Team Dynamics
HRMMA-EI32UE | April 2020
François DURAND [ PhD PMP CHRL ]
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We do not learn from
experience… we
learn from reflecting
on experience.
John Dewey
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Background
• B.A. Arts • Consulting
(cinematograph • Government of
y) and Sciences Canada
(addiction • Université de
rehabilitation) Montréal
• BSc, MSc and • University of Ottawa
PhD in • Montfort Research
Psychology Chair in Organization
of Health Services
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Research
• Teamwork and collaboration
• Especially in healthcare
• Especially in projects
• In Canada and West Africa
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Philosophy
• Teaching and learning: the difference
between describing fire and igniting a
fire and working with you to
extinguishing it
• Participation is how you will learn
• Most of the course will be built by YOU
• My role is to be a facilitator
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Housekeeping
• Online context
• If new to Zoom: practice the technology if necessary
• Sound: use headphones with mic if possible
• Self-Discipline: beware of distractions
• Patience: some things will take longer
• Timing: not all elements of timing have been tested
• In large room: stay muted except for when you have a question or
when you are asked a question
• In breakout room: stay unmuted as you will interact with a few
individuals only
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Tell me about you
1. What is your best team
experience?
2. What is your worst team
experience?
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Assignments
A1. 50% Individual: What have you learned?
Wednesday 23h59
A2. 50% Team: Case report
Friday 23h59
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Policies in the Syllabus (2)
The Syllabus points out this policy
Except for class purposes
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Policies in the Syllabus
• Policy on late arrivals in/at class
• Students are expected to arrive before class begins so that the course can start
at 8 am sharp. Students may be excused if they arrive late once. But after that,
each time a student is late or absent without a valid justification, his/her final
grade will be decreased by 5%.
• Policy on late submission of assignments
• 10% of the value of the assignment will be subtracted for assignments
delivered after the deadline, and 10% every day after that. After 5 days the
assignment’s grade will be zero (0). When the assignment is a team
assignment, all the team members will be affected equally by this policy.
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Key definitions (1)
• Team
• A set of 2 or more individuals that adaptively and dynamically interacts through specified
role as they work toward shared and valued goals
• Teamwork
• The dynamic, simultaneous and recursive enactment of process mechanisms which inhibit
or contribute to team performance and performance outcomes
• The means by which individual task expertise is translated into performance outcomes
• Team performance
• A multilevel process arising as team members enact both their individual taskwork
performance process and individual and team-level teamwork processes
• Team effectiveness
• An evaluation of the outcome of team performance process
Salas et al., 2009
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Key definitions (2)
• Team process
• Members' interdependent acts that convert inputs to outcomes through
cognitive, verbal, and behavioral activities directed toward organizing
taskwork to achieve collective goals
• Emergent states
• Cognitive, motivational, and affective states of teams
• Performance episode
• Distinguishable periods of time over which performance accrues and feedback
is available
Marks et al., 2001
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Complexity
Uncertainty + ambiguity =
challenge for analysing information and making
decisions
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What is complexity for teams?
Multiple embeddedness and time
Organization Organization
Team Team
Individual Individual
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Multiple embeddedness
• System of biochemicals, cognitions
Organization
and behaviours
Team • Interactions involving
Individual • Stuff that define us as “smart
mammals”
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Multiple embeddedness
• System of individuals
Organization • Interactions involving
Team • Shared cognitions
Individual • Team members
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Multiple embeddedness
• System of teams and other
Organization
components
Team • Interactions involving
Individual • Other teams and components
• Larger context
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Impact of time
Organization Organization
Team Team
Individual Individual
Top-down influences
Contextual effects
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Examples of contextual
top-down effects
• From organizational to teams
• An error-tolerant organizational culture help teams be more
innovative
• From teams to individuals
• Teams that have a climate of psychological safety help
individuals be more creative
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Impact of time
Bottom-up influences:
Emergence
Organization Organization
Team Team
Individual Individual
Top-down influences
Contextual effects
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Examples of emergent
bottom-up effects
• From individuals to teams
• Individuals’ tolerance to ambiguity can impact how teams function
such that with repetitious interactions between individuals, the
entire team comes to coordinates itself better in its changing
environment
• From teams to organizations
• Teams’ mechanisms coordinating themselves across departments
can impact how organizations function such that with repetitious
interactions between teams the organization adopts more efficient
cross-department information sharing systems
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Impact of time
Bottom-up influences:
Processes Emergence
(what team members do
interacting)
Organization Organization
Team Team
Individual Individual
States
(Shared feelings and
representations among team
members) Top-down influences
Contextual effects
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Examples
• …of processes • …of states
• Enacting team norms • Trust
• Back-up behaviors • Cohesion
• Coordination • Psychological safety
• Information exchange • Shared mental model
• Conflict management • etc.
• etc.
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Different kinds of outcomes
Prox. Distal
Usually closer in time from Usually farther in time
what precedes them from what precedes them
Influenced by their Influenced by proximal
antecedents outcomes
They influence distal Indirectly influenced by
outcomes antecedents of proximal
outcomes
Necessary but not sufficient
Usually what the
Usually activities, things organisation is looking for
people do
Usually results
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Synthesis at the team level
ORGANISATIONAL INPUTS PROCESSES
PROXIMAL DISTAL
TEAM INPUTS OUTCOMES OUTCOMES
INDIVIDUAL INPUTS STATES
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Synthesis at the team level
ORGANISATIONAL INPUTS PROCESSES
PROXIMAL DISTAL
TEAM INPUTS OUTCOMES OUTCOMES
INDIVIDUAL INPUTS STATES
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Approaches to team composition (1)
• Individual characteristics approach
• Team mean and/or team variability on any given
characteristic
• Jigsaw-puzzle approach
• Between-people complementarity on serval characteristics
• Examples of characteristics
• Personality traits, team roles, cognitive abilities, work values,
demographic variables, knowledge, skill, etc…
Allen & O’Neill, 2015
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Approaches to team composition (2)
• Personality (“Big Five”)
• Agreeableness (warm, polite, trusting)
• Conscientiousness (achievement-driven, diligent, organized)
• Extraversion (sociable, gregarious, active)
• Emotional stability (low anxiety, low anger, low self-
consciousness)
• Openness to experience (intellectual, artistic)
Allen & O’Neill, 2015
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Approaches to
team
composition
(3)
Team Role Experience
and Orientation (TREO)
Mathieu et al, 2015
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Approaches to team composition (4)
1. What is the organizational context?
2. What characteristics are activated by this context?
3. What characteristics are needed by the team?
4. How will you assess individuals on those
characteristics?
5. What level if required upon entry in the team and
what can be trained later?
Bell & Brown, 2015
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Synthesis at the team level
ORGANISATIONAL INPUTS PROCESSES
PROXIMAL
PROXIMAL DISTAL
TEAM INPUTS OUTCOMES OUTCOMES
OUTCOMES
INDIVIDUAL INPUTS STATES
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Different kinds of outcomes
Prox. Distal
Usually farther in time Number of micro-
Team adaptation, Usually closer in time from
waves produced
Participation in what precedes them from what precedes them
decision-making, (production team),
Good decisions, Influenced by their Influenced by proximal More healthy
Creativity, antecedents outcomes patients (service
teams),
Satisfied team They influence distal Indirectly influenced by
Stakeholders
members, outcomes antecedents of proximal
A project satisfied with the
outcomes quality of a
delivered on Necessary but not sufficient
time, on Usually what the project’s
Usually activities, things organisation is looking for deliverable (project
schedule, and
people do teams)
within budget Usually results
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Assignment 1
• Individually answer
1. What are my most
important takeaways
from this course?
2. How will I use this as a
team member and/or
leader in my current or
future job?
• 3 pages max double spaced
• …More details in the syllabus
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Assignment 1 grading rubric
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Ice breaker
2 truths and 1 lie
• Each person in the group gets a turn.
• When it is your turn, tell the group two things about yourself that are true and one
thing that is untrue (this is your lie).
• Try not to tell both of your truths first and then the lie because that makes it easier to
guess.
• Everyone in the group has an opportunity to ask two questions to try to guess which
statement is the lie.
• When everyone has asked their two questions its time to guess
• Once everyone has guessed, the person will reveal what was true and what was false.
• If only one person was correct, that person can go next. Or, another person can go next.
• The ice breaker ends when everyone got to tell 2 truths and 1 lie.
hobbylark.com
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Synthesis at the team level
ORGANISATIONAL INPUTS PROCESSES
PROXIMAL DISTAL
TEAM INPUTS OUTCOMES OUTCOMES
INDIVIDUAL INPUTS STATES
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Emergent states
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Cohesion
• Social cohesion: a shared liking or attraction to the
group
• Task cohesion: a shared commitment or attraction to the
team task or goal
• Cohesion leads to team performance
• Social cohesion leads to higher performance especially
in project teams
Chiocchio & Essiembre, 2009
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Psychological safety
• Shared belief regarding the consequences of taking interpersonal risks
• Psychological safety leads to (a) team learning (b) team performance and (c) speaking up
behaviour
• Teams must create a climate of psychological safety to mitigate interpersonal risks and
make collaboration more likely, particularly in face of uncertainty, complexity, and
interdependence
• Teams should not underestimate the importance of congruent communication and
deliberate interventions to build and maintain psychological safety, and they should allow
it to facilitate performance
• Team members can help through their willingness to speak up and challenge the status
quo. At the same time, teams must learn to value team members who engage in such
behaviors, even though they may instinctively prefer silence and agreement with the
status quo
Edmondson & Lei, 2014
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Team Trust
• A shared psychological state characterized by an acceptance of
vulnerability based on expectations of intentions of behaviors of
others within the team
• Trust can increase confidence and security in relationships and
promote open and influential information exchange
• Risk and interdependence are necessary for building trust.
• Risk creates an opportunity for trust. Only if some initial risk is taken is it
possible for the trustee to demonstrate his or her trustworthiness.
• Development of trust requires opportunities to interact and exchange
information which occur less frequently if interdependence is low
Gibson & Manual, 2003
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Synthesis at the team level
ORGANISATIONAL INPUTS PROCESS
PROCESSES
PROXIMAL DISTAL
TEAM INPUTS OUTCOMES OUTCOMES
INDIVIDUAL INPUTS STATES
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Team processes
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Collaboration
• Communication + Explicit coordination + Implicit
coordination + Synchronicity
• Collaboration leads to higher team performance
• … but in some instances there is lower efficiency
Chiocchio et al., 2012
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Transition and Action Phases
I P O I P O I P O I P O
Transition Action Transition Action
Marks et al., 2001
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Phase-specific and non phase-specific
processes
Transition Action
Mission analysis
Clarify goals
Strategy formulation and plan
Monitoring progress towards goals
Monitoring systems
Monitoring team and helping behaviours
Coordination
Managing conflict
Motivation and trust management
Affect management
Marks et al., 2001
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Phase-specific processes: Transition
• Mission analysis formulation and planning
• Interpretation and evaluation of the team’s mission including
identification of its main tasks as well as the operative environmental
conditions and team resources available for mission execution
• Goal specification
• Identification and prioritization of goals and subgoals for mission
accomplishment
• Strategy formulation
• Development of alternative courses of action for mission
accomplishment
Marks et al., 2001
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Phase-specific processes: Action
• Monitoring progress toward goals
• Tracking task and progress toward mission accomplishment, interpreting system
information in terms of what needs to be accomplished for goal attainment, and
transmitting progress to team members
• Systems monitoring
• Tracking team resources and environmental conditions as they relate to mission
accomplishment
• Team monitoring and backup behaviours
• Assisting team members to perform their tasks: (i) verbal feedback (ii) behavioural help
(iii) doing the tasks
• Coordination
• Orchestrating the sequence and timing of interdependent actions
Marks et al., 2001
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Non-phase-specific processes
• Conflict management
• Pre-emptive conflict management involves establishing conditions to prevent,
control, or guide team conflict before it occurs.
• Reactive conflict management involves working through task and interpersonal
disagreements among team members
• Motivation and confidence building
• Generating and preserving a sense of collective confidence, motivation and
task cohesion with regard to mission accomplishment
• Affect management
• Regulating member emotion during mission accomplishment including (but not
limited to) social cohesion, frustration and excitement
Marks et al., 2001
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Case No. 1
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The case method
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Introduction
• What is a case?
• Description of a real situation designed to make you think about
concrete, ambiguous, complex issues
• Why is the case-based approach a good learning strategy?
• You are the leader who has to make decisions
• Contributes to developing your judgment and critical thinking
(more than one possible solution)
• Allows you to put into practice and integrate knowledge
Maufette-Leenders, Erskine, Leenders, 2004
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Structure and types of cases
Cases designed Introductory paragraph Cases designed
General Information
to help you (structure, products, industry, competitors,
to make you
make decisions services, history, financial situation) think about the
Specific field of activity decision-
and solve the (human resources, marketing, finance,
problem operations, other) making process
Specific problem or decision and the actions
Options performed by
(optional) the case actors
Conclusion
(task, deadline)
61 2004
Maufette-Leenders, Erskine, Leenders,
Individual preparation
short process
• In order to familiarize yourself
with the case 6 + 1 steps
• To assess the level of difficulty 1. Read the beginning and end of the
paragraphs
of the case and the time you
2. Who? What? When? Why? How?
will need to prepare ‘or' What?
• To assess your need for 3. Quick review of appendices
additional resources (e.g., re- 4. Quick review of subtitles
read a chapter) 5. Diagonal reading of the case itself
• To save time in the next steps 6. Read the specific questions at the
by focusing your attention on end of the case (if there are any)
the central elements and think about it
• Put the case aside some
time and let marinate
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Maufette-Leenders, Erskine, Leenders, 2004
Individual preparation
long process
• The objective of the detailed
process is to resolve the case 7 STEPS
• Think of yourself as the person A. Define the problem
(or team) who must make the B. Analyze case data
decisions that will resolve the C. Suggest options
case D. Choose decision criteria
E. Analyze and evaluate the different
options
F. Choose the preferred option
G. Develop the action and
implementation plan
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Maufette-Leenders, Erskine, Leenders, 2004
A. Define the problem
• Immediate problem • Importance and urgency
• What the leader must of immediate problems
resolve within the time
limit imposed by the case Low High
• Fundamental issues Low I II
• Theoretical or conceptual
High
bases on which the III IV
immediate problem rests
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Maufette-Leenders, Erskine, Leenders, 2004
B. Analyse data from the case
• Separate the causes from
Ishikawa diagram
their effects « fishbone » diagram
• Using the information in Cause and effect diagram
the case to link people and Equipment People
events over time
• Who did what, when, Other Effect
where, how and why?
Methods Material
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Maufette-Leenders, Erskine, Leenders, 2004
Example
66 Source
B. Analyse data from the case
• Describe the constraints and possibilities
• Money, people, material, equipment, facilities, management
system, legislation, regulation, standard, etc. which limit or
prevent action (constraints) or which constitute an
opportunity to act (possibilities).
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Maufette-Leenders, Erskine, Leenders, 2004
B. Analyse data from the case
• Qualitative information • Quantitative information
• e.g., feelings (anger), • e.g., costs, time, number of
opinions (satisfaction) employees
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Maufette-Leenders, Erskine, Leenders, 2004
C. Suggest options
• An "option" answers the question What action would
solve the causes of the problem?
• Develop, analyze, criticize several options
• Make sure the options are mutually exclusive
• Make sure that the options take into account the
desired short and long term impacts
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Maufette-Leenders, Erskine, Leenders, 2004
D. Choose decision criteria
• The decision criteria are used to choose the best option
among those selected in the previous step
• It is important to have both qualitative (e.g., employee
morale) and quantitative (e.g., cost of implementing
the option) criteria
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Maufette-Leenders, Erskine, Leenders, 2004
Option 1 is
E. Analyze and evaluate the different
always the
statu quo
options
(this method combines several
(do nothing) presented in the book) Establish the
Make sure your weighting of the
labels are criteria
descriptive according to
their relative
weight
The sum must
equal 100%
Make sure your Prediction of
labels are Judge the impact of each results:
discriptive criteria on each option The score
corresponds to your best option
using this scale the impact X the i.e., add the
–3 = great negative impact weighting of the scores:
–2 = average negative impact criterion, i.e., 20 + 60 + 100 +
–1 = low negative impact 2 x 30 = 60 30 = 210
0 = no impact
+1 = low positive impact
+2 = medium positive impact
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+3 = great positive impact Maufette-Leenders, Erskine, Leenders, 2004 / Chiocchio, 2016
E. Analyze and evaluate the different options
• The method is not mechanical. Specifying options, defining criteria, indicating
weights and impacts allows you to check the relevance and quality of the
assumptions underlying your reasoning.
• Most of the time, you have to start the process from step E several times and
even question certain elements of steps A to D - the process is iterative. For
example,
• The status quo option should be the worst option. In the previous example this is not
the case. It can be concluded that something is wrong with your analysis of the case
and that adjustments are necessary.
• What do you do if all of your options have similar scores?
• What do you do if two options have similar high scores?
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Maufette-Leenders, Erskine, Leenders, 2004
F. Choose the preferred option
• Officialise the choice of the best option
• Explain why it solves the problems at the source of the
situation raised by the case (and why the other options
do not solve them)
• Explain the impacts of your option on the situation
evoked by the case
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Maufette-Leenders, Erskine, Leenders, 2004
G. Develop the action and implementation plan
• A good plan clearly states "who" must do "what" for
"when", "how", "why", and indicates how it will be
known that the implementation is successful
• It is useful to separate the plan into three parts
• Short term
• Middle term
• Long term
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Maufette-Leenders, Erskine, Leenders, 2004
Missing information and assumptions
• Sometimes a case is so ambiguous that you have to take certain facts
for granted; in this case they must be clearly stated
• Example of missing information
• "We did not have a complete financial statement to determine the
level of debt. We estimated it to be around $ 6,000,000 "
• Types of assumptions
• Contextual - The context is such that you can assume that ...
• Normal state of affairs - Unless otherwise indicated, this is the normal state
of affairs
• Decision criteria - Should your hypothesis be a decision criterion?
• If-Then - What will happen if it doesn't work?
• The ideal person - The ideal person does not exist
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How to prepare for a class
discussion?
1. Individual preparation
a) Short process
2. Team preparation
b) Detailed process
a) All must share their analysis
3. Discussion
following their short and
detailed process a) Participate actively; do not
b) Everyone must share their anticipate a consensus or an
vision of causes, effects and easy, unique or simple solution
solutions b) Listen and be reflective
c) Make sure to focus on the -What have I learned from my
most difficult aspects; prioritize analytical skills?
d) Anticipate the class -How can I improve my
discussion: what will be your thinking? My teamwork?
particular contribution?
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Maufette-Leenders, Erskine, Leenders, 2004
How to prepare for a presentation?
1. Individual preparation
a) Short process
2. Team preparation
b) Detailed process
a) All must share their analysis
3. Oral presentation
following their short and
detailed process a) Revisit your 7 steps and build
b) Everyone must share their your presentation. Are you still
vision of causes, effects and confident? Make changes as
solutions needed.
c) Proceed to a short and b) Practice your presentation at
consensual version of the 7 least 3 times or until you meet
steps of the detailed process the maximum time. Are you
still confident in your analysis?
Make changes on each iteration
as needed.
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Maufette-Leenders, Erskine, Leenders, 2004
How to prepare for a written report?
1. Individual preparation
a) Short process
2. Team preparation
b) Detailed process
a) All must share their analysis
3. Case report
following their short and
detailed process a) Revisit your 7 steps and your
b) Everyone must share their internal and external sources.
vision of causes, effects and Are you still confident? Make
solutions changes as needed.
c) Proceed to a short and b) Write the report aiming for
consensual version of the 7 pages 3 pages of the total
steps of the detailed process admitted. Are you still
confident in your analysis?
d) Identify internal and external Make changes as needed.
references (sources) useful to
support your arguments c) Summarize in order to
respect the maximum number
of pages allowed.
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Maufette-Leenders, Erskine, Leenders, 2004
Parting words
“… the case method is a profound educational innovation that
presents the greatest challenges confronting leading companies,
nonprofits, and government organizations—complete with the
constraints and incomplete information found in real business
issues—and places the student in the role of the decision maker.
There are no simple solutions; yet through the dynamic process
of exchanging perspectives, countering and defending points,
and building on each other's ideas, students become adept at
analyzing issues, exercising judgment, and making difficult
decisions—the hallmarks of skillful leadership.”
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The HBS Case Method, 2016
Case No. 2
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Assignment 2
• A team effort
• Will start tomorrow
morning
• I will help you with the
case method as you try
and solve the case
• 12 pages max double
spaced (more details in
the syllabus i.e., case
report template)
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Assignment 2
rubric
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Case No. 3
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How to reach me
[email protected]
+1 (613) 562.5800 x8840
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