JASMINE TATA, PH.D.

Associate Professor of Management, Loyola University Chicago

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Professor Tata

SYLLABUS

COURSE OBJECTIVES

This course will examine the concepts and techniques of team management and team building in organizations, and provide you with the tools to make teams effective. During the class, you will be given the opportunity to:

• gain an understanding of team processes

• assess and develop your team skills

• practice creating, monitoring, and improving an ongoing team effort

• critically evaluate team management concepts and ideas

• apply this knowledge to management situations.

The course is designed as an experiential learning class; the concepts covered in the texts are reviewed in class through a combination of discussions and activities. Your ability to learn during this course will depend upon your openness to self-awareness, an understanding of the text and readings, active participation during class and your thoughtfulness in preparing for class. Class discussions will complement, not duplicate readings. You are encouraged to keep a journal of your experience in teams to aid in your self-awareness.

TEXT

Romig, D. A. (1996). Breakthrough teamwork: Outstanding results using structured teamwork. Chicago: Irwin.

Ancona, D., Kochan, T., Scully, M., Van Maanen, J., & Westney, D. E. 1999. Managing for the future. Module 4. Cincinnati, OH: Southwestern/ITP.

Course packet consisting of readings and activities available from the bookstore.

Please bring your texts to every class -- otherwise you will not be able to participate in class activities and discussions.

Your course grade will be based on the following criteria (equally weighted):

Team building and diagnosis project

Exam 1

Exam 2

The University and the School of Business Administration have a firm policy against cheating and plagiarism. Cheating involves dishonesty in a test situation, and plagiarism involves dishonesty in the preparation of materials for presentations or term papers. Cheating and plagiarism will be subject to disciplinary penalties.

TEAM BUILDING & DIAGNOSIS PROJECT

This is a real-world project in which teams of 5 to 6 students will act as consultants for a work (or other) team. The purpose of this investigation is to help you gain an understanding of team effectiveness in organizations, and to develop skills in diagnosing and developing a team. As part of the project, you will collect data from the work team members through surveys and/or interviews. Ideally, the team you diagnose should be one that is having problems with its processes; however, any other team is acceptable for your project. Additional details about the project are provided in your course packet.

Teams will be formed by the third week of class. By the end of the fourth class session, you should select the work team from which you will collect data. After collecting the data, you will diagnose the team and write a report that should include:

1. Table of contents

2. Introduction providing the context of the report, description of organization and team (½ page)

3. Methodology used to collect data (½ page)

4. Diagnosis of the team (2-5 pages)

A. Team effectiveness - measures of productivity, satisfaction, etc.

B. Organizational context of the team

• major strengths of teams, connection to class concepts

• problems and issues arising from the use of teams, causes of problems, connection to class concepts

C. Team composition -- method of formation, type of team, size, diversity, leadership

• major strengths of teams, connection to class concepts

• problems and issues arising from the use of teams, causes of problems, connection to class concepts

D. Coordination processes -- goals, mission, norms, etc.

• major strengths of teams, connection to class concepts

• problems and issues arising from the use of teams, causes of problems, connection to class concepts

E. Communication and cooperation processes: communication, conflict

• major strengths of teams, connection to class concepts

• problems and issues arising from the use of teams, causes of problems, connection to class concepts

F. Continuous breakthrough processes: team decision making and problem solving

• major strengths of teams, connection to class concepts

• problems and issues arising from the use of teams, causes of problems, connection to class concepts

5. Prescriptions

• solutions, feasibility of solutions, details about implementation (1-2 pages)

6. Conclusions (½ page)

7. Appendix consisting of interview transcripts, survey results, charts, figures, and other data.

The report will be graded based on (a) the depth and quality of your data collection (methodology), (b) the quality of your analyses (identification of deep-rooted problems, connection of problems to class concepts, and solutions, and © evidence of thorough understanding of class concepts. You are encouraged to hand in a draft of the report at least 2 weeks before the due date for instructor feedback.

You will also give a presentation during which you will share your findings with the class (15-20 minutes) at the end of the quarter. You are encouraged to be creative during the presentation and go beyond a mere replication of your report. Depending on the number of teams, presentations will be scheduled during Session 9 and (perhaps) during the second half of Session 8. In addition, you will be asked to informally report on your progress during session 6. Although report and presentation style is important, your grade will be based largely on content.

Format of reports

1. Reports must be well-organized and readable. Reports are expected to be 6-10 pages single-spaced (no smaller than 11 pt.) plus Appendices. Use titles and sub-titles if necessary.

2. Your team name, team member names and course number should appear at the top of the first page, and pages should be stapled or bound together (no paper clips, please).

EXAMINATIONS 1 AND 2

There will be two examinations on the dates specified in the weekly schedule. Examinations will test your knowledge of material from the texts, readings, lectures, and class discussions. Exam 1 will be a take-home exam. Exam 2 will be an in-class examination consisting of short answers, essay questions, and/or case studies. You are expected to be present in class for the examination. Please remember that make-up examinations will not be given.

DISCUSSION QUESTIONS & CLASS PARTICIPATION

To further help you in your learning, you will be required to submit 1 written question at the start of any two class sessions between sessions 2 and 8 (please keep a copy of the questions for your own records). The questions should be based on the readings for that week and may serve as the basis for class discussion. The questions may consist of theoretical integration, methodological criticism, connection of concepts to applications and your experience, or articles related to the class topic. Each question should be reasonably well thought out (i.e., not based on a light reading). You may be asked to discuss your questions in class. Note that these questions are especially important if you miss a class.

You can contribute to class learning and your own understanding by an openness to new ideas and a willingness to share your thoughts with others in the class. You will be expected to demonstrate that you have seriously read and considered the assigned readings by participating during class meetings. For the most part, this participation will consist of a discussion of issues raised by the readings. You may also bring up examples from your own experience in organizations and from your reading of the business press.

Grading. Although there are no grades assigned for discussion questions and participation, missed classes, incomplete assignments, inadequate preparation for cases, and low contribution to class discussion will decrease your overall class grade.

The instructor reserves the right to revise this syllabus, class schedule, and course requirements when such revisions will benefit the achievement of course goals and objectives. Requirements may be amended during the quarter which would vary the total points possible, their distribution, and/or the final grade points. Changes will be announced verbally in class.

WEEKLY SCHEDULE (Team Management)