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Model

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Course Description

Today's business environment requires you to understand the characteristics of effective teams and team players in an organizational context. The class focuses on methods of understanding and improving the performance of work teams. A holistic view of teams is obtained through combining psychological theories and current practices in contemporary business organizations. A heavy emphasis is placed on experiential learning, including a variety of team-building exercises mainly of the dynamics of small group processes, with students provided the opportunity to become aware of how they personally work in teams. Your ability to learn during this course depends upon your understanding of the text, an open and active participation during class and your thoughtful introspection.

Course Requirements and Grading * Class attendance is mandatory. I expect you to attend every class (and be on time), since you cannot participate unless you are present. You may skip only one class during the semester. Any additional nonappearance will be penalized with 2 points for each nonappearance in your final course grade. I expect you to participate completely in all class activities. You can contribute to class learning and your own learning by openness to new ideas and a willingness to share your thoughts and ideas with others in the class. * Personal diary - 5% * Class presentation - 30% (in teams) * Final project - 65% (in teams)

Personal diary
In order to better understand the team processes and your behavior in a team context, you are expected to keep a personal journal, which should consist of your observations regarding the team and yourself within a team, made from recall at the end of each class simulation. What observations you make are completely up to you, although some suggestions for journal entries are given below:

1. Objectively describe your scores/ performance on class simulation, what the scores mean, and your behavior during class activities and team meetings (Concrete experiences). 2. Subjectively describe your thoughts and feelings at the end of class activities and team meetings, and your perceptions of team members. What happened to cause those feelings? 3. Look at the experience from different points of view (e.g., your team members' perspectives), and use these perspectives to add more meaning to the experience (Reflective observations). 4. If possible, connect your behavior to concepts from the text and lecture. 5. Identify how your learning will help you in the future (active experimentation). 6. In addition, you may also write about your work experiences and other team experiences in your journal.

Your journal will be collected at the end of the semester.
Confidentiality of your journal will be strictly maintained.

The journal should be submitted by the end of the semester (last lesson) to Heder Avodot

Class Presentation
Teams of 4 students will present in class one of the articles from the references below. You may choose an article from your reading list. Your presentation should be ‘professional’, structured, and take up to 30 minutes. Special attention should be given to a critical reading of the text.

Final Project
Teams of 4 (the same teams of your presentation) choose one of 2 options:
(1) a. Choose one of the following topics of teamwork: virtual teams, teams in healthcare, teams in High Tech industry (e.g., team work in matrix organizations), international teams, innovation in teams. b. Compose a short introduction to the topic. c. Think, discuss within your team and write about a special dilemma, question, and unresolved issue within this topic. For example, pros and cons of working with an international team, potential problems of homogenous vs. heterogeneous teams or of R&D vs. production teams. d. Suggest how to cope with this team situation and how to improve teamwork.

(2) Write guidelines for team work in a multinational team. Use theory to explain and support the guidelines.

The paper should be no longer than 10 pages, 12” double-spaced.

All sources (including internet sources) used in the preparation of any written work for this course must be fully cited; otherwise, it is considered plagiarism. This is true whether direct passages are used or if you are just paraphrasing. Claiming credit for words or thoughts that are not your own is one type of academic misconduct. This includes having any name appear on a team project when that individual did not fully participate in completion of the project/paper.

The final paper should be submitted by the end of the semester (last lesson) to Heder Avodot

Readings Book: Daniel Levi, (2001). Group Dynamics for Teams. Sage publications.
There are some copies in the library.

1. Team Effectiveness Levi chapters 1,2

Burke, S.C., Stagl, K.C., Salas, E., Pierce, L., & Kendall, D. (2006). Understanding team adaptation: A conceptual analysis and model. Journal of Applied Psychology, 90, 1189-1207.

Sundstrom, E., De Meuse, K.P., & Futrell, D. (1990). Work Teams: Applications and Effectiveness. American Psychologist, 45,120-133.

DeRue, D.S., Hollenbeck, J.R., Johnson, M.d., Ilgen, D.R., & Jundt, D.K. (2008). How different downsizing approaches influence team-level adaptation and performance. Academy of management Journal, 51,182-196.

Cannella, A.A., Park, J., & Lee, h. (2008). Top Management Team functional diversity and firm performance: Examining the roles of team member colcation and environmental uncertainty. Academy of Management Journal, 51, 768-784.

Katzenbach, J.R., & Smith, D.K. (2005). The discipline of teams. Harvard Business Review, 162-171 2. Creating the team Levi ch. 3 Stevens, M.J. & Campion M.A. (1999). Staffing work teams: Development and validation of selection test for teamwork setting. Journal of Management, 25,207-228.

Beal, D.J., Robin, R.R., Burke, M.J., & McLendon, C.L. (2003). Cohesion and Performance in Groups: A meta-analytic clarification of construct relations. Journal of Applied Psychology, 88, 989-1004.

Hirschfeld, R.R., Jordan, M.H., Field, H.S., Giles, W.F., & Armenakis, A.A. (2006). Becoming team players: Team members’ mastery of teamwork knowledge as predictor of team task proficiency and observed teamwork effectiveness. Journal of Applied Psychology, 91, 467-474.

a. Cooperation and competition, managing conflicts Levi, Chapters 5,7 De Dreu, C.K.W. (2007). Cooperative outcome interdependence, task reflexivity, and team effectiveness: A motivated information processing perspective. Journal of Applied
Psychology, 92, 628-638.

De Dreu, C.K.W. & Weingart, L.R. (2003). Task versus relationship conflict, team performance, and team member satisfaction: A meta-analysis. Journal of Applied Psychology, 88, 741-749.

GERBEN S VAN DER VEGT, J STUART BUNDERSON, AAD OOSTERHOF. (2006). EXPERTNESS DIVERSITY AND INTERPERSONAL HELPING IN TEAMS: WHY THOSE WHO NEED THE MOST HELP END UP GETTING THE LEAST, Academy of Management Journal. Vol. 49(5), 877-893.

Wageman, R. & Baker, G. (1997). Incentive and cooperation: the joint effects of task and reward interdependence on group performance. Journal of Organizational Behavior, 18, 139-158.

b. Communication in teams Levi, ch. 6

LePine, J.A. (2005). Adaptation of teams in response to unforeseen change: Effects of goal difficulty and team composition in terms of cognitive ability and goal orientation. Journal of
Applied Psychology, 90,1153-1167.

c. Decision making Levi, ch. 9

Moorhead, G., Neck, C. P. and West, M. S. (1998). The Tendency toward Defective Decision Making within Self-Managing Teams: The Relevance of Groupthink for the 21st Century. Organizational Behavior and Human Decision Making Processes, 73, 327–351.

Sidle, S.T. (2008). Do teams who agree to disagree make better decisions? Academy of Management Perspectives, 22(1), 74-75.

d. Leadership and feedback
Levi, ch. 10

Zaccaro, S. J., Rittman, A. L. and Marks, M. A. (2001) Team Leadership. The Leadership Quarterly, 12, 451-483.

Day, D. V., Gronn, P. and Salas, E. (2004). Leadership Capacity in Teams. The Leadership Quarterly, 15, 857-880.

Mathieu, J.E., Gilson, L.L., & Ruddy, T.M. (2006). Empowerment and team effectiveness: An empirical test of an integrated model. Journal of Applied Psychology, 91, 97-108.

Carson, J.B., Tesluk, P.E., & Marrone, J.A. (2007). Shared leadership in teams: An investigation of antecedents conditions and performance. Academy of Management journal, 50, 1217-1234.

3. Creativity and Learning Levi, ch. 12

MARY ZELLMER-BRUHN, CRISTINA GIBSON (2006). MULTINATIONAL ORGANIZATION CONTEXT: IMPLICATIONS FOR TEAM LEARNING AND PERFORMANCE, Academy of Management Journal. Vol. 49(3), 501-518.

Gerben S Van Der Vegt, J Stuart Bunderson. (2005). LEARNING AND PERFORMANCE IN MULTIDISCIPLINARY TEAMS: THE IMPORTANCE OF COLLECTIVE TEAM IDENTIFICATION, Academy of Management Journal. Vol. 48(3), 532-547.

Ji-Yub Kim, Anne S Miner. (2007). VICARIOUS LEARNING FROM THE FAILURES AND NEAR-FAILURES OF OTHERS: EVIDENCE FROM THE U.S. COMMERCIAL BANKING INDUSTRY, Academy of Management Journal. Vol. 50(3), 687-714.

4. Virtual teams Levi, ch. 15 Kirkman, Rosen, Gibson, Tesluk, & McPherson (2002). Five challenges to virtual team success: Lessons from Sabre, Inc. Academy of Management Executive, 16,67-79.

Malhotra, A., Majchrzak, A., & Rosen, B. (2007). Leading virtual teams. Academy of Management perspective, 21(1), 60-70.

Zellmer-Bruhn, M., & Gibson, C. (2006). Multinational Organizational Context: Implications for team learning and performance. Academy of Management Journal, 49, 501-518.

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