ANU - Faculty of Economics and Commerce - Teaching Notes for FEC Courses

In Week 1 the class agreed that we would do away with the first team project ( Part I ; as at Appendix C; assessable - 20%) that was due Week 2. The points will go toward the final team project.

There remains from the first team assessment Part II (5%), which is the reflection. Since there will be no team project / experience on which to reflect, the reflective piece can be more general and broader in scope, drawing on all class discussion and activities, the readings, and experiences outside of class, including other courses and work. I asked you to include a section on leadership: what are your leadership qualities and where would you like to develop further. This, I said, can feed into the course and what you choose to emphasise. For example, (1) you could choose to do your journal article review (Appendix D) on a related topic; (2) you could choose to include leadership as a main theme in your team analysis (Appendix E); and (3) there might even be scope in the final project to explore [your] leadership.

It might be particularly beneficial (and provide a nice framework for the reflective assignment) to use your TCI profile to reflect on your leadership capabilities and opportunities for improvement. Don't forget that you are to complete and score the Team Collaborative Inventory before class Week 2! Here, What are the implications for your current or future leadership roles (of your profile results)? Do the results help you understand past behaviour, and, if so, how? And, most importantly, how can you convert your results to a leadership development plan? What can you improve upon and how?

There is an extensive bibliography attached as Appendix G to the outline that may be used to source journal articles for the journal article review assessment and for general reading in the areas of teamwork and team leadership. Students are not confined to this list; it is for reference only. For the most part, the articles included in the bibliography are, however, suitable for the review. Students should scan a few to see the nature of articles suitable for this assignment, and pick their own articles based on personal interest and scholarly suitability. A few articles have been included as references because the material is interesting and relevant, but they are not examples of scholarly writing, and have been indicated with N/A (or should have been). Such general and practitioner articles are not acceptable for this assignment.

Here are some supporting materials for Synectics Creative problem Solving Process:

In preparation for weekly sessions, students should read the assigned parts of the required text. In addition, recommended readings are included on the course outline that align with or complement the text and class activities for the week. These readings are not required and students will not be held accountable for the material. However, these additional readings provide depth, breadth, and alternative perspective. Complete bibliographic (reference source) details are included in the bibliography, whereas references included in the weekly topical schedule listed only author, first and second authors, or first author + et al. for multiple authors.

Note that in the past students were allowed to choose general sources and some students elected to choose articles without obtaining lecturer approval. As a result, non-scholarly work was often reviewed, compromising the intent of the assignment and the value of the work. Be judicious.

Here is my reflective journal for the concluding session / week. This may help Term 1 students prepare for writing their own end of term reflective learning journal. prospective students might get a sense of what the course is all about. Dr J's Final Journal Entry - Term 2.pdf

Some reflective questions to get you started on your term reflective overview. You do not have to answer any or all of these; they are just to "unstick" you, if you get stuck. Last Class Reflective Questions.doc

This Power Point Presentation might be of interest: Metaphors for Change.ppt. The presentation incorporates the CM+ Roadmap and The Journey Metaphor (Explorer Metaphor) from my forthcoming book on Organisational Development and Change, as well as brief coverage of Kotter's eight steps. It's basically background for a class / session on change that incorporates also Kotter's penguin parable (not included in this slide set), Our Iceberg is Melting. It's fun to put on a penguin suit and act cute...

The first couple of links below are to student reflective papers from recent iterations of the course. Each, though very different, reflects work at the High Distinction level. They are provided to illustrate methods of reflective thinking and writing, and to show that there is no particular or even desired format. What is important is the level of reflective thinking about learning, both the content (what is learnt) and the process (how learning happens). The process concerns educational process, as exemplified by classroom activities, and the learner's internal process -- the steps the learner goes through recalling, describing, interpreting, and applying. Note that content and process cross-over in practice: this embodies the principle the process is the solution. [This principle derives from my work in organisational change and is explicated in CM+ Roadmap to Organisational Development and Change (Argos; in press).] In other words, what we do in the course and how we do it is core course content. See if you can find evidence of this in the reflective papers.

I have provided verbatim, unmarked reflective papers, so as to not bias the reader further (though my comments and questions could be very instructive). As you read, look especially for detailed, rich descriptions and examples, implications and speculations (not just cursory / surface observations and generalisations). (Where most students go wrong in reflective writing is minimising the detail, assuming the reader sees the obvious: it goes without saying... you were there.... Problem is that what's obvious to one is seldom obvious to another; nor would it be remembered or interpreted the same way.) Look for adoption and internalisation of course language and paradigms, and applications and adaptations of course content (principles, concepts, techniques, tools). And, look for the detailing of the process the learners have undergone, that is how they document their own learning, the differences between Point A [before the course or learning moment(s)] and Point B (after the course or learning moment(s)], or when and how they noticed they were learning or had learnt something. Those are some of the main things I look for.

Immediately below are a series of recent papers I have written that are relevant to the course. They are included because they reflect my focus and philosophy, and emphasise the aspects of management, leadership, and teamwork / collaboration with which I am most concerned. Students may find this helpful. It is not at the exclusion of a wealth of research on these subjects with which the student might want to become familiar.

Background Reading: Hays and Kim (2009) - Renaissance Leadership: Transforming Leadership for the 21st Century: LEADERSHIP FOR THE 21ST CENTURY.doc. Teams are not a central focus of this paper, but leadership is; and it is the kind of leadership in which teams thrive. If you read, understand, and attempt to apply the leadership principles comprising this paper, you will do very well in the course and become an exemplar for enlightened leadership at work and in your community.

Hays, J. (Under Review). Hays - Team Learning Pyramid.pdf This is the background on the TLP and DRM, around which the course is loosely organised, along with the High-Performance Team Wheel. This is a draft working paper.

Hays, J. (2008). Threshold and Transformation.pdf . Published in the European Journal of Management, Vol. 8, No. 3. This paper explores and applies threshold concepts in higher education and relates them to deep, transformative learning. Students who have taken my courses will see how these ideas have been incorporated into my teaching. Prospective and current students will discover the theory, philosophy, and rationale underlining what they are experiencing (or about to).

Hays (2009) - Practicing Community: Practicing Community.pdf published in the Journal of Sociology, Social Work and Social Welfare. The author's view of Communities of Practice and what they are all about. The paper also provides more background on the author's management course, MGMT 7030 Management and Organisation: The Community Project, especially what the course is attempting to achieve.

Hays (2007). My first foray into wisdom, and represents an attempt to integrate a wide range of research foci and streams of thought. This paper suggests that the "next wave" in Organisational Learning is Organisational Wisdom; I've tried to show that it is not only essential, but possible. Hays - Dynamics of Organisational Wisdom - BRQ.pdf

Roles in Communities of Practice. One-page reference document: Roles in Communities of Practice.pdf These roles are relevant to teams, particularly self-managing teams.

Executive Brief - Team Assessment. One-page reference document concerning the team myth and teams "in name only": The Team Myth.pdf

Lecture Notes and Post-Delivery Observations from Days 1, 2, and 3 of the Finance Intensive Version of the course: Building High-Performance Teams Class Notes.doc While topics and their emphasis and approaches taken may vary depending on student needs and preferences, class size and composition, and other factors, this overview sheds light on the process and content of the first part of the course.

Slide Briefing Pack from first sessions: High-Performance Teams Slide Briefing Pack - First Sessions.pdf This slide package contains the basic introduction to high-performance teams and a lesson on systems thinking. The systems thinking lesson builds on the Human Body Metaphor used in class. A PowerPoint presentation on the same subject as this PDF version is included below; it contains similar content, and may be more useful for some purposes than the PDF. It does not contain slides on systems thinking.

Much of the material (slides), which are class talking points and activities, is based on topics covered in my book, Leading High-Performance Teams: A Practitioner's Guide, the course text.

Performance Management slide package. This is just basic background on performance management (goals, measures, distinctions between activities and outputs): Performance Management Slide Briefing Pack.pdf This was posted due to a class discussion on performance and what contributes to high-performance.

The New Leadership. This is a PowerPoint presentation on the evolving nature of leadership (according to Dr J and Dr James Kim) that may help course participants understand why certain concepts are emphasised in class and why the process is as it is: The New Leadership.ppt The presentation also suggests a leadership development program built on the principles discussed.

Hays, J. (2004). Building High-Performance Teams: A Practitioner's Guide. Canberra: Argos.

Lecture Notes

Tutorials and Assignments

All classes are run as seminar-workshops. Assignments, which are primarily practical and experiential, are listed and described in the course outline.

MGMT7061 (Not Offered in 2012) Leading High Performance Teams

LEADING HIGH-PERFORMANCE TEAMS

Dr J. Martin Hays (Jay)

Administration & Notices Updated 8 April 2010

Lecture Notes

Tutorials and Assignments

Examinations

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