MOR 473 – SPRING 2017 Professor Michael Mische 1 MOR 473: LEADING HIGH PERFORMANCE TEAMS Sections: Tuesday & Thursday 12:00 - 1:50 PM Semester: SPRING 2017 Dates: First Class: 01/10/17 Last Class: 04/27/17 Final Exam: TBA per USC Schedule Room: JFF 416 Professor: MICHAEL A. MISCHE Office: HOH 415 also JKP /JFF Café Office Phone: 213.740.0728 Facs: 213.740.3582 Office Hours: Tuesday & Thursday Coffee w Mische 8:30 – 9:15 AM JFKP/JFF Café/Courtyard Wednesday 10:30 to 4:00; HOH 415 Friday By appointment; HOH 415 Any time after class & by appointment. Please feel free to email or text me at any time with any questions, ideas, comments or needs (Text is better). Email: [email protected]Cell: Provided in the class 1.0 COURSE DESIGN 1.1 Description Welcome to MOR 473! This is an elective course that addresses and analyzes high-performance teams. More specifically, MOR 473 is about how to form, lead and function in high-performance teams and how you will and should perform in a high performance team. In this course we address how teams behave, when to use a team, how to compose a team, what factors drive team composition and membership as well as the process of a team. In MOR 473 we learn the dynamics and differences between self-directed teams, committees, and task force teams, the issue of team leadership and integrative leadership skills, how teams produce results, 360 feedback loops and methods, and team communications. As we live in and constantly move toward more interconnected and integrated economies and business, MOR 473 examines the definition and characteristics of multicultural and virtual teams versus traditional teams and how to most appropriately manage teams of highly diversified and geographically dispersed resources. As such, we also discuss the role of technology in high-performance teams, especially in virtual teams. MOR 473 KEY CONCEPTS & THEMES What is a team? How do teams differ from task forces? How do virtual teams differ from multicultural and traditional teams? How does one best lead and manage virtual and multicultural teams? What makes a good team great? What factors are considered in strategy? How do you motivate a team? How is team and individual performance assessed? How is team identity, trust, shared values and accountabilities created? How are teams led? What techniques are available for leading teams? What intervention techniques are used to improve and correct team performance? These are just some of the key concepts that we address in MOR 473!
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MOR 473: LEADING HIGH PERFORMANCE TEAMS Sections: … · 2018. 2. 6. · This is an elective course that addresses and analyzes high-performance teams. More specifically, MOR 473
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Four Great Teams in Business History http://www.cbsnews.com/news/four-great-teams-in-business-history/
Fortune Secrets of Great Teams http://archive.fortune.com/magazines/fortune/great_teams/
Six Ways Successful Teams are Built to Last http://www.forbes.com/sites/glennllopis/2012/10/01/6-ways-successful-teams-are-built-to-last/
5 Steps to Really Effective Teams http://www.inc.com/peter-economy/5-steps-to-really-effective-teams.html
How Timberland, Levi’s Use Teamwork to Advance Sustainability http://www.greenbiz.com/blog/2011/05/09/how-companies-court-stakeholders-accelerate-sustainability 15 Quotes to Inspire Great Teamwork http://www.inc.com/dave-kerpen/15-quotes-to-inspire-great-team-work.html
➢ Other USC Resources. Other resources used or referred to in this course may include, but are not limited to:
• Institute of Management Consultants (For those interested in consulting):
http://www.imcusa.org/?page=ETHICSCODE
• USC’s Final Examination Schedule:
http://classes.usc.edu/term-20163/finals/
• Association for Strategic Planning:
http://www.strategyassociation.org
6.0 COURSE EXPECTATIONS
6.1 MY Course Expectations of YOU
I have one ambition…to help you to be as successful as possible with this course and positioning you for success
in beginning your career. I’ve been there and I’ve done it. I’m here to help you…do the work and together we
can be incredibly successful. I have one overriding philosophy: This is world-class, elite university, so use and
seek every opportunity to get better here while you are here at Marshall, so you can perform better in the C-suite later! As your prof I have certain expectations of you as a Marshall student:
➢ WARNING! Do not rely solely on BB or Power Points for course material and knowledge…the
material and learning are in the live lectures!
➢ WARNING! I do not use a lot of PPTs, nor do I post many PPTs or notes.
➢ ADVICE! Always check BB for announcements.
➢ ABSOLUTELY, purchase the required course reader…as updated for the semester.
➢ ALWAYS, check BB for announcements and updates.
It is your responsibility and solely your responsibility to check Blackboard for updates and materials and to also
check your email for communications from me.
8.0 GRADING POLICIES & PRACTICES
“Great grades follow great learning.”
The quality of your learning experience during our class discussions will be largely determined by: (1)
your degree of preparation, active listening, and participation, (2) your participation in the ELC
exercises/projects, (3) your engagement in the classroom, (4) your classmates' preparation and
performance, and (5) your performance on exams. It is your responsibility to attend classes, do the
assigned work and, above all, stay current on the readings and cases. Failure on your part to stay current
on the readings will most likely have an adverse affect on your learning on grade.
8.1 Grading Components
I recognize that your work and grade are reflective of many factors. Please be assured that I take grading very
seriously and will work hard to grade you as thoroughly, fairly and as accurately as I possibly can. For this
course your grade will be based on a combination of four grading events:
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Professor Michael Mische
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(1) Midterm exam
(2) Final exam
(3) In class performance (participation)
(4) ELC and/or Project Team performance (presentation(s)).
Your final grade will be reflective of your individual and team performance as reflective in the grading events
and your relative ranking in terms of total grade points earned/scored in those events as compared to the other
students. Thus, final grades are a reflection of rankings and the grade splits (A to A- to B+ to B, etc.) from
highest to lowest.
Your final grade is not based on a mandated GPA target, but on your individual performance, the performance of
the class as a whole and your relative ranking as compared to the other students. Historically, the average grade
for this class is about a “B+ (3.3).” Below is the grading composition for this class. Please note that I reserve the
right to change the composition and/or weightings based on class performance and subject to our collective agreement and vote.
MISCHE MOR 473 - GRADING COMPOSITION:
Grade Event Weighting
Mid-term 30% (Individual based grade)
ELC/Team Project 25% (Team based grade)
Final-Comprehensive 40% (Individual based grade)
Individual Participation 5% (Individual based grade)
Total: 100%
8.1.1 Team Participation. Scores for individual student contributions to team projects are assigned by me,
based on my observations of the team’s working dynamics, my assessment of the team’s project quality, and
thoughtful consideration of the information provided through your peer evaluations.
8.1.2 Analytical & Qualitative Measures and Expectations. As a Marshall degree candidate I expect you to
perform at the highest levels. I take grading and your grade seriously! Your work will be evaluated based on the
objectives of MOR 473 and a combination of criteria described herein. As a general guideline, when assessing and
grading your work and contributions, I use a number of criteria and dimensions. As a guideline (and guideline
only), below please some examples of grading criteria including, but not limited to:
1. Causality –
o Have you demonstrated a correlation between the data, analysis and
conclusion/comments?
2. Perspective –
o Did you establish & explain the context of the situation/case?
o How have you demonstrated defendable perspectives and logic for your findings, thoughts
or conclusions…does that context reflect contemplative thinking and does it ‘paint a
picture’ (going above & beyond the obvious correct answer)?
3. Application –
o Have you demonstrated that you have applied the appropriate course materials and
concepts correctly and have you demonstrated linkage to the course materials?
4. Relevance –
o Does your work or comment explain and/or contribute and advance the subject at hand?
5. Causal Linkage –
o To what extent does your work, comments, logical antecedents or consequences of a
particular argument demonstrate linkage and integration with this course and other course
concepts? (Comments that push the implications of a fact or idea as far as possible are
generally superior.)
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Professor Michael Mische
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6. Responsiveness –
o To what extent does your participation, work or comment demonstrate a responsive and
affirmative reaction what someone else has said, the issue or problem at hand, or scope
and objectives of the assignment or project?
7. Analysis –
o To what extent does your reasoning demonstrate logical, critical, consistent and
appropriate analysis and application of concepts and frameworks to facts and
circumstances of the case or topic?
8. Evidence –
o Have you demonstrated the effective use of data from the case, from personal experience,
from citable third-parties, from general knowledge to support your assertions and/or
conclusions?
9. Importance –
o How does your work or comment contribute further to our understanding of the issues at
hand? Is a connection made with other cases we have analyzed?
10. Critical Thinking –
o Are you demonstrating and applying critical thinking skills?
o Are you interrogating issues and facts?
o Does your thinking reflect the attributes of USC’s 5-step USC-CT?
o Have you applied and demonstrated USC-CT in your analysis and formulations? (See
posting on BB)
11. Engaged –
o Did you come to class ON TIME and did you CONTRIBUTE?
o Were you alert or were you texting?
12. Compliance –
o Does your work demonstrate responsiveness to the requirements and scope and objectives
of the assignment and course?
8.2 Mische’s Coaching Tips!
I will do my best to make my expectations for the various assignments clear and to evaluate your work as fairly
and objectively as possible. Generally, I try to publish grading criteria and expectations for exams, presentations
and reports ahead of time to help you better prepare. In general, the following applies unless specified otherwise:
➢ Competitive Grading…Always Compete, but Compete With Honor. I do not give “quizzes” as there is
plenty of opportunity to earn grades and for a 400-level course I see little value in a quiz.
o Grading will be competitive and rigorous.
o Grading is done “by the math”…your score will be your grade as adjusted, if appropriate, for
overall class performance. Grading is done blindly…see below.
o Not everyone will get an “A” and effort, although fully appreciated and always encouraged, may
not always be indicative of your final grade and or your effort.
o My best advice is: Do the work and do your best! o Compete hard and fairly for the best grade that you can possibly earn.
o Please be advised that I will not tolerate any cheating in any form. Any cheating or violation of
USC Academic Integrity standards, no matter how severe will result in an automatic “F.”
o Don’t worry about the other students…concentrate on your own learning and contributions to the
class. Do the work and THINK, REFLECT & CONTRIBUTE.
➢ Study Sessions. As my prior students will attest, I take great pride in the performances of my classes.
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Professor Michael Mische
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o Your performance is reflection on me and my ability to prepare you to compete and be
successful.
o To help you prepare for the midterm and final, I conduct optional study sessions. Usually, I
book a room for two hours and we hold a productive study session dedicated to the material that
will be tested.
o Attendance is voluntary, but history indicates that those students who attend the optional study
sessions tend to outperform those who did not attend. If you attend the study sessions, have
attended class and do the work, you will be well prepared for the exams!
➢ ELC Team or Project Team Participation and Peer Reviews. In this course and depending on the
semester, team collaboration and performance may be required as part of the curriculum and grading. In
such situations, both the syllabus and my in class directions will clearly state the use of teams for that
particular semester. In general and pursuant to USC academic guidelines, if teams are used in the course
and there is a project that is team and grade related the following is provided for your information.
Scores for individual student contributions to team projects are assigned by me, based on my
observations of the team’s working dynamics, my assessment of the team’s project quality, and
thoughtful consideration of the information provided through your peer evaluations.
o If you are experiencing any group-related problem (e.g. conflict, free-rider, known-it-all,
confrontational or demeaning behavior, etc.), please let me know immediately. Do not wait until
the end of the semester. If you report this problem too late, there is not much I can do.
o If you experiencing any academic problems or personal issues (e.g. illness, injury, hardships,
conflicts, etc.) that might influence your academic performance, please let me know immediately.
Do not wait until the end of the semester. If you report this problem too late, there is not much I
can do.
➢ Blind Grading….Important! Generally, for my exams and exams only, I usually use only the last four
(4) digits of your USC Student ID. I do not grade by name, seat location, picture, etc…so don’t use
your name on exams. The “Blind Grading” not only helps ensure objectivity in the grading process, but
also helps to protect your work and privacy. More importantly, it helps to remove any unnecessary or
perceived barriers between you and me. I want you to always feel welcome to come and meet with me,
discuss the course, your grade, your career, etc., irrespective of your grade, class standing or grading
concerns. So please, only use the last four digits of your USC ID on exams.
If you feel that an error has occurred in the grading of any assignment or exam, you may, within one
week of the date the assignment is returned to you, write and print a memo to me and request an
explanation and re-evaluation of the assignment or exam. Attach the original assignment (if returned to
you) to the memo and explain fully and carefully why you think the assignment should be re-graded. Be
advised that as in business and life, the re-evaluation process can result in three types of grade
adjustments: positive, none, or negative.
8.3 Final Examination: A Summation of Your Learning Experience
There will be a final exam for this class…no exceptions! The final examination for this course will be conducted
on the date, at the time and in the location as scheduled by USC. I do not schedule final exams. No exceptions
shall be granted unless previously approved, in writing, by the appropriate USC academic unit.
You are completely responsible for attending the final examination on the date, at the time and in the location
as published by USC…please do not ask me for any special consideration unless you specifically satisfy the
conditions described below and only those conditions. For scheduling conflicts, religious observance conflicts and documented emergencies. Please refer to USC’s final exam schedule and policy can be viewed at:
regularly, these preparations will be crucial in an emergency. USC's Blackboard learning management system
and support information is available at blackboard.usc.edu. Additionally, if you haven’t already done so, please
do the following:
➢ Download the Livesafe App on your phone: https://dps.usc.edu/services/safety-app/
➢ Sign up for “Trojan Alerts”: http://dps.usc.edu/services/text-alerts/
➢ Watch USC’s “Active Shooter” Video.
10.6 Discrimination, sexual assault, and harassment are not tolerated by USC. I have less than ZERO
tolerance for any discrimination, harassment, bullying, “calling out” and sexual assault. Zero means zero!
Discrimination, sexual assault, bullying, and harassment are not tolerated by the university. You are encouraged to
report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://dps.usc.edu/contact/report/. This is important for the safety of the whole USC community. Another
member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate
the report or can initiate the report on behalf of another person. Relationship and Sexual Violence Prevention and
Services (RSVP) https://engemannshc.usc.edu/rsvp/ provides 24/7 confidential support, and the sexual assault
resource center webpage https://sarc.usc.edu/reporting-options/ describes reporting options and other resources.
10.7 Disruptive Classroom Behavior. I have ZERO tolerance for disruptive, threatening, or bad behavior in
my classroom. Disruptive classroom behavior can take many forms. It can involve a student talking constantly,
continuously texting or emailing and other behaviors while the professor is delivering a lecture or a student who
loudly and regularly interrupts the flow of class with questions or interjections. Such behavior is unacceptable to
the University and will not be tolerated because it interferes with the learning process for other students and
hinders the professor’s ability to teach effectively. Further information can be found at