Ucsd mgt 18

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MGT 18: MANAGING DIVERSE TEAMS STUDENT CLASS: Undergraduate, Lower Division Standing DEI REQUIREMENT: This course fulfills the UCSD DEI graduation requirement TERM: FALL 2017 TIME AND ROOM: Section D: Tuesdays and Thursdays 12:30 to 1:50 PM Otterson Hall 1S114 PROFESSOR: Mary A. McKay OFFICE ROOM: Otterson Hall 2E121 OFFICE HOURS: Tuesdays and Thursdays 11:00 AM to 12:00 PM and Tuesdays 1:50 to 2:50 PM. Thursday afternoons by advance appointment. YOUTUBE CHANNEL: marymckay4 CLASS EMAIL ACCOUNT: radymgt18d@gmail.com

BACKUP EMAIL FOR TURNITIN All sections of all courses: mckaybackupforturnitin@gmail.com This is a backup system for use when Turnitin is not functioning properly and a student is worried about a paper getting lost or marked late. Use this email when Turnitin fails to send a receipt and you need to confirm on-time submission. We will check this account ONLY when requested, as it is truly a backup system. Late submissions using the backup system are still considered late and will not be graded.

ACADEMIC ADVISORS FOR RADY UNDERGRADUATE PROGRAMS: Hillary Flocke and Diana Hernandez EMAIL: undergrad@rady.ucsd.edu OFFICE: Otterson Hall 2E113 – Student Services Area WALK-IN HOURS: Tuesdays and Thursdays 9:00 AM to Noon AND Wednesdays 1:00 to 4:00 PM TEACHING ASSISTANT: Amanda Camelo EMAIL: see above for class email account and TritonEd Announcements for OH information

DESCRIPTION Managing Diverse Teams, a study of teams in the workplace, is informed by the rich and varied experiences of a modern workforce made up of people different in culture, gender, age, language, religion, education, and more. The purpose of the course is to explore diversity within and among teams. Why are diverse teams integral to the success of today’s organizations? What are the essential interpersonal communication skills for team members? What is the impact of emotional, social and cultural intelligence on team success? For team leaders, what are the contributions and challenges of diversity? What tools are available for global team leaders who wish to grow in cultural competence? What is the direction of future practice? The course has been grounded in research literature and practice. Early readings on diversity promote a positive approach to our study, recognize the innate tension that exists where there are differences and similarities among people, and move beyond early models and theories to influential works of the new millennium. This 10-week exploration will focus on teams in today’s modern organizations and global team leadership, and will include: social identity theory as a basis for understanding individual behavior in groups and teams; essential skills for team membership; emotional, social and cultural intelligence; leading 21st century teams; cultural competence for global teams; and new frontiers in research and practice.

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OBJECTIVES

§ To understand the role and importance of teams in the modern workplace § To understand and embrace the diversity tension typical in the modern workplace § To review contemporary literature on diversity as it pertains to workplace teams § To understand how diverse teams are formed and developed, how they differ from homogeneous teams,

and have the potential to produce superior results § To explore course readings through two written essay assignments § To grow in critical thinking and writing skills, and cooperative work behaviors § To grow in self-awareness and understanding about what it means to be a productive member and

successful leader of a diverse team

REQUIRED MATERIALS

1. Reader

UCSD faculty are required to follow copyright laws, and so with the help of a publishing company (University Readers), we compile copy written materials in a convenient book-form for student use. The Course Reader for MGT 18 contains required readings, and student success depends on completion of the readings on a weekly basis, but you are not required to purchase a reader. If you choose to order a reader, go to www.UniversityReaders.com and follow the instructions found in the announcements on TritonEd. Your dollars go to the copyright holders (e.g., Harvard Business School Publishing, MIT Sloan Publishing, etc.), and University Readers (a private entity founded by a UCSD alum in 1992). The reader is NOT available in the UCSD Bookstore, but a few copies are available for 3-hour checkout from the Reserve Desk at Geisel Library. We will discuss the reader in more detail during the first class meeting.

2. i>Clicker i>Clicker is a classroom response system that promotes student engagement and enhances classroom interaction. Students will use a remote device (available at the UCSD Bookstore) to participate in reading quizzes and feedback opportunities embedded in classroom discussion and exercises. The i>Clicker polling system is particularly effective when anonymous input will promote more robust discussion. You will need your i>Clicker for every class meeting. BLOG POSTS There are a number of blog posts in your required readings (as early as Week 1). These are NOT in your reader but are shown on the syllabus and in the Table of Contents for the reader. Easy ways to access blogs:

• Via links in the syllabus • On TritonEd via links in the content folder for the week a blog is required • Via Google search (author/title)

Create a free account on HBR.org. The blog network is excellent and you will have more freedom on the site.

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TRITONED I rely on the course website to communicate with students, so plan to check it daily. I use the announcement function regularly, especially in the last few weeks of the quarter, and hold students responsible to stay up to date with all information. If you are not receiving any announcements after the first week, there may be a problem with your email. SCHEDULE (subject to change at the discretion of the instructor)

WEEKS 1-10

THURSDAY/TUESDAY

TOPICS AND ACTIVITIES

READINGS and HOMEWORK

WEEK 1 September 28 and October 3

Syllabus and course requirements The Business Case for Diversity

Readings 1-3* *See Assigned Readings at the end of the syllabus for details.

WEEK 2 October 5 and 10

Social Identity Theory: Understanding Individual Behavior in Groups and Teams

Readings 4-8* HOMEWORK Instructions for Assignments #1, #2 and #3 found on TritonEd> Content> WEEK 2. No submissions. Be prepared to discuss in class. The Social Identity Profile worksheet is found in your reader. Remember to read the Banaji article (from Week 1) before class

WEEK 3 October 12 and 17

An Introduction to Groups and Teams

Readings 9-11* COURSE QUIZ DUE OCTOBER 15 BEFORE 11:59 PM • See TritonEd Content folder

WEEK 4 October 19 and 24

Understand Before You Are Understood: Psychological Safety and Conflict

Readings 12-15*

WEEK 5 October 26 and 31

Intelligences: Emotional, Social, and Cultural

Readings 16-18*

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WEEK 6 November 2 and 7

MIDTERM EXAM THURSDAY NOVEMBER 2 A Generational Lens on Virtual Teamwork

Reading 19* No iClicker Q +A

WEEK 7 November 9 and 14

Cultural Competence

Readings 20-24* HOMEWORK Meyer’s Cultural Profile (find link on TritonEd>Content>WEEK 7) Bring results to class.

WEEK 8 November 16 (Thursday November 20 (Monday - MAKE-UP CLASS - REQUIRED) November 21 (Tuesday)

MBA Panel Discussion on Diverse, Global and Virtual Teams Leading 21st Century Teams SPECIAL CLASS MEETING for MBA Panel on Diverse, Global and Virtual Teams • Monday Night • November 20 • 8:00 to 9:20 PM • Beyster Auditorium NO CLASS MEETING

REQUIRED Readings 25-28*

WEEK 9 November 28 and 30

Melissa Richardson In- Class Challenge The Future of Teams

Readings 29-31*

WEEK 10 December 5 and 7

Becoming a Global Team Leader PLUS FINAL EXAM Q+A REVIEW SESSION

Readings 32*

FINAL EXAM

Objective Exam Covers Weeks 6-10 • 90 MINUTES TOTAL TIME MGT 18D Friday, December 15 • 11:30 AM • Otterson Hall 1S114

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DUE DATES FOR WRITTEN ASSIGNMENTS

ASSIGNMENT DUE DATE READINGS

Essay #1 October 17 Weeks 1 & 2 readings on Identity and Diversity

Essay #2 November 22 Week 7 readings on Cultural Competence

STUDENT PARTICIPATION ATTENDANCE: There is no penalty for the first absence (one class meeting for a T/Th class or ½ a class meeting for summer school), but we keep records from the first day class meets, not from the date of enrollment. **Students who miss more than 4 class meetings may forfeit their free absence. PREPARATION: This course is interactive and combines lecture, group discussion, partner dialogue and small group activities to facilitate learning. It’s essential that reading is completed before class on the day it is assigned because your contribution is an important part of the learning experience. Please be prepared to share your insight, curiosity, and critique. Be brave and speak up! Your peers and I want to hear from you. UNPLUGGED LEARNING ENVIRONMENT: Laptops, iPads, smart watches, phones etc. should be silenced and stowed during class time in order to create a more impactful learning environment. If you need to monitor a personal or family emergency, please step out to communicate as needed. EXAMS AND OTHER DUE DATES: All due dates are firm and late submittals of written work are not graded except under the most extenuating circumstances (serious medical issues, emergencies, etc.). Midterm and final exam dates are firm and communicated before the class begins. Only the most extenuating circumstances would be cause for a make-up opportunity and would require advance approval and approved documentation. SPECIAL NOTE FOR LATE ENROLLMENT STUDENTS: Late enrollees will not be able to make up certain course requirements. (1) Attendance is recorded starting from the first meeting and adjustments are not made for late enrolling students who do not attend. (2) The due date for the Course Quiz may fall before the Add Period ends. Once the due date has passed, students will not have access to the online quiz worth 1% of the quarter grade. (3) Once the due date for the first essay has passed, there is no opportunity to submit late work. The combined impact of missing all three of these components is significant.

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GRADING

Assignments Percentage Exams (I) Midterm (I) Final (I)

50% 25% 25%

Essays (I) #1 Identity and Diversity (I) #2 Cultural Competence (I)

30%

iClicker Quizzes (I)

10%

Attendance 6% (I), Course Quiz 1% (I) Rady Behavioral Lab 2% (I) and CAPE 1% (I) See TritonEd Announcements and Content for details on Course Quiz, Lab and CAPE.

10%

TOTAL

100%

KEY: I – Independent, individual work only. No collaboration or consultation allowed. G – Students may work together in groups and turn in one project or assignment for the entire group. C – Collaboration with classmates is allowed. However, each student must submit for an individual grade.

GRADE SCALE FROM TritonEd

Between 97 and 100 = A+ Between 94 and less than 97 = A Between 90 and less than 94 = A- Between 87 and less than 90 = B+ Between 84 and less than 87 = B Between 80 and less than 84 = B- Between 77 and less than 80 = C+ Between 74 and less than 77 = C

Between 70 and less than 74 = C- Between 67 and less than 70 = D+ Between 64 and less than 67 = D Between 60 and less than 64 = D- Less than 60 = F Pass/No Pass students must earn a 69.5 in order to receive a Pass.

**Notes:

1. Raw scores and percentages are released through TritonEd MyGrades in a timely manner. We release grade columns when all papers are graded. If a column is released and you do not show a grade, either we do not have a record of your work or there is a problem with your work. Please see your TA in class if you expected to receive a grade. The only columns released before grading is completed for the entire class are the QUIZ and CAPE columns.

2. Grading and/or recording errors must be reported within 7 days of appearing on MyGrades. 3. Your final course grade is rounded up (e.g., 89.49 receives a B+ and 89.5 receives an A-) 4. If a curve is required, it will be applied after the final exam on the cumulative percentage for the

quarter. I have rarely used a curve, so please do not anticipate this happening. 5. The grade scale is firm and there is no opportunity for extra credit. 6. THERE WILL BE NO GRADE NEGOTIATING AT THE END OF THE QUARTER.

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PASS/NO PASS STUDENTS The choice to take any course pass/no pass can be helpful for students with a particularly difficult course load overall (Please note: Rady minor students who choose this course as an elective toward minor requirements are excluded from this option.) If you are eligible and have chosen pass/no pass, it is important to approach the course requirements with a thoughtful strategy. My goal is for you to learn the course content in a meaningful way. I hope your goal is the same, although I appreciate your desire to reduce the workload. You will need a 69.5% to pass. With this in mind, I would emphasize the following list in order to make a strong start. Your approach to the remainder of the course requirements should be personalized to your strengths.

• Attend all classes (potential 6%) • Complete the Course Quiz (1%) • Complete 2 credits in the Behavioral Lab (2%) • Complete all readings on time and put your full effort into the iClicker quizzes (potential 10%) • Complete both Essays with your full effort (potential 30%) • Complete a CAPE evaluation (1% available late in the quarter)

This gets you off to a solid start in the course (but is not enough to pass), and helps you to prepare for the midterm by staying up-to-date with the readings. Once midterm results are available, you will have a sense of how to approach your preparation for the final. If you are attending, reading, and writing, I am confident you are learning and would be happy to discuss your personal strategy with you before or after the midterm exam.

ACADEMIC INTEGRITY Integrity of scholarship is essential for an academic community. As members of the Rady School, we pledge ourselves to uphold the highest ethical standards. The University expects that both faculty and students will honor this principle and in so doing protect the validity of University intellectual work. For students, this means that all academic work will be done by the individual to whom it is assigned, without unauthorized aid of any kind. The complete UCSD Policy on Integrity of Scholarship can be viewed at: http://academicintegrity.ucsd.edu. How the Honor Code applies to this course:

Students in Managing Diverse Teams will be expected to complete all coursework within the spirit and letter of the Honor Code and the Academic Integrity policies of the Rady School and the University. Plagiarism and cheating on exams are serious offenses. Please see me if you have any questions or concerns. We are here to help.

STUDENTS WITH DISABILITIES A student who has a disability or special need and requires an accommodation in order to have equal access to the classroom must register with the Office for Students with Disabilities (OSD). The OSD will determine what accommodations may be made and provide the necessary documentation to present to the professor. The student must present the OSD letter of certification and OSD accommodation recommendation to the professor in order to initiate the request for accommodation in classes, examinations, or other academic program activities. No accommodations can be implemented retroactively. Please visit the OSD website for further information or contact the Office for Students with Disabilities at (858) 534-4382 or http://disabilities.ucsd.edu/about/index.html.

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REQUIRED READINGS All bolded items are in the reader. Others can be found via links embedded here and via TritonEd (see Content folders by WEEK. IMPORTANT: In the SUMMER, WEEK = CLASS MEETING).

WEEK 1: THE BUSINESS CASE FOR DIVERSITY

1. Page, Scott E., “Making the Difference: Applying a Logic of Diversity.” Academy of Management

Perspectives (2007, November).

2. Banaji, M. R., Bazerman, M. H., & Chugh, D. (2003, December). “How (Un) Ethical Are You?” Harvard

Business Publishing Product #R0312D-PDF-ENG (skim for 1st class meeting but read thoroughly before

2nd class meeting)

3. Goldsmith, M. (2010, June 16). “Learn to Embrace the Tension of Diversity.”

http://blogs.hbr.org/goldsmith/2010/06/learn_to_embrace_the_tension_o.html

WEEK 2: SOCIAL IDENTITY THEORY: UNDERSTANDING INDIVIDUAL BEHAVIOR IN GROUPS AND TEAMS

4. Davidson, M. N. (2002, August). “Primer on Social Identity: Understanding Group Membership.”

Harvard Business Publishing Product #: UV0644-PDF-ENG

5. Sucher, S. J. (2007, November). “Differences at Work: The Individual Experience.” Harvard Business

Publishing Product # 608068-PDF-ENG

6. Sucher, S. J. (2007, November). “Social Identity Profile.” Harvard Business Publishing Product # 608091-

PDF-ENG

7. Ely, R. J., Vargas, I. (2004, December). “Managing a Public Image: Kevin Knight.” Harvard Business

Publishing Product # 405053-PDF-ENG

8. Polzer, J. T., Elfenbein, H. A. (2003, February). “Identity Issues in Teams.” Harvard Business School

Product # 403095-PDF-ENG

WEEK 3: AN INTRODUCTION TO GROUPS AND TEAMS

9. Katzenbach, Jon R., Smith, Douglas K. (2005, July). “The Discipline of Teams.” Harvard Business

Publishing Product # R0507P-PDF-ENG

10. Hackman, J. (2011, June 7). “Six Common Misperceptions About Team Work.”

http://blogs.hbr.org/cs/2011/06/six_common_misperceptions_abou.html

11. Coutu, D., & Beschloss, M. (2009, May). “Why Teams Don't Work.” Harvard Business Publishing Product

# R0905H-PDF-ENG

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WEEK 4: UNDERSTAND BEFORE YOU ARE UNDERSTOOD: PSYCHOLOGICAL SAFETY AND CONFLICT

12. Edmondson, A. C. & Roloff, K. S. (2009, September). “Leveraging Diversity Through Psychological

Safety.” Harvard Business Publishing Product # ROT093-PDF-ENG.

13. Davidson, M. N. (2001). “Listening.” Darden Business Publishing Product # UVA-OB-0736.

14. Gallo, A. (2015, June). Preface to “HBR Guide to Managing Conflict at Work.” Harvard Business

Publishing Product # 15006-PDF-ENG (This represents 7 pages of a 208-page guide.)

15. Davidson, M. N. (2001). “Managing Conflict in Organizations.” Darden Business Publishing Product #

UV0416-PDF-ENG.

WEEK 5: INTELLIGENCES: EMOTIONAL, SOCIAL AND CULTURAL

16. HBR Editors (2004, January). “Leading by Feel” https://hbr.org/2004/01/leading-by-feel

17. Goleman, D. & Boyatzis, R. (2008, September). “Social Intelligence and the Biology of Leadership.”

Harvard Business Publishing Product # R0809E-PDF-ENG

18. Earley, P. C. & Mosakowski, E. (2004, October). “Cultural Intelligence.” Harvard Business Publishing

Product # R0410J-PDF-ENG

WEEK 6: MIDTERM AND VIRTUAL/REMOTE TEAMS

19. Siebdrat, F., Hoegl, M., Ernst, H. (2009, July). “How to Manage Virtual Teams.” Harvard Business

Publishing Product # SMR322-PDF-ENG (This reading is covered on the final exam, not the midterm.)

WEEK 7: CULTURAL COMPETENCE

20. Brett, J. Behfar, K., Kern, M.C. (2006, November). “Managing Multicultural Teams.” Harvard Business

Publishing Product # R0611-PDF-ENG

21. Meyer, Erin (2014, May). “Navigating the Cultural Minefield.” Harvard Business Publishing Product #

R1405K-PDF-ENG

22. Meyer, Erin (2016, January) “Mapping Out Cultural Differences on Teams.”

http://erinmeyer.com/2016/01/mapping-out-cultural-differences-on-teams/

23. Meyer, Erin (2015, September) “The Most Productive Ways to Disagree Across Cultures.”

http://erinmeyer.com/2015/09/the-most-productive-ways-to-disagree-across-cultures/

24. Meyer, Erin (2015, September) “Building Trust Across Cultures.” http://erinmeyer.com/2015/09/building-

trust-across-cultures/

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WEEK 8: LEADING 21ST CENTURY TEAMS / MBA PANEL

25. Cardona, P. & Miller, Paddy. (2004, July). “Leadership in Work Teams.” Harvard Business Publishing

Product # IES087-PDF-ENG

26. Sitkin, S. B. & Hackman, J.R. “Developing Team Leadership: An Interview With Coach Mike Krzyzewski.”

Academy of Management Learning & Education, 2011, Vol. 10, No. 3, 494–501.

27. Gallo, A. (2010, June 9). “Get Your Team to Stop Fighting and Start Working.”

http://blogs.hbr.org/hmu/2010/06/get-your-team-to-stop-fighting.html

28. Ellington-Booth, B. & Cates, K. L. (2012, April). “Growing Managers: Moving From Team Member to

Team Leader. “Harvard Business Publishing Product # KEL629-PDF-ENG.

WEEK 9: MELISSA RICHARDSON IN-CLASS CHALLENGE / THE FUTURE OF TEAMS

29. Duhigg, C. “What Google Learned From Its Quest to Build the Perfect Team” (February 25, 2016).

http://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-

perfect-team.html?_r=0

30. Pentland, A. (2012, April). “The New Science of Building Great Teams.” Harvard Business School Product

# R1204C-PDF-ENG

31. Johnson Vickberg, S.; Christfort, K., Fisher, H.; Beard, A.; Harrell, E. (2017, March). “Spotlight on the

New Science of Team Chemistry.” Harvard Business School Product # R1702B-PDF-ENG

WEEK 10: BECOMING A GLOBAL TEAM LEADER

32. Groysberg, B. and Connolly, K. (September 2013). “Great Leaders Who Make the Mix Work.” Harvard

Business Publishing Product # R1309D-PDF-ENG

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