1. Welcome to MGTO 321 House key, car key, hulpke best course in HKUST
(no matter which prof. YOU make it work)
but, requires WORK
today:
get acquainted with each other,
introduce a key concept: a good strategy helps
thoughts on GROUPS and TEAMS

2. Foundations of Group Behavior
One of the truly remarkable things
about work groups is that they can make
2+2=5.
Of course, they also have the capability
of making 2+2=3.

3. Stages of Group Development
Prestage
Stage I Forming
Stage II Storming
Stage III Norming
Stage IV Performing
Stage V Adjourning
Material pertinent to this illustration is found on pages

4. Punctuated-Equilibrium Model
Time
(Low)
(High)
First
Meeting
Phase 1
Phase 2
Transition
Completion A B
(A+B)/2
Performance
Material pertinent to this illustration is found on pages

5. Group Norms
Informal rules of conduct for behaviors considered important by most group members. 15

6. Reasons Group Members Conform to Norms
Compliance - assenting to a norm in order to attain rewards or avoid punishment.
Identification - associating oneself with supporters of a norm and conforming to the norm because those individuals do. 16

7. Reason Group Members Conform to Norms
Internalization - believing that the behavior dictated by a norm is truly the right and proper way to behave. 17

8. Socialization:
The process by which newcomers learn the roles, rules, and norms of a group.
Classic Example: How Disney will train its HK employees!! 23

9. Effective Work Groups
Process Gains - Increases in potential performance that result from new ways of motivating and coordinating members.
Social Loafing - Tendency of individuals to exert less effort when they work in a group than when they work alone. 3 3

10. To Reduce Social Loafing
Make Individual Contributions Identifiable
Make Individuals Feel That They Are Making Valuable Contributions to a Group
Keep Group as Small as Possible 5 4

11. Work Groups and Work Teams
Collective Performance
Positive
Individual & Mutual
Complementary
Goals
Share Information
Neutral (sometimes
Negative)
Individual
Random & Varied
Synergy
Accountability
Skills
Material pertinent to this illustration is found on pages

12. Mgto 321 Welcome to day 2 more on teams intro to cases
first mini-case: Robin Hood

13. Building Trust Work for others’ interests as well as own
Be a team player.
Practice openness.
Be fair.
Speak your feelings.
Show consistency in basic values.
Maintain confidence.
Demonstrate competence.
Material pertinent to this illustration is found on page

14. Shaping Team Players Selection Training Rewards
ensure candidates can fulfill team roles as well as technical requirements
Training
most people raised with ideas of individual accomplishment can become team players.
Rewards
reward cooperative rather than competitive efforts
Material pertinent to this illustration is found on pages

15. High Performance Teams
Optimal size: less than 12 members
Abilities:
technical expertise
problem solving skills
interpersonal skills
Clearly allocated roles
To ensure high performing teams, use these guidelines.
Keep the size below twelve members so that the lines of communication stay clear.
Be sure to balance the abilities of the members.
If all the team members are technically skills, but no one manages the interpersonal relationships, the team will soon disintegrate.
Allocate roles clearly on the team.
Use participative planning techniques to define the tasks the team must accomplish to reach its goals, and let team members divide the tasks among themselves.

16. High Performance Teams
Commitment to common purpose
Specific goals
Leadership and structure
Individual & joint accountability
Appropriate evaluation & reward systems
High mutual trust
When teams function well, they develop:
Strong commitment to the team’s shared purpose,
Team goals that everyone backs
Clear leadership and structures that help the team be effective
Authority and responsibility that are appropriate and maintain the accountability both of individuals and the team as a whole.
Reward systems that give strong feedback and help the team constantly improve.
A high level of trust that build cooperation and cohesiveness on the team.

17. The Nature of High Performing Teams

18. What Are the Properties of Effectively Functioning Teams?
Results are consistent
Criteria face valid
People in effective teams KNOW the answer
But this is tacit knowledge
We must make it explicit

19. Key Success Factors for Teams
A clear elevating goal
Results driven structure
Competent team members
Unified commitment
Collaborative climate
Standards of excellence
External support and recognition
Principled leadership

20. A Clear and Elevating Goal
What does this mean?
What is a goal?
Clarity: focused and non-political
Elevating: worth doing and personally challenging

21. A Results Driven Structure
What types of results
problem resolution team
creativity team
tactical team
What kind of team are you?
Team structure
roles and responsibilities
effective communication
methods for monitoring and feedback
emphasis on fact-based judgements

22. Competent Team Members
Right people for the task
technical competencies
personal competencies
Best matches
Problem: intelligent, savvy, people sensitive, high integrity
Creative: cerebral, independent, tenacious
Tactical: loyal, committed, action oriented

23. Unified Commitment What does this mean? How to get it? spirit
loss of self
unity
How to get it?
involvement
balancing
expectations
group task and maintenance behavior only

24. Collaborative Climate
Meaning?
teamwork, whole > sum of parts, working well together
Four elements
honesty, openness, consistency, respect
Total trust through involvement and autonomy

25. Standards of Excellence
Standards matter
Standards are hard work
Standards are easy to ignore
No resting on past performance
Standards in this class???

26. External Support and Recognition
What is this?
Why is it important?
Why is tangible support needed?

27. Principled Leadership
Consistency
Courage
Standards
Communications skills
Promotes the other 7 factors
Leaders create leaders

28. Learning with Cases

29. What Is a Case?
A description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person (or persons) in an organization.
Allows you to step figuratively into the position of a particular decision maker.
Field-based with the visit of an organization and collects the data.
The product of a carefully thought-out process.

30. Typical Structure of a Case
The Opening Paragraph
Organization Background
Specific Areas of Interest
Specific Problem or Decision
Alternatives
Conclusion
(Task)

31. Why Do We Do Cases? Examine real life situations
Practice our analytical tools
Engage in discussion of issues/answers
Develop professional attitudes

32. Why use Cases?
Cases allow you to take an active role in your learning.
More enjoyable than a lecture.
But, you must be prepared in each class.
You contribute to the class:
by teaching others,
by actively participating,
by taking risks,
by learning from the instructor and classmates.

33. Inventory of Skills Developed by the Case Method
Analytical skills
Decision making skills
Application skills
Oral communication skills
Time management skills
Interpersonal or social skills
Creative skills
Written communication skills

34. Preparing for a Case Two forms of preparation for a case:
Individual preparation
Group discussion
small group
large group
Look at the summary of the case.
Look at the assignment questions.
Look at topic assigned that day

35. Analyzing the Case - 7 Steps
Defining the issue
Analyzing the case data with focus on causes and effects as well as constraints and opportunities
Generating alternatives
Selecting decision criteria
Analyzing and evaluating alternatives
Selecting the preferred alternative
Developing an action and implementation plan

36. Analyzing Cases One method: Read the case.
Pay the most attention to the opening paragraph and concluding paragraphs.
Read the assignment questions.
These can help guide more detailed analyses.
Do a detailed analysis.

37. Deliverables Issue identification Analysis and alternatives
Recommendations for action
Implementation plans

38. Defining the Issues
Produce a clear and comprehensive statement of the issue(s) involved in the case.
Clearly identified key concern(s), problem(s), decision(s), challenge(s) or opportunity(ies).
3 things to be considered:
Immediate and basic issues
Importance
Urgency

39. Generating Alternatives
Be creative and think widely
Consider constraints and opportunities
Be realistic and plausible

40. Selecting Decision Criteria
Provide the basis for evaluation or assessment measures
Common decision criteria:
Quantitative:
profit, cost, return on investment, market share, capacity, delivery time, risk, cash flow, inventory turn, productivity, staff turnover, time to complete, growth rate, quantity
Qualitative:
competitive advantage, customer satisfaction, employee morale corporate image, ease of implementation, synergy, ethics, flexibility, safety, visual appeal, obsolescence, cultural sensitivity, motivation, goodwill

41. Analyzing and Evaluating Alternatives
List the key advantages and disadvantages of each alternative.
Compare and contrast each alternative against the selected criteria by Alternative Analysis Matrix.
Short vs long term
Predicting outcomes
Quantitative vs qualitative analysis

42. Alternatives and Criteria
Alternatives are the different actions the company can take.
These are usually provided in the case.
Students can suggest their own options.
How to select among the options?
Need to establish criteria.
Criteria emerge from your analysis.
Criteria can be qualitative or quantitative.

43. Alternatives and Criteria
Examples of criteria
profit, cost, return on investment
market share
competitive advantage
ease of implementation
Once criteria are established
compare alternatives to criteria
alternative that best matches criteria should be the one selected

44. Example Alternatives and Criteria

45. Action and Implementation
All cases must conclude with an action plan.
No action plan, no decision, means analysis is incomplete.
Action plan includes
recommended decision
suggestions for implementation of decision
Action plan should answer the questions
who, what, when, where and how.

46. Exercise Read the Robin Hood case. Get together in groups. Identify:
The decision to be made
The decision maker
The context of the case
Be prepared to write these items on the board if called upon

47. Next class: what is strategy? why is it important?
to whom might strategy be important?