Program-wide learning goal: / Collaboration and Teamwork
Prepared by: / Melissa Koerner
Date of draft: / May 10, 2005
1. / What model or method do you believe best builds the skills of this goal? List any applicable information about the model, such as authors or names of models. Attach to your template a copy of the resource(s) listed, and any that support what you believe should be our “official” model.
The model below (see Figure 1) is based on the research of HarvardBusinessSchool professors Jon Katzenbach & Douglas Smith. The model represents the basic elements needed for team effectiveness, and is explained in detail in Katzenbach & Smith’s The Wisdom of Teams.
2. / What behaviors will we, as a program, expect our students to be able to perform that demonstrates proficiency in this goal? Be very specific in describing behaviors that can be measured or assessed and that fully encompass the nuance of the skill. List only those behaviors that can be specifically addressed using the model(s) described in 1. Please number the behaviors.
Summary: When working in teams and pursuing organizational goals, collaborates with others to achieve performance outcomes. Manages the team’s work skillfully, builds relationships outside the team and organization, and personally demonstrates cooperative behavior.
1. / Manages the team’s work skillfully:
  • Builds commitment to the team. Ensures that goals and purposes are clear, stresses the need to perform well, focuses attention on goals, and ensures that goals are met.
  • Suggests ways for team members to work together efficiently and effectively.
  • Makes full use of the skills, knowledge, and expertise of all members. Finds ways to strengthen members’ capabilities.
  • When needed, invites new members to join the team, or solicits help from outside the team.
  • Encourages vigorous, healthy debate of ideas; prevents conflict focused on people.
  • Recognizes problems that could impede team performance (e.g., groupthink, inadequate information sharing, or social loafing) and skillfully addresses them.
  • Accepts individual accountability for team goals, follows through on commitments to teammates, and holds members accountable for their performance.

2. / Builds relationships outside the team:
  • Cultivates and strengthens relationships outside the team in an effort to achieve team and organizational goals.
  • When skills, information, or other resources needed to achieve a goal do not exist in the team or organization, develops a plan to attain the needed resources from others.

3. / Personally demonstrates cooperative behavior:
  • Emphasizes the need for teamwork, cooperation, and win-win problem solving when working in groups andpursuing organizational goals.
  • Elicits cooperation from others by using non-coercive forms of influence, including reciprocity, friendliness, and rational persuasion.
  • Demonstrates cooperative behavior by helping others, and by sacrificing one’s own needs in order to achieve team or organizational goals.

3. / In what course should the model be formally introduced? Applied to help the student develop expertise? Tested in? List only those courses in which the skill naturally fits and/or builds upon the topics being presented (as an audit to our original thoughts).
Introduced: / Model is introduced and practiced in MBAC 605.
Applied: / See MBA Program matrix (Figure 2).
Formally measured: / See MBA Program matrix (Figure 2).
4. / In the course in which the skill is finally measured, describe how data can be collected to measure students’ success at achieving the behaviors required by the skill. Below, list the number of behaviors used above in 2, and then describe data that can be collected.
1. / All four competency areas will be evaluated in MBAC 605 using peer reviews and instructor observations.
2. / Throughout all students’MBA experience, as they work in teams, they should be requiredto demonstrate competence in all three areas using the behavioral standards developed for the competency (see rubric summarized in “Collaboration and Teamwork Competency,” Figure 3). The standards can easily be converted to an electronic (or standard) evaluation form for use in courses (see Figure 4). Meaningful feedback should be given by peers and all faculty members who use teams in their courses.

Figure 1: Collaboration and Teamwork Model

Figure 2: MBA Program Matrix

Course / Teamwork and Collaboration
MBAC 600
Language of Strategy / A
MBAC 605
Executive Development / I
MBAC 610
Evaluating Data for Decision Making
MBAC 615
The Ethical Leader / A
MBAC 620
Understanding Market Dynamics
MBAC 625
Financial Reporting & Control
MBAC 630
Financial Design & Analysis
MBAC 635
Exec. Financial Decision Making
MBAC 640
Managing Processes / A
MBAC 645
Value Creation & Delivery / A
MBAC 650
Leading Dynamic Organizations / A
MBAC 655
Global Environment of the Firm / A
MBAC 670
ACATAS / M
Figure 3: Collaboration and Teamwork Competency

Collaboration and Teamwork Competency
MBA Program
Summary / When working in teams and pursuing organizational goals, collaborates with others to achieve performance outcomes. Manages the team’s work skillfully, builds relationships outside the team and organization, and personally demonstrates cooperative behavior.
Manages the team’s work skillfully /
  • Builds commitment to the team. Ensures that goals and purposes are clear, stresses the need to perform well, focuses attention on goals, and ensures that goals are met.
  • Suggests ways for team members to work together efficiently and effectively.
  • Makes full use of the skills, knowledge, and expertise of all members. Finds ways to strengthen members’ capabilities. When needed, invites new members to join the team, or solicits help from outside the team.
  • Encourages vigorous, healthy debate of ideas; prevents conflict focused on people.
  • Recognizes problems that could impede team performance (e.g., groupthink, inadequate information sharing, or social loafing) and skillfully addresses them.
  • Accepts individual accountability for team goals, follows through on commitments to teammates, and holds members accountable for their performance.

Builds relationships outside the team /
  • Cultivates and strengthens relationships outside the team in an effort to achieve team and organizational goals.
  • When skills, information, or other resources needed to achieve a goal do not exist in the team or organization, develops a plan to obtain the needed resources from others.

Personally demonstrates cooperative behavior /
  • Emphasizes the need for teamwork, cooperation, and win-win problem solving when working in groups andpursuing organizational goals.
  • Elicits cooperation from others by using non-coercive forms of influence, including reciprocity, friendliness, and rational persuasion.
  • Demonstrates cooperative behavior by helping others, and by sacrificing one’s own needs in order to achieve team or organizational goals.

Figure 4: Electronic Peer Evaluation Form

Team Peer Review Form

Your Name:
Your Team Number:
Person You are Evaluating:

Instructions: Please evaluate each member of your team, including yourself, on his or her performance as a team member,

based on the criteria below. Using the scale in the right column, click on the box that matches your opinion. For each team

member, include at least one strength and one area needing improvement.

Did not meet the Met the Exceeded the

Performance Expectations expectations expectations expectations

Managed the team’s work skillfully:
  • Built commitment to the team. Ensured that goals and purposes were clear, stressed the need to perform well, focused attention on goals, and ensured that goals were met.
  • Suggested ways for team members to work together efficiently and effectively.
  • Made full use of the skills, knowledge, and expertise of all members. Found ways to strengthen members’ capabilities.
  • When needed, invited new members to join the team, or solicited help from outside the team.
  • Encouraged vigorous, healthy debate of ideas; prevented conflict focused on people.
  • Recognized problems that could impede team performance (e.g., groupthink, inadequate information sharing, or social loafing) and skillfully addressed them.
  • Accepted individual accountability for team goals, followed through on commitments to teammates, and held members accountable for their performance.

Built relationships outside the team:
  • Cultivated and strengthened relationships outside the team in an effort to achieve team goals.
  • When skills, information, or other resources needed to achieve a goal did not exist in the team, developed a plan to obtain the needed resources from others.

Personally demonstrated cooperative behavior:
  • Emphasized the need for teamwork, cooperation, and win-win problem solving.
  • Elicited cooperation from others by using non-coercive forms of influence, including reciprocity, friendliness, and rational persuasion.
  • Demonstrated cooperative behavior by helping others, and by sacrificing one’s own needs in order to achieve team goals.

Overall contribution to team effectiveness:
This member contributed to team success by collaborating with others to achieve team goals. The member managed the team’s work skillfully, built relationships outside the team when needed, and personally demonstrated cooperative behavior.

Strengths

Areas Needing Improvement