Management 100: Leadership and Communication in Groups The Wharton School, University of Pennsylvania Professors Greenhalgh, Maxwell, and

Myers Fall 2011

Leadership is at its best when the vision is strategic, the voice persuasive, the results tangible Michael Useem, The Leadership Moment

Course Description Design: Management 100 provides occasions to strengthen your ability to exercise leadership

through service, to speak and write persuasively, and to work collaboratively with a diverse group of individuals. By the end of the term, you will forge strong relationships with team members and also have a greater sense of your individual strengths and opportunities for development.

Delivery: 12 sections of approximately 60 students are scheduled each year (nine in the fall; three

in the spring). Attached to each section are six recitations. Your recitation assignment determines your project team. Whether you are in lecture participating in role plays or simulations, in recitation doing impromptu speeches, or out in the field working on your project, Management 100 is highly interactive and participative. The hallmark of the course is experiential learning. In short, Management 100 is upside down, backwards, and high touch. The course is upside down because the project team experience is the primary text of the class, supported by readings and classroom activities and discussion. The course is backwards because you will take the test first and then studyin other words, you will go out into the community, meet with your clients, work on your projects, and then return to the classroom and reflect on what happened and on what you would do the same or differently. The course is high touch because you will roll up your sleeves and complete a task, but you must also build strong relationships with each other and your client.

Projects: Over the course of the year, Management 100 teams complete more than 70 field

projects. In the fall, freshmen participate in community service projects, a good number supplied by the United Way; in the spring, upper level transfer and dual degree students work on consulting projects sponsored by Whartons Small Business Development Center (SBDC). The field projectswhether community service or consultingprovide an excellent opportunity for you to develop your skills, build a team, and contribute to the greater community.

When you meet with your client and draft your letter of engagement, you will refine your projects purpose and scope. Keep in mind that successful projects are: Inspiring. Make a real contribution to the mission of your clients organization. Challenging. Under-promise and over-deliver on project objectives. Achievable. Although the time commitment varies from week to week, expect to spend three hours a week over a 10 week periodfor a total of 300 hours per team per project. Open. Put some structure into the way you execute your project but make room for creativity. Spontaneous. Be flexible. Your client contact and project scope can change for reasons outside of anyones control. Showing resilience is critical to your success. Within reach. Access your project site by foot, car, taxi, or public transportation. All projects take place within the greater Philadelphia area.

A note to freshmen: The descriptions posted on Canvas provide an outline of each project.

 High contact. Build a solid relationship with your team and client. Contact your client at least once a week. Be responsive and accessible. Ask the same of your client. thorough accounting of an organizations external communications with its various stakeholders.

A note to upper level students: Your consulting project is an external communications audita

Focus your audit on three broad areas: A Portfolio Review. Analyze your organizations current communications material in all media (print, electronic, broadcast, Internet). A portfolio review looks at issues of content, design, effectiveness, readability, and professionalism. Competitor Research. Explore your organizations key competitors. How are competitors communicating with stakeholders? How does your clients communication compare? Voice of Customer. Research how customers perceive your clients communications. Are current messages and distribution channels effective? Do customers understand the message(s) your client is communicating? How do customers want to be communicated with? What media and messages would be most effective? Your audit will include both primary research (original research developed specifically for your clients business and customers) and secondary research (a review of pre-existing analyses of industry trends, standards, and best practices). Assistance with the research component of your project is available from the Lippincott Library: lippinco@wharton.upenn.edu; (215) 898-5924. The finished audit provides an analysis of the Portfolio Review, Competitor Research, and Voice of Customer, identifies strengths and weaknesses, and suggests opportunities for improvement. Once you meet with your client, you will need to write a letter of engagement and email it to your client. Your letter shows your client that you understand his or her needs, gives a realistic appraisal of the scope of your undertaking so that you can deliver what you promise, and specifies a time frame for project completion. To write an effective letter: Put the purpose and scope of your project in the first paragraph. Outline what your team plans to do. Draw an action plan; sketch individual responsibilities and include a timetable. Confirm your commitment, your accessibility and responsiveness. Write your letter in a professional manner. Once you and your client have agreed upon the letter of engagement, create a work plan, a detailed version of your letters action plan. You must update your work plan each week and send a weekly email to your client. Copy your team, TA and your professor (if requested). Project a budget. Each field project incurs some cost. For this reason, a lab fee of $20 per student will go towards covering some miscellaneous project expenses. Once you have your budget projections in hand, cover project expenses by Working with your client to see if he or she can offset some of the costs. Planning a fundraiser to raise seed money for your project. Requesting limited support for the cost of supplies from the Penn Book Store, the cost of transportation to and from the project site, and the cost of photocopying at Campus Copy. All expenditures of $50 or less require the advance approval of Aviva Hirschfeld Legatt

A note to all students about the stewardship projects:

(Aviva@wharton.upenn.edu). Expenditures greater than $50 require advance approval from Dr. Anne M. Greenhalgh (greenhaa@wharton.upenn.edu). Follow all University policies and procedures. For example, if you are a team of freshmen planning an event on campus (holding a concert, securing artists, reserving rooms, and so on), consult the Office of Student Affairs Activity Manual http://www.vpul.upenn.edu/osa/manual/index.html.

Advisors and Consultants: Your Management 100 TA will facilitate your group, advise you on the scope of your project and your relationship with your client. Your TA will also give you guidance on assignments in the course. In the spring, Project Consultants from The Wellynn Group, LLC, will serve as an invaluable resource to you, helping you manage project scope and complete the external communication audit. Teams that stay in close contact with their project consultant typically perform at a higher level than those who miss this opportunity. Materials: Course materials include a required course pack and two recommended books:
Economical Writing and The Business Writers Handbook. You can purchase your course pack online at study.net and request to pick up a copy at Wharton Reprographics. You can buy the books at the University of Pennsylvania Book Store. A limited number of handouts and on-line instructional materials (such as the Hogan Career Report) will be charged to your bursar account.

Wharton School, and the University of Pennsylvania. As a representative of the University, your behavior and conduct must be exemplary. In accordance with the Universitys code on academic conduct, prohibited activities include cheating, plagiarism, fabrication, multiple submissions, misrepresentation of academic records, facilitating academic dishonesty, and unfair advantage. If you are unsure if an action constitutes a violation, please refer to the code and consult with your instructor: http://www.upenn.edu/academicintegrity/.

Academic Practice: During the course of the semester, you will be representing your team, the

Assessment, Evaluation & Grading: Since Management 100 is highly interactive and experiential, class attendance is mandatory. More than three un-excused absences will have a negative impact on your individual performance evaluation and final grade. Instructors do not grant incompletes, and grade books are closed once grades are posted.
Management 100 instructors work closely with TAs to ensure that no recitation has an unfair advantage over another. They also work closely together at the end of the term to make sure that grades are distributed similarly across lectures. In determining percentages of letter grades within lectures, instructors take into account student performance in the context of the class and the team. Since one of the main objectives of the course is building high performance teams, Management 100 instructors set you up for success and expect you to do well. The course provides a lot of support whether from fellow teammates, your TA, consultants, client, or instructor. The course also puts equal weight (50%/ 50%) on individual work and on team work. The better your team performs, the better you will do as an individual in the course. Keep in mind that your final grade is a composite portrait of a wide range of individual and group grades that are snapshots of your demonstrated ability to exercise leadership (45%) and to speak and write persuasively (40% and 15%, respectively). See the summary chart of assignments, evaluation, and grading below.

Summary of Assignments, Evaluation, and Grading Individual Performance Assignment

Images of Leadership Tagging Images of Leadership Individual Case Analysis Speaking Status Report First Performance Review Second Performance Review

Due Date
Sept. 8 Sept. 8 Sept. 22 Oct. 6 Nov. 1 Nov. 8 Dec. 1 Oct. 25 Oct. 20 Oct. 27 Nov. 3 Nov. 10 Nov. 17 Oct. 12 Dec. 7

Lead Evaluator(s)
Team Advisor

% Points
2%

Sub-Totals

Writing

Team Advisor

3%

15%

Team Advisor

10%

50%

Instructor & Team Advisors Team Advisor & Instructor Team Advisor & Instructor

15%

15%

5% 20% 15%

Leadership

Team Performance
Speaking

Assignment
Client Presentation Team Presentation First Team Performance Review Second Team Performance Review

Due Date
Nov. 29

Lead Evaluator(s)
Instructor, Team Advisor & Client Instructor, Team Advisor & Client Instructor, Client, & Team Advisor Instructor, Client, & Team Advisor

% Points
15%

Sub Totals

25% Speaking Dec. 6 Oct. 12 10% 10% 25% Dec. 7 15% 50%

Leadership

WRITING ASSIGNMENTS
Images of Leadership (250 words) See the Images of Leadership website for the prompt and instructions on posting an image and essay in response. Your essay will enable you to reflect on the essence of leadership and to complete one of the foundation exercises for the course. Bring a copy of your posted image and essay to the first class. Prompt posting will earn you two points and the opportunity to get feedback from your TA on your critical thinking, organization, use of evidence, tone, and control of language. Tagging Your Image of Leadership Your instructor will ask you to revisit your original Image of Leadership periodically and to reconsider it through the lens of various survey instruments or course readings. The iterative process of reviewing, tagging, and annotating your image will allow you to see your initial perceptions in the context of our ongoing dialogue about leadership. After each tagging and reflection, instructors will be able to sort images in real time and do a spontaneous reveal of how the majority of your team, cohort, and class view their images in light of new course material. In order to receive full credit, three points, you must tag and comment on your image in a thoughtful way before the start of class on the day the survey or reading is due. Team Case Study (500 words) As a group, write a concise case study about an issue or adversity facing your team. Keep in mind that a case is a partial, historical, and clinical study of a problematic situation. Case studies are partial because they do not provide a conclusive resolution to the situations that they describe. Cases are historical since they usually follow a chronological sequence in reporting events. And cases appear to have clinical objectivity because they are written as third-person narratives, avoiding overt evaluation of the situations and people described. As you draft your team case, pretend you are filming an important scene for a documentary; capture the moment as though you are looking through a cameras lens: Write your case study in the present tense and third-person, and make sure that every team member is represented by name. Sample case studies are in the course pack. Individual Case Analysis (500 words) As an individual, read another teams case that will be assigned to you and write an analysis in response. Identify the single most important issue raised by the case, analyze the causes, and outline recommendations for the short- and long-run. Be sure to use memo format, address your client team by name, and copy your instructor. Include the total word count; if you go over or under the total by more than 10%, you will lose credit under the category control of language. Your individual case study is worth 10 points or 10% of your final grade.

Your writing grade for the term is the sum of your grade on the individual case analysis plus the raw points you earned for posting and revisiting your original Image of Leadership.

SPEAKING ASSIGNMENTS
Status Report on Your Teams Progress 5 minutes Each team will present a series of five status reports, typically two speakers per round. Each presenter will speak no less than four and a half minutes and no more than five and a half minutes. The order of teams presenting from week to week will rotate. You will also have a chance to practice your status report with your TA and team during Monday evening rehearsals. You and your partner will work together and draw on team experience in order to give an update on your teams progress through the lens of a common theme. The themes are intentionally broad, giving you the flexibility you need to talk about your team in an authentic way and, at the same time, contribute to ongoing class discussions about salient exercises, readings, and course topics: Round 1 ~ Leadership Strengths Round 2 ~ Personality Characteristics Round 3 ~ Interpersonal Behaviors Round 4 ~ Leadership Styles Round 5 ~ Negotiating Styles Two complementary readings (one choice per speaker) will add weight to the case you are both making about your team. Show that you understand the gist of the article as you use your reading to support the point you want to make about your team. Select your article from a peer-reviewed, scholarly journal within the field of management. See Ulrichsweb to help you screen articles: http://ulrichsweb.serialssolutions.com/ (Ulrichsweb is a search source of detailed information on more than 300,000 periodicals). Cite sources on your slides so instructors can retrieve them. When you present, bring two copies of your slide deck to class. Print your slides as black and white handouts, three slides per page. Your instructorin consultation with a team of TAswill evaluate and score your presentation according to the course criteria detailed on the next page. You will receive your evaluation and score within a week. Please keep in mind that style matters, but content matters even more: Your sense of audience and delivery are important (worth four out of 10 points), but critical thinking, structure, and evidence carry more weight (six out of 10 points). Moreover, the closer you work togetherespecially on your argument, organization, and slidesthe better you will do as individuals. You and your partner share 40% of the evaluation criteria in common (four out of 10 points).

Once all rounds of status reports are completed, your instructor will oversee the translation of status report scores into grades.

Status Report Criteria for Evaluation and Grading Critical Thinking 1. You make a solid argument about your teams developmentcomplete with reasons for your claim and consequences for your team (argument/ joint). Structure 2. You put your main point right up front and provide a clear summation at the end of your talk (introduction & conclusion/ joint). 3. You provide the audience with clear reasoning for the order of speakers and a roadmap to follow; as a result, your argument builds from one presenter to the next (development across presenters/ joint). Evidence 4. You anchor your argument in your experience by using specific and fresh team examples to support points; you name names (specificity/ individual). 5. You clearly and effectively tie your examples back to your overall argument about your team (relevance/ individual). 6. You use your selected reading effectively; your academic article lends support and depth (use of article/ individual). Audience 7. You speak in a conversational manner that employs vocal variety to emphasize points; in so doing, you resist the temptation to read or memorize your status report (tone/ individual). Delivery 8. You use effective body language including eye contact, hand gestures and floor movements to emphasize points (non-verbal communication/ individual). 9. Your slides enhance and support your argument. For example, your use of slide titles, full clauses, verbs, and graphics are helpful (use of slides/ joint). 10. You manage time well: You speak for no less than four and a half minutes and no longer than five and a half minutes (time management/ individual).

Practice Presentation and Final Client Presentation Your practice presentation is largely informative. Give: A brief description of your clients organization A recap of project objectives as outlined in your letter of engagement An account of what you have accomplished to date. A summary of any remaining questions and concerns

~ 10 minutes each

Although ungraded, the practice presentation is an opportunity to showcase your work to date and to prepare for the final client presentation. Keep your focus on results, and resist embellishments and apologies. All team members need to contribute to the presentation, but select a maximum of three speakers per team, since time is short, seven minutes. Fellow team members will join the speakers for a brief, three-minute question and answer session. You will rehearse the practice presentation on the evening of November 21. When you give your presentation in class, bring two black-and-white copy of your slide deck to class: one for your instructor and the other for any guest evaluator. Print your slides as handouts, three per page. In contrast to your practice presentation, your client presentation is persuasive: Demonstrate critical thinking by putting your main points up front. Start out by making a case for your teams accomplishments and preview recommendations. How might your client benefit from your work? Let your main points guide the structure of your presentation. Your presentation should have an effective introduction and conclusion and flow logically from your opening remarks and from speaker to speaker and point to point. Select vivid examples so that your audience can appreciate concrete measures of your success. Since time is short, choose your best examples as evidence. Speak directly to your client (not about him or her in the third person). At the same time, use an appropriate tone for a wide audience of peers, TAs, faculty, and guests. . Polish your delivery. Resist the temptation to read or memorize your presentation; rather, speak conversationally from a background of preparation. Pay special attention to time management and to visual aids. Your presentation should have high visual impact; use more pictures than words. Field questions with confidence. Look and act like a team. You will rehearse your client presentation on the evening of November 28. When you give the presentation in class, provide one color copy of your slide deck for your client and one black and white copy for your instructor. Print your slides as handouts, three per page. After the presentation, give your client a thank you note. Your client has volunteered time and resources to benefit the community and to enrich your education at Wharton. Make your thank you note short and sincere. Give one or two details that show why you are appreciative. Hand your thank you note to your client on the day of your client presentation.

With input from the TAs in your lecture and the clients in attendance, your instructor will grade your presentation holistically and according to the criteria above.

Team Presentation 10 minutes total Your team presentation allows you to focus on your groups development over the course of the semester. As you reflect on your groups progress, consider the most critical issue your team has faced. What was it? Why was it a concern? How did you respond as a team? What were the consequences? What did you learn? What would you want to keep in mind throughout your academic and professional career? The team presentation must be live (no videos), and each team member must contribute to the design and delivery of the team presentation. Present your analysis of your teams dynamics in the format that best conveys your meaning, but make your desire to entertain your audience subordinate to your need to inform. In other words, aim for edutainmentor critical acclaim and box office success. In consultation with the TA teaching team in your cohort, your instructor will grade presentations on the basis of: Sound critical thinking Your presentation builds a case about your group development. A team might argue, for example, that we have developed mutual respect and trust through open communication; therefore, most of our conflict is addressed in a collaborative way. This results in more creative, effective and efficient decision making. Clear structure Your presentation flows. Points add up even if the manner of presentation is creative, a series of skits, for example. Solid evidence Your presentation gives vivid evidence of your points, perhaps through dramatization. Audience analysis Your presentation is appropriate for a wide audience of viewers. Keep in mind that the audience at the End-of-year Event includes Management 100 benefactors, alumni, project team clients, the President of the University, Wharton Deans, faculty, staff, and students. Effective delivery Your team will get two for one, critical acclaim and box office success, if the motif or theme you choose complements your point about your group development. Highlights from some of the strongest presentations will be featured at the annual Management 100 End-of-year Event, December 13, 2011.

Your instructor will grade your team presentation holistically and according to the criteria noted above.

LEADERSHIP ASSIGNMENTS
First and Second Individual Performance Reviews ______________________________ Since the aim of MGMT 100 is to cultivate leadership at its best, you will have two opportunities to see your best self in the eyes of others. Worth 5% of your final grade, the first performance review will allow you to confirm that you are on the right track and will give you the opportunity to consider what modifications you might make in the future. The second performance review weighs more, 15%, and takes into account your development over time and the degree to which you have made the most of your strengths and minimized any weaknesses. The individual performance review process has three stages: In the first stage, you will focus on your teammates: Describe your teammates at their best and offer one opportunity for improvement. If you have nine teammates, for example, you will write nine paragraphs and post them in an electronic survey. The link will open about a week before performance reviews are due. Be sure to post your comments before the start of class on the day reviews are due. In the second stage, you will turn your attention to yourself: Your TA will download your teammates descriptions of your strengths and opportunities for improvement and forward them to you. Using your teammates written comments, focus primarily on your strengths and write a one-page (250-word) portrait of yourself at your best. Save room at the end to include one or two opportunities that have surfaced for your consideration. Say how you would like to make the most of your strengths and minimize shortcomings. Post your self-portrait on Canvas. TA. In the third stage, you will discuss your strengths and opportunities for growth: During mid-semester, you will use your self-portrait as a springboard for discussion with your TA and, subsequently, with your team during recitations dedicated to 360 degree feedforward. At the end of the semester, your TA will respond to your second self-portrait on Canvas and suggest ways for you to continue to grow and develop.

Please keep in mind that the quality of your observations about yourself and others will inform the performance review grades your TA recommends to your instructor. Your instructor will review and approve each grade and make sure that the average grade is the same across all recitations in the course.

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First and Second Team Performance Reviews __________________ In order to evaluate team performance, your instructor will assess the degree to which your group accomplishes the goals you set with your client and how well you pull together as a team and manage the client relationship. You have an opportunity to assess your teams performance at the same time you evaluate individual performance. Ask yourself whether you think your teams performance is excellent, good, satisfactory, or fair: Excellent Performance Your team excels in completing tasks Your team sets ambitious goals and accomplishes them. If your goals change over the semester, your team sets new objectives and reaches new heights. Your team shows initiative. You go above and beyond the call of duty. And your team excels in building positive relationships Members of your group come together as a unified team. Team members are mutually accountable and interdependent. Whether face-to-face, on the phone, or over email, your team builds a strong relationship with your client. Good Performance Your team excels in completing tasks; building relationships is satisfactory or Your team excels in building positive relationships; task completion is satisfactory. Satisfactory Performance Your teams ability to complete tasks and build relationships is adequate. Fair Performance Your teams ability to complete tasks and build relationships needs improvement. Your client will complete the same surveythe Management 100 Team Performance Review (see next page)and email the completed form to your instructor.

When determining team performance review grades, your instructor will take into account multiple perspectives and comments from team members, TA, and client. The first team performance review, worth 10 points or 10% of your final grade, will help you make sure your team is on the right track. The second performance review will take into account your teams progress and improvement since mid-semester and weigh more, 15 points or 15% of your final grade.

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MANAGEMENT 100 TEAM PERFORMANCE REVIEW Email the completed form to the instructor: greenhaa@wharton.upenn.edu maxwellc@wharton.upenn.edu mereditm@wharton.upenn.edu Client Name: ________________________________________________________________ Client Organization: ___________________________________________________________ Client Telephone Number: ______________________________________________________ Client E-mail Address: _________________________________________________________ Instructor Greenhalgh, Maxwell, or Myers (select one): _____________________________ ****************************************************************************** Please evaluate the performance of your MGMT 100 team. Check one level of performance and elaborate on your choice in the text box provided on the following page.

Excellent Performance Your team excels in completing tasks The team sets ambitious goals and accomplishes them. If goals change over the semester, the team sets new objectives and reaches new heights. The team shows initiative. Team members go above and beyond the call of duty And your team excels in building positive relationships. Members of the group come together as a unified team. Team members are mutually accountable and interdependent. Whether face-to-face, on the phone, or over email, your team builds a strong relationship with you.

Good Performance Your team excels in completing tasks; building relationships is satisfactory or Your team excels in building positive relationships; task completion is satisfactory.

Satisfactory Performance Your teams ability to complete tasks and build relationships is adequate.

Fair Performance Your teams ability to complete tasks and build relationships needs improvement

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Comment:

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Monday 9/5 Labor Day

Tuesday 9/6

Wednesday 9/7 Recitations Building a Resilient Team

Thursday 9/8 Images of Leadership

Image and essay due ~ Post and tag

9/15 Synergistic Decision Making Surowiecki, The wisdom of crowds

Friday 9/9 Recitations Building a Resilient Team

9/12 Recitations Building a Resilient Team

9/13 Leadership through Service Drucker, What business can learn from non-profits Team Case, Ten minutes to make a decision

9/14 Recitations Project Ranking

9/16 Recitations Project Ranking

Hogan Personality Inventory due

9/22 Building on Strengths Seligman, Building resilience Roberts, Spreitzer, Dutton, Quinn, Heaphy, and Barker, How to play to your strengths 9/23 Recitations Client Meeting

9/19 Recitations Project Rankings

9/20 9/21 Vision, Mission, and Value Recitations Client Meeting Senge, The leaders new work Drucker, What is our mission? Lencioni, Make your values mean something

Character Strengths due:

http://www.viacharacter.org /Surveys/SurveyCenter.aspx Enter: RCMX007

IOL ~ Select Strength

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Monday 9/26 Recitations Client Meeting

Tuesday 9/27 Making the Most of Differences Rosenzweig, National culture and management HBS Case, Karen Leary

Wednesday 9/28 Recitations Drafting your Email/ Letter of Engagement

Thursday 9/29 Leadership Potential Knowledge@Wharton, Analyzing effective leaders:: Why extraverts are not always the most successful bosses Ancona, Malone, Orlikowski, and Senge, Excerpt from In praise of the incomplete leader Hogan Personality Inventory, Career Report 10/6 Leadership Behaviors Waterman and Rogers, Introduction to the FIRO-B instrument; FIRO-B Team Cases, Safeguards, Cant write today, You can do the typing

Friday 9/30 Recitations Drafting your Email/ Letter of Engagement

10/3 Recitations Drafting your Email/ Letter of Engagement

10/4 Leading Responsibly Bazerman and Tenbrunsel, Ethical Breakdowns HBS, Professionals quandaries

10/5 Recitations Impromptu Speaking

10/7 Recitations Impromptu Speaking

Draft Email/ Letter of Engagement due

IOL~ Select Interpersonal Behavior

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Monday 10/10 Fall Break No Recitations Enjoy!

Tuesday 10/11 Fall Break No Class Enjoy!

Wednesday 10/12 Recitations Research Basics Van Pelt Library Class of '55 Conference Room (room 241)

Thursday 10/13 Presentation Skills Morgan, How to become an authentic speaker Alley and Neeley, A Case for sentence headlines and visual evidence

Friday 10/14 Recitations Research Basics Van Pelt Library Class of '55 Conference Room (room 241)

Strength-Based Performance Review due

10/17 Recitations Research Basics Van Pelt Library Class of '55 Conference Room (room 241) 10/18 Writing Skills Brusaw, Alred, and Oliu, The Business writers handbook McCloskey, Economical writing (supplementary text) 10/19 Recitations Group Sculptures

Self-Portrait due to TA
10/21 Recitations Group Sculptures

10/20 First Round Status Reports

Status Report Rehearsals

Draft of Team Case due

Edit of Team Case due

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Monday 10/24 Recitations Group Sculptures

Tuesday 10/25 Team Consultations Goldsmith, The One skill that separates HBS Note, Managing interpersonal feedback Goldsmith, Building the future: Try feedforward instead of feedback

Wednesday 10/26 Recitations 360 Feedforward

Thursday 10/27 Second Round Status Reports

Friday 10/28 Recitations 360 Feedforward

Status Report Rehearsals

10/31 Recitations 360 Feedforward

Case Analysis due

11/1 Leadership Styles Goleman, Leadership that gets results Useem, Introduction: The Leadership moment; Eugene Kranz returns Apollo 13 to earth 11/2 Recitations 360 Feedforward 11/3 Third Round Status Reports 11/4 Recitations 360 Feedforward

Status Report Rehearsals

IOL ~ Select Leadership Style

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Monday 11/7 Recitations 360 Feedforward

Tuesday 11/8 Negotiation Styles Shell, The first foundation; A note on your personal negotiation style Thomas and Kilmann, Conflict mode instrument

Wednesday 11/9 Recitations 360 Feedforward

Thursday 11/10 Fourth Round Status Reports

Friday 11/11 Recitations 360 Feedforward

Status Report Rehearsals

11/14 Recitations 360 Feedforward

IOL ~ Select Negotiation Style

11/15 Making Teams Work Katzenbach and Smith, The Discipline of teams Wetlaufer, The Team that wasnt Team Fitness Test 11/22 Practice Presentation 11/16 Recitations Project Wok 11/17 Fifth Round Status Reports 11/18 Recitations Project Work

Status Report Rehearsals

11/21 Recitations Project Work

Rehearsal for Practice Presentation

11/23 Recitations Preparing for the Client Presentation

11/24 Thanksgiving Break!

11/25 Enjoy!

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Monday 11/28 Recitations Preparing for the Client Presentation

Tuesday 11/29 Client Presentation

Wednesday 11/30 Recitations Preparing for Team Presentation

Thursday 12/1 High Performance McCann and Margerison, Highperformance teams

Friday 12/2 Recitations Preparing for Team Presentation

Rehearsal for Client Presentation

12/5 Recitations Preparing for the Team Presentation

Thank You Letter due

12/6 Team Presentation 12/7 Recitations Wrap Up

IOL ~ Select Work Role

12/8 Review and Evaluation 12/9 Recitations Wrap Up

Rehearsal for Team Presentation

12/12 12/13 End of Year Event 5:00 p.m. Irvine Auditorium Presidents Holiday Party 8:00 p.m. Presidents House

Strength-Based Performance Review due

12/14 12/15

Self-Portrait due to TA
12/16

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Management 100: Leadership and Communication in Groups Table of Contents The Wharton School University of Pennsylvania Fall 2011
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. Drucker, What business can learn from non-profits Team Case, Ten minutes to make a decision Surowiecki, Excerpt from The wisdom of crowds Simulation, Cascades Senge, Excerpt from The leaders new work Drucker, What is our mission? Lencioni, Make your values mean something Seligman, Building resilience Roberts, Spreitzer, Dutton, Quinn, Heaphy, and Barker, How to play to your strengths Rosenzweig, National culture and management HBS Case, Karen Leary Knowledge@Wharton, Analyzing effective leaders: Why Extraverts are not always the most successful bosses, Ancona, Malone, Orlikowski, and Senge, Excerpt from In praise of the incomplete leader Bazerman and Tenbrunsel, Ethical Breakdowns HBS, Professionals quandaries Waterman and Rogers, Excerpt from Introduction to the FIRO-B instrument Survey, FIRO-B Team Cases: Safeguards, Cant write today, You can do the typing Morgan, How to become an authentic speaker Alley and Neeley, A case for sentence headlines and visual evidence Brusaw, Alred, and Oliu, Excerpt from The Business writers handbook Goldsmith, The one skill that separates HBS note, Managing interpersonal feedback Goldsmith, Building the future: Try feedforward Instead of feedback Goleman, Leadership that gets results Useem, Introduction: The Leadership moment; Eugene Kranz returns Apollo XIII to earth Shell, The first foundation: Your bargaining style; A note on your personal negotiation style Thomas and Kilmann, Conflict mode instrument Katzenbach and Smith, The discipline of teams Wetlaufer, The team that wasnt McCann and Margerison, High-performance teams

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