LEADERSHIP IN GROUPS AND TEAMS - Education - http://phatbowling.com/drsatterlee/LDR537

LDR 537: Leadership in Groups and Teams
Leadership Certificate (graduate-level)

COURSE DESCRIPTION
This course examines the theoretical and applied aspects of teamwork and shared leadership practices, including issues of self-directed teams. The focus is on the development of groups and teams that share the responsibility of leadership in an effort to achieve mutually defined goals.

TOPICS
* Relationship awareness theory
* Synergistic decision-making
* Group problem-solving
* Self-directing teams
* Creating teams
* Managing teams
* Building teams
* Integrated approach to group/team leadership
* Cross-functional teams
* Effective teamwork

COURSE OBJECTIVES
Upon completion of this course, you will be able to:
* Outline the elements of successful leadership in groups and teams.
* Verify the different interpersonal strengths others can bring to groups and team processes as well as how they can help each other.
* Formulate a synergistic decision-making process for groups and teams
* Test how people work together in groups and teams to solve a common problem and mutually achieve common goals.
* Integrate legitimate team efforts with the equally legitimate efforts of other organizational units, governance structures, and management processes.
* Construct a successful cross-functional team with an effective leader, a clear purpose, an effective training plan, diverse membership, and practical resources.

ASSIGNMENT OVERVIEW
This class will be taught through a variety of approaches employing class participation, in-class experiential activities, presentations of assigned chapters, and the presentation of a team-building proposal.

Class Participation (Individual)
Attendance and class participation are mandatory. This includes, but is not limited to, attending on time and for the entire duration, preparation for and contribution to all class discussions and activities, professional etiquette, submitting all assignments on time, and treating all participants with dignity and respect.

In-Class Experiential Activities (Study Team/Individual)
During the first session, the instructor will facilitate two experiential exercises. Each student will write a reaction paper that addresses the following: (1) a brief description of the activity; (2) what was learned from participating in the activity; (3) how the results of the activity could help you improve teamwork and group processes in your organization.

Presentation of Assigned Chapters (Individual)
Each student will be called upon to make a presentation of assigned chapters in both textbooks. The instructor will ask students to make a selection from the available chapters. Students should be encouraged to use fluent vocabulary avoiding cliches, fad words and crutches (use of Ums, Uhs, Ahs, You Know, etc.), establish eye contact (avoid reading from notes), and use audio/visual aids. In addition, to assure a thorough treatment of the topics, these student-led lectures should, at the very least, include the following guidelines:

* Brief introduction and summary of the chapters found in the textbook.
* Provide the class with the key points, supporting arguments that were found in the chapters.
* Provide personal interpretation and perspective of the chapters.
* Provide a practical application to the theory studied in the chapters.
* Bring presentation to closure by summarizing key points.
* Entertain questions from the class.

Presentation Team-Building Proposal (Study Team)
Each Study Team will develop a proposal to create either a self-directing or cross-functional team in their organizational setting. The group will select a project that requires (or should require) a team-based approach, describe the organizational setting for the project, and provide comprehensive answers to the following issues.

* Goals, Purpose, and Mission: What are the team's goals? What is the team's purpose and/or mission? How do the team's goals mesh with the organization's mission and goals?
* Roles and Responsibilities: Who will play what roles and be responsible for what tasks? How will team members be helped and held accountable for their responsibilities? How will the team take collective responsibility for its work?
* Relationships: How will relationships be formed and maintained within the team? How will relationships be managed with individuals and groups outside the team? How will the team find the time to both form relationships and work on the tasks it undertakes?
* Leadership: Who will lead the team? How will leadership roles be shared or rotated? Who will facilitate the team meetings?
* Power and Influence: Who has power and influence on the team? How do they exercise it? How do team members react and respond to those with power and influence? How do members influence the team? How does the team influence powerful individuals and groups outside the team?
* Skills: What is the mix of skills needed to do the team's work? What technical or functional skills are needed? What problem-solving and decision-making skills are needed? What interpersonal skills are needed?
* Communication: How will team members communicate with one another? What communication processes and systems will be used? How will the team communicate with individuals and groups outside the team?
* Problem-Solving and Planning Methods: What problem-solving and planning methods will the team use to do its work? What methods and processes will the team use to run its meetings?
* Conflict: How will the team manage disagreements and conflicts?
* Progress and Results: How will progress and results be measured?
* Risk and Rewards, Successes and Failures: How much risk can the team take? What rewards will the team receive for its results? How will the team handle successes and failures?
* Creativity and Innovation: In what sense does the team see its role as being creative? What brainstorming and problem-solving processes will the team use to create innovative ideas and alternatives?
* Motivation: Why do members want to be on the team? What's in it for them? How can they help the team? How can they be involved in and challenged by the work the team is doing? How does the team help motivate its members?
* Celebrations: How will the team celebrate its ability to work as a team and the results it achieves?

The proposal will be made in the format of an official memorandum to senior management. The proposal will be presented to the class during the final session. The Study Team will submit both the written proposal and the PowerPoint presentation (handout format, 4 per sheet) used in the presentation.

EVALUATION CRITERIA
The Grading criteria are as follows:

A(100 – 94)
The student consistently demonstrates: excellent performance; sharp insight into the material; articulates their ideas clearly and comprehensively; integrates concepts previously learned in the course and/or other disciplines; and outstanding preparation for and enthusiastic participation in class discussions and activities. Assignments consistently go above and beyond what is required and are of such a nature that they could be put on reserve for all students to review and emulate as the ideal. To attain this grade, the student, in addition to the successful completion of each assignment, will submit a memorandum to the instructor at the end of the course that clearly and empirically documents how s/he believes s/he has met or exceeded each criterion for the grade of “A” for each Course Outcome listed in this module. No exceptions to this rule will be allowed.

B (93 – 86)
The student consistently demonstrates: high quality performance; good comprehension of the subject matter; communicates their ideas well; and good preparation for and participation in class discussions and activities.

C (85 – 78)
The student consistently demonstrates: average-level work, or perhaps fluctuates between average and good-level work.; satisfactory understanding of the course material; communicates ideas at an acceptable level; average preparation for and participation in class discussions and activities – although with less enthusiasm and consistency than at the “A” or “B” levels.

F (> 70)
The student consistently demonstrates: work that is unacceptable, either in quality or quantity; inability to clearly communicate an understanding of the material or does so in a consistently insufficient manner; does not attend all all scheduled sessions or arrives late and/or leaves early; is not prepared for class; and does not contribute in any manner to class discussions and activities.

The assignments in this course will be awarded points as follows:
10% Class attendance/participation (individual)
20% In-class experiential activities reaction paper (individual)
30% Presentation of assigned chapters (individual)
40% Presentation of written team-building proposal (Study Team)

REQUIRED MATERIALS
The following materials are required for this course:

* Strength Deployment Inventory. Personal Strengths Publishing, Pacific Palisades, CA
* Desert Survival Situation: A Group Problem-Solving Simulation, Human Synergistics, Plymouth, MI.
* Katzenbach, J. (1998). The Work of Teams. Boston, MA. Harvard Business School Publishing.
* Parker, G. (1994). Cross Functional Teams: Working with Allies, Enemies, and other Strangers. San Francisco, CA. Jossey-Bass Publications.

WEEK ONE

OBJECTIVES
Upon successful completion of this session, each student will be able to:

* Describe the overall course requirements, assignments and outcomes.
* Explain the components of effective professional presentations.
* Outline the elements of successful leadership in groups and teams.
* Verify the different interpersonal strengths others can bring to groups and team processes as well as how they can help each other.
* Formulate a synergistic decision-making process for groups and teams.

ASSIGNMENTS
The following assignments are to be completed prior to this class:

INDIVIDUAL
Read the module. Do not read ahead concerning the Strength Deployment Inventory, nor the Desert Survival Simulation. These are to be used exclusively as in-class activities.

STUDY TEAM
None.

ACTIVITIES

Activity 1.1
The instructor facilitates introductions, presents an overview of the course, assessment methods, Study Team requirements, and the criteria for grading. The instructor will review the course objectives and outcomes with the class, as well as the requirements, assignments, and grading criteria. The instructor must be sure that students understand the grading criteria and what is expected of them, especially in class/study team discussions.

Activity 1.2
The instructor will assign each student to make a presentation of chapters in both textbooks.

Activity 1.3
The instructor will provide and overview of the components of effective professional presentations.

Activity 1.4
The instructor will lead a class discussion concerning the elements of successful leadership in groups and teams.

Activity 1.5
The instructor will facilitate the Strength Deployment Inventory. This activity is designed to enhance your performance as a member or leader of a team, specifically in the area interpersonal relations and motivation. Each student will submit a reaction paper to this activity (see ASSIGNMENT OVERVIEW).

Activity 1.6
The instructor will facilitate the Desert Survival Simulation. This activity is designed to enhance your performance as a member or leader of a team, specifically in the areas of problem-solving, synergistic decision-making, group behavior, and feedback on team performance.

Activity 1.7
The instructor will answer any questions regarding the syllabus and assignments.

Activity 1.8
The instructor will preview assignments for Session Two.

WEEK TWO

OBJECTIVES
Creating a team requires the determination and persistence of its members and sponsors alike. Those who see “forming” a team as an easy and all-purpose solution will likely be frustrated by the effort and disappointed by the results. The objectives for this session support the four key guidelines for creating a team. Upon successful completion of this session, each student will be able to:

* Apply the fundamental issues involved in creating teams.
* Determine when a group should function as a team.
* Select appropriate leadership structure for a team.
* Demonstrate the value of differing cultures and diversity in teams.

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL
* Reaction Paper: During the first session, the instructor facilitated two experiential exercises. Each student will write a reaction paper for that addresses the following for each exercise: (1) a brief description of the activity; (2) what was learned from participating in the activity; (3) how the results of the activity could help you improve teamwork and group processes in your organization.
* Read Part I, “Creating Teams” (all 6 chapters) of the Katzenbach text.
* Prepare for presentation the chapters assigned to your study team from the Katzenbauch text.

STUDY TEAM
* Continue working on the team-building proposal presentation.

ACTIVITIES

Activity 2.1
Students will share the results of their Reaction Papers.

Activity 2.2
Introduction to the presentation and discussion of chapters assigned to students.

Activity 2.3
The instructor will facilitate discussion of key points in each chapter.

Activity 2.4
The instructor will present a mini-lecture integrating all of the major concepts discussed in the presentations and their relationship to group processes and teamwork..

Activity 2.5
The instructor will preview assignments for Session Three.

WEEK THREE

OBJECTIVES
As we learned in the previous session, it is a challenge to create teams. It is even more challenging to sustain the balanced leadership approach necessary to manage teams. To achieve the appropriate balance in an integrated organizational system requires adherence to the three fundamental guidelines used to formulate the objectives for this session. Upon successful completion of this session, each student will be able to:

* Maintain a focus on performance results, not on team-building.
* Exploit the versatility of teams, while recognizing their limitations.
* Combine team efforts with structure, process, networks, and other non-team groups.

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL
* Read Part II, “Managing Teams” (all 7 chapters) of the Katzenbach text.
* Prepare for presentation the chapters assigned from the Katzenbauch text.

STUDY TEAM
* Continue working on the team-building proposal presentation.

ACTIVITIES

Activity 3.1
Introduction to the presentation and discussion of chapters assigned to students.

Activity 3.2
The instructor will facilitate discussion of key points in each chapter.

Activity 3.3
The instructor will present a mini-lecture integrating all of the major concepts discussed in the presentations and their relationship to group processes and teamwork..

Activity 3.4
The instructor will preview assignments for Session Four.

WEEK FOUR

OBJECTIVES
Having developed competency in creating and managing teams, the focus of this course now shifts to leadership of cross-functional teams, a relatively new form of teamwork. Upon successful completion of this session, each student will be able to:

* Discuss the six competitive advantages that cross-functional teams (CFT’s) provide for an organization.
* Describe the various types of teams, including functional, self-directed, and CFT.
* Outline the obstacles to successful CFT’s.
* Differentiate the leadership requirements for functional teams and CFT’s.
* Analyze the continuum of CFT empowerment.
* Utilize the process for CFT goal setting, including a clarification of the terms vision, mission, goals, objectives, and action plans.
* Identify the key stakeholders in CFT’s, the inherent barriers in relationships with them, and strategies for building effective inter-team relationships.

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL
* Read chapters 1 - 7 of the Parker text.
* Prepare for presentation the chapters assigned to your study team from the Parker text.

STUDY TEAM
* Continue working on the team-building proposal presentation.

ACTIVITIES

Activity 4.1
Introduction to the presentation and discussion of chapters assigned to students.

Activity 4.2
The instructor will facilitate discussion of key points in each chapter.

Activity 4.3
The instructor will present a mini-lecture integrating all of the major concepts discussed in the presentations and their relationship to group processes and teamwork..

Activity 4.4
The instructor will preview assignments for Session Five.

WEEK FIVE

OBJECTIVES
In this session, we conclude our study of cross-functional teams (CFT’s). Upon successful completion of this session, each student will be able to:

* Evaluate the concept of team appraisals where members of CFT’s are evaluated by other members of their team.
* Summarize various rewards structures for CFT’s, including gainsharing, responsibility-based pay, bonuses, cost reduction programs, revenue enhancement programs, team incentives, recognition programs, and informal recognition.
* Design the CFT as a learning community, including team training in group process skills, leadership development, technical training, and cross-training.
* Examine the tendency for CFT’s to be larger than is necessary and the negative impact of oversized teams on team productivity and on the involvement, participation, and trust of team members.
* Assess the internal dynamics of a CFT, including both barriers and methods of addressing issues such as conflicts among team members, lack of trust and openness, conduct of team meetings, the right mix of people, involvement of suppliers and customers, co-location of team members, and effective use of communications technology.
* Recognize management’s role in building an organization that supports and encourages cross-functional teamwork.

ASSIGNMENTS
The following assignments are to be completed prior to this class:

INDIVIDUAL
* Read chapters 8 - 14 of the Parker text.
* Prepare for presentation the chapters assigned from the Parker text.

STUDY TEAM
* Continue working on the team-building proposal presentation.

ACTIVITIES

Activity 5.1
Introduction to the presentation and discussion of chapters assigned to students.

Activity 5.2
The instructor will facilitate discussion of key points in each chapter.

Activity 5.3
The instructor will present a mini-lecture integrating all of the major concepts discussed in the presentations and their relationship to group processes and teamwork..

Activity 5.4
The instructor will preview assignments for Session Six.

WEEK SIX

OBJECTIVES
Upon successful completion of this session, each student will be able to:

Present a proposal to create either a self-directing or cross-functional team in their organizational setting.

ASSIGNMENTS
The following assignments are to be completed prior to this class:

INDIVIDUAL
* None

STUDY TEAM
* Finish working on the team-building proposal presentation.

ACTIVITIES

Activity 6.1
Introduction and overview of the evening.

Activity 6.2
Presentation and discussion of Study Team proposals.

Activity 6.3
Arrangements for return of team proposals.

Activity 6.4
Completion of Student End-of-Course Survey.

Activity 6.5
Collection of written materials by the instructor.

Activity 6.6
Students are to complete the Study Team Evaluation and submit it to the instructor for use in compiling final grades.

Brian Satterlee, Ed.D., D.B.A.
Danville	Virginia
(804) 791-5837
satterle@averett.edu

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Page Updated Tue Oct 3, 2000 1:07pm EDT