge you to experience and develop skill in several keyaspects of designing, launching, and managing teams.3. To help you manage teams effectively in your own life. There’s no point in havinggreat tools in your toolbox if you don’t know how to use them when the need arises.During the quarter, you will complete self-diagnostic exercises and personal strategymemos to help you determine how you can put course insights to use in specificsituations.COURSE REQUIREMENTS AND GRADINGThere will be three components of your grade in this course: professionalism (15%), requiredstrategy memos (35%), and the final group project (involves multiple deliverables, which arecollectively worth 50% of your overall course grade).Professionalism 1All students are expected to conduct themselves in a professional manner, as in any business setting.Important aspects of professionalism include:Attendance. As action learning is an essential element of the course, attendance isextremely important. If you will be absent or partially absent (arriving more than 5 minutes late orleaving early) from class, you must notify me and the TA by email 36 hours in advance of thestart of class. Notifying me of your absence is essential for making sure that other students’ abilityto learn is not hindered by your absence, and I will not endorse students disrespecting each other’stime and efforts.With 36 hours notice, you may miss one class without penalty. However, if you do not provide 36hours notice, your absence will automatically reduce your final course grade by 5 percentage points(i.e., a 92% becomes an 87%). This will almost invariably lead to a reduction in your course lettergrade.If you must miss more than one class, please still inform me and TA 36 hours in advance. Additionalabsences with such notice will lead to a 2 percentage point grade reduction (i.e., 92% becomes 90%),whereas additional absences without notice will lead to a 5 percentage point grade reduction, so italways benefits you to let us know well in advance if you must miss class.1 Note: Although professionalism will count for 10% of your grade in most cases, egregiously unprofessional behaviorwill impact your grade to a greater degree.


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010Preparation and Participation. Preparation for class is one other key indicator ofprofessionalism. It is your responsibility to pick up all materials distributed in class and tocomplete all pre-class readings and assignments. In addition, good class members will make inclasscontributions that draw from course material, offer a new and relevant perspective, build onothers’ comments, and move the discussion and analysis forward. Note that quality in-classcomments also include evidence, demonstrate recognition of basic concepts, and integrate thesewith personal insights.Ethical behavior. All students are required to adhere to the standards of conduct in theUniversity of Chicago Booth School of Business Honor Code and Standards of Scholarship.This applies to all participation in class, including all assignments.Strategy MemosTo help you think concretely about the application of course material to your own life, you willbe required to write 8 brief strategy memos during the quarter, focused on topics I willreveal in class. Note that there will be 9 opportunities to write and submit strategy memos.Your 8 highest-graded memos will be counted toward your final grade.Each strategy memo will ask you to analyze some aspect of your own experience with teams,and to use your analysis to define a personal strategy for improving a future team experience.On the due date for each strategy memo, leave a printed copy in the drop box I will setout at the beginning of class. In unusual circumstances you may request approval to submityour memo by email in advance of class – without this approval, emailed memos will not receivecredit.Keep in mind that strategy memos are intended to promote action – to help you to useconceptual knowledge from the course to take meaningful steps toward managing groups andteams more successfully. Because your action strategy will be best supported if your memos arefocused, insightful, and succinct, each memo should be no more than one page long (singlespaced,using 12-point font and 1-inch margins). Strive to make just a few points (one will oftenbe enough) really well – prioritize depth and clarity.Because these strategy memos will often be highly personal, I consider them to be confidentialby default. The TA and I are the only people who will read them, and they will not be sharedwithout the author’s express permission.Final Group Project


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010The final group project for this course offers you the opportunity to provide a consulting ortraining intervention to a team or group outside of Chicago Booth (e.g., non-profit leadership team,local community group management team, business group to which you do not belong,intramural sports team, etc.). You will work with a small group of your classmates to providethis intervention, which can involve a wide range of specific activities, including: offering a ½day of training on group skills; facilitating a brainstorming session; providing recommendationsbased on interviews and diagnosis; developing and conducting a peer-evaluation of a team orgroup. Tailor your approach to the specific challenges faced by your client group.After your intervention is complete, your team will submit a report describing your interventionand analyzing its expected or actual impact (35% of your overall course grade). This reportshould be no more than 2000 words (approx. 8 pages) of prose, double-spaced, excludingappendices. Your team must submit the report using the Digital Dropbox on Chalk by 5pmon the Monday of finals week (December 6).In addition to the report, your final group project will also involve completing smallersupplementary written assignments throughout the quarter: the Team Contract, Shared ActivityReport, Project Prospectus, Revised Team Contract, and Qualitative Feedback Exercise(collectively worth 10% of your overall grade; see the Schedule of Readings and Assignmentsbelow for due dates). You will also be required to give a clear and professional PowerPointpresentation of your project in class (maximum 15 minutes; 5% of your overall course grade).Details regarding expectations for the report, supplemental written assignments, andpresentation will be provided in class.Group size. Groups may range in size from three to five people. Sometimes students ask mewhether they can work alone for various personal or work reasons, or create a larger/smallergroup. This is one issue I’m not flexible about, and I will not make exceptions. Real groupsettings are one of the best places to gain insight into the principles of teamwork, and studentperspectives on project group dynamics will be a rich source of insight for our discussionsthroughout the course.Evaluation. The group project will be evaluated on the following criteria:• Organization: How clearly written and professionally presented is the paper?• Mastery: To what extent did you appropriately, insightfully, and cogently apply classconcepts to design, conduct, or analyze your intervention?• Substance: To what extent does the paper show that your intervention involved carefulresearch (e.g., interviews, use of secondary sources) into the client team’s needs, as wellas attention to the client team’s future outcomes?• Scope: How ambitious is your project? How difficult is the task you set for yourself?• Insight: To what extent did you extend, modify, or elaborate on course concepts indesigning, conducting, or reflecting on your intervention?


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010ADMINISTRATIVE DETAILSProvisional GradesFor students graduating at the end of the quarter, I will submit provisional grades based onperformance in the course at the time provisional grades are due.Re-gradesOccasionally, there are requests for re-grades. Such requests are appropriate for clear, grosserrors (e.g., a page that we forgot to grade), and we will strive to respond to these requestsimmediately so that the errors can be quickly corrected. In other cases, I encourage you to setup a meeting with the TA to discuss any questions you have about grading, so that you canreceive more detailed feedback and guidance. Re-grading in these situations will not generally beappropriate, as all students’ assignments must be graded only on their originally submittedcontent. It would be unfair to allow an individual student to improve his or her grade byoffering supplemental post hoc clarifications of his or her work, because all of the otherstudents cannot be extended the same advantage.Where appropriate, a request for re-grading must be written and submitted by email. Pleasenote that a re-grade will involve re-evaluation of the entire assignment. As a consequence, gradechanges often do not result in an improvement to the grade. Most of the time, your grade willnot change, but it is also possible that your grade will decrease.Laptop UseMany Booth instructors do not allow students to use laptops during class, because laptop useoften creates distractions, inhibits active discussion, and hinders deeper engagement with theclass material. I share these concerns, and worry that students using laptops will find it hard toparticipate as actively in class as their peers. However, if you feel that limited laptop use (i.e., fortaking notes) will help you to be an engaged and effective contributor to class, I will permitthem. You need simply be aware that any laptop use that decreases your engagement in classdiscussions or activities will negatively impact the professionalism component of your grade.REQUIRED MATERIALSWe will be drawing on three sources of required reading material for assignments and discussionin this course:1. CoursePack2. Book


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010Thompson, L. (2008). Making the team: A guide for managers. Upper Saddle River,New Jersey: Prentice Hall. 3rd edition.3. Handouts (these will be distributed in class)As you look through the Schedule of Readings and Assignments (below), you will see that thereis a list of readings to be done before each class. The CoursePack readings are indicated by theauthor’s name and title. Book chapters are indicated by the abbreviation “MTT”, chapternumber, and chapter title. All readings that can be legally posted online will be available asdigital course reserves on Chalk.


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010SCHEDULE OF READINGS AND ASSIGNMENTSNote: All assignments must be submitted at or before the beginning of class on the indicated due date.WEEK 1 (9/23): INTRODUCTION, COURSE GOALS, AND LEARNING OBJECTIVESReading(s):MTT – Ch. 1, Teams in Organizations: Facts and MythsHackman – Why Teams Don’t WorkPfeffer & Sutton – Evidence-based ManagementAssignment:A. Read the syllabus and understand the course requirements.B. Purchase the textbook (MTT, 3 rd Edition) and CoursePack.C. Read and be prepared to discuss the readings listed above.WEEK 2 (9/30): EVALUATING TEAMWORK: PERFORMANCE AND PRODUCTIVITYReading(s):MTT – Ch. 2, Performance and ProductivityMTT – Ch. 4, Designing the TeamMTT – Appendix 3, A Guide for Creating Effective Study GroupsAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #1 is due.C. Download, read, and bring the WIS Participant Information Packet to class.WEEK 3 (10/7): TEAM DECISION MAKINGReading(s):MTT – Ch. 7, Team Decision MakingLovallo & Kahneman – Delusions of SuccessGarvin & Roberto – What You Don’t Know about Making DecisionsBonabeau – Don’t Trust Your GutAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #2 is due.C. Submit “Team Contract”.WEEK 4 (10/14): TEAM COMMUNICATION AND COLLECTIVE INTELLIGENCE


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010Reading(s):MTT – Ch. 6, Sharpening the Team MindMTT – Ch. 10, Networking, Social Capital, and Integrating across TeamsAncona, Bresman, & Kaeufer – The Comparative Advantage of X-TeamsEisenhardt, Kahwajy, & Bourgeois – How Management Teams Can Have a Good FightAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #3 is due.WEEK 5 (10/21): CREATIVITY AND INNOVATION IN TEAMSReading(s):MTT – Ch. 9, CreativityAmabile – Motivating Creativity in OrganizationsHargadon & Sutton – Building an Innovation FactoryNussbaum – The Power of DesignAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #4 is due.C. Submit “Shared Activity Report”.WEEK 6 (10/28): CULTURE AND DIVERSITY IN TEAMSReading(s):Polzer, Vargas, & Elfenbein - Henry Tam and the MGI TeamEarley & Mosakowski – Cultural IntelligenceAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #5 is due.C. Submit “Project Prospectus” (instructions/template online under “Assignments”).D. Submit “Midterm Team Rating Survey” online (link under “Assignments” on Chalk).WEEK 7 (11/4): WORKING ACROSS GEOGRAPHIC DISTANCEReading(s):MTT – Ch. 13, Teamwork via Information TechnologyCaruso, Rogers, & Bazerman – Boundaries Need Not Be Barriers


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010Cramton – Finding Common Ground in Dispersed CollaborationAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #6 is due.C. Submit “Revised Team Contract”.WEEK 8 (11/11): TEAM LEADERSHIP STYLESReading(s):MTT – Ch. 11, LeadershipFarson & Keyes – The Failure-tolerant LeaderGoleman – Leadership that Gets ResultsAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #7 is due.C. Complete the MSCEIT online by today (you will get a UserID + password via email)D. Complete the MSQ before class and bring to classWEEK 9 (11/18): PRESENTATIONS AND TEAM PROCESS CONSULTATIONReading(s):Hirschhorn – Taking the Learner RoleSchein – A General Philosophy of HelpingArgyris – Skilled IncompetenceAssignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #8 is due.C. Come prepared to give your “Team Presentation” (w/PPT slides; instructions under“Assignments” on Chalk). Other teams will offer constructive criticism and suggestions.WEEK 10 (12/2): EMOTIONAL INTELLIGENCE AND TEAM COACHINGReading(s):MTT – Ch. 5, Team Identity, Emotion, and DevelopmentMTT – Ch. 9, Creativity (skim to review)MTT – Appendix 1, Managing MeetingsDruskat & Wolff – Building the Emotional Intelligence of GroupsMayer, Salovey, & Caruso – Emotional Intelligence


Preliminary: Subject to Change Posted: September 16, 201038118 Syllabus Autumn 2010Assignment:A. Read and be prepared to discuss the readings listed above.B. Strategy Memo #9 is due.C. Read and prepare for “Qualitative Feedback Exercise” before class.WEEK 11 (12/9): NO CLASS – FINAL GROUP PROJECT PAPERS DUE MONDAY

More magazines by this user
Similar magazines