TEAM MANAGEMENT

Required Text:
Course Content
All organizations depend on people to carry out their tasks and work toward common goals, whether you work for a
large or small corporation, a federal or state agency, or own your own business. Much of the time we spend
working in organizations we spend working in teams. This course is designed to familiarize you with the dynamics
of working in teams, to become more effective team members, and to lead teams. To accomplish this, we will
examine a number of factors that influence team member interaction and ultimately team performance through
lectures, slides, films, demonstrations, cases, and student class presentations.
Additionally, this course is intended to provide you with the understanding and skill necessary to communicate
effectively in any group, whether it is a social club, a religious organization, or a high-level executive committee in
your future career. ut it goes more specifically to your preparation for the intensive work in teams that you
probably will experience in your personal life and in your workplace. !t will give you a foundation of knowledge,
experience to develop your skills, and a resource for future use.
Objectives
". To understand your opportunities and responsibilities in taking roles and sharing leadership in groups and
teams.
#. To know the importance of ethics and diversity in groups and teamwork.
$. To develop knowledge and skill in problem-analysis and decision-making task processes in teams.
%. To develop knowledge and skill in critical and creative thinking in teams& task processes.
'. To develop knowledge and skill in verbal, nonverbal, listening, and (uestioning communication for teams&
transactional processes.
). To understand and facilitate development of teams in positive communication climates.
*. To develop knowledge and skill in managing problems with members, leaders, and organizations that
groups and teams experience.
+. To develop knowledge and skill in managing problems with deviance, conformity, game playing,
groupthink, and conflict in groups and teams.
,. To know methods for planning and implementing small and large group meetings and pro-ects.
".. To know how to plan and present oral and written team reports.
Learning Methods
". Textbook/ 0umsden, 1., 0umsden, 2., 3 4iethoff, 5. 6#.".7. Communicating in Groups and Teams:
Sharing Leadership 6'th. ed.7. oston/ 4adsworth85engage 0earning.
#. 9ral communication/ 0istening, (uestioning, and participating in exercises and experiences in class.
$. 4ritten communication/
A. A -ournal that analyzes and evaluates in-class experiences throughout the term.
. !n-class analyses of experiences.
5. A final summary and evaluation of your experiences throughout the term.
#. :xaminations/ Midterm and ;inal.
Evaluation Grading
". <articipation and attendance #.. points
#. 4eekly -ournal "'. points
1

$. ;inal summary8evaluation8-ournal "'. points
%. Midterm and final examinations $.. points
2

!O"RNAL A##$GNMENT
This term you will work intensively in class, using and developing your skills in communicating and sharing
leadership in groups and teams. The foundation for your experience in class will, of course, be the reading you do
outside of class. To bring reading and experience together, you will keep a -ournal about them.
The ongoing process of experiencing, observing, analyzing, and recording your experiences will help you to
understand how communication functions in groups and teams, how you can develop your skills in sharing
leadership, and in what ways you can make your future in groups and teams positive and effective. As a result, you
will develop your abilities to/
uild awareness of specific issues related to leadership and teams
9bserve and interview teams
This will help in the development of your analytical skills when using the data obtained from leading and managing
teams.
Objectives
". To understand how task and transactional processes work in group and team communication.
#. To develop leadership and communication skills in task and transactional processes.
$. To learn how to build a team.
%. To learn ways to manage people and process problems in teamwork.
'. To develop skill in observing and analyzing group experiences.
Co%&onents o' the !ournal
". =our notes about your experience in group exercises in class.
#. =our self- and team-assessment forms, completed in class.
$. =our observation forms and notes about groups you observe in class.
%. A final summary and analysis of what you&ve learned and experienced.
(rocess
". !n-class group and team exercises.
#. 9bservation of groups in process.
$. 5ompletion of self- and group-assessment forms.
%. 4riting observations and experiences in your -ournal. <rior to the end of most class sessions, you will be
given five to ten minutes to make notes in your -ournal about what you have experienced and8or observed.
=ou can complete your -ournal entries outside of class.
'. ;eedback on your -ournal. =ou&ll hand it in early in the term for me to give you feedback on your work. !f,
at any time during the term, you wish me to read your -ournal and respond to it, ! will be happy to do so.
). 5ompletion of your -ournal. At the end of the term, your -ournal will form the basis for your analysis of
your experiences and your development in group and team communication and leadership.
#&eci'ications 'or the )inal !ournal
1. Ongoing class journal: !n your notes on class experiences, the topics for each entry will be determined by
the chapter and class for that session.
=our analysis should include/
A. 4hat you saw happening in the group exercises
. >ow the groups reflected?or failed to reflect?the information in the text pertaining to that session
5. 4hat you can learn and apply from your observations
2. The 'inal journal: The final -ournal should include your discussion of the following (uestions/
A. >ow do you feel about your leadership@ 4hat do you want to do to develop it in the future@
3

. >ow do you see (uestions of ethics functioning in your future groups and teams@ >ow would you
like to influence these issues@
5. 4hat do you think about issues of diversity, culture, and gender in future groups and teams@ >ow
will they affect your participation@
2. >ow do you feel about your creative and critical thinking in teamwork@ 4hat would you like to
do to develop it in the future@
:. >ow do you assess your own communication in groups and teams@ 4hat do you need to develop@
>ow do you plan to do that@
;. 4hat do you see yourself doing to help groups and teams develop good communication climates@
1. 4hat kinds of problems have you observed in your own and others& experiences this term@ 4hat
seemed to be effective ways to deal with them@ 4hat do you want to avoid, what do you want to
do, to make future groups work better@
3. )or%at: !n order to keep your notes?and various forms and handouts?in manageable form, please/
A. 1et a three-ring notebook with filler paper in which to keep your -ournal.
. !n the upper right-hand corner of each page, put the page number, the date, and your initials 6e.g.,
p. $%, $8+8,$, AxxB7. This will help you?and me?to read your entries and to replace any sheets
that accidentally tear out.
5. !mmediately following your notes, insert any forms or handouts from the day&s class. Also in the
top right-hand corner of each insert put page number, the date, and your initials.
2. The class -ournal may be handed in as you have written it on the filler paper. The final assess -
ment should be typed, double- spaced, punched, and inserted at the end of the notebook entries.
4. *ue dates:
A. ;or first submission of -ournal/ ".8"%8".
. ;or final -ournal/ ""8$.8".
Criteria 'or Evaluation
". The (uality and perceptiveness of your observations.
#. The (uality of analysis you apply to your own skills and your perspective on future development.
$. The insight and accuracy with which you apply information from the textbook to the experiences you have
and observe.
%. The clarity with which you communicate your ideas, information, and insights.
Course Co%&onents
:xperiential :xercises/ !n class, at times, exercises will be used to illustrate different aspects of working in teams.
This is an important aspect of the course. :xercises will be completed independently, with members of your pro-ect
team, or with members of other teams. Materials completed during these exercises will be included on the
examinations and comprise part of your class participation grade.
Team <ro-ects/ =ou will work in an intact team during the course of the semester. There are six team assignments,
including, a team charter, four case analyses and one class facilitation exercise. :ach of these is described in
following sections and handouts posted on my web page.
0ectures/ 5lass sessions will also include lectures describing current thinking on teams. 5lass lecture material is
an integral part of the course. =ou are responsible for lectures that you miss. :very effort will be made to use
<ower<oint for class lectures, but not all material will be on slides.

:xamination s
There are two tests during the semester/ a midterm examination and a final examination.
4

=ou must take both examinations. :ach examination will be in multiple-choice and true8false format. Cuestions
will measure your understanding of the factual material of the course as well as your ability to apply the material.
The two examinations will be e(uivalent in weight. :xamination dates are listed on the schedule on pp.*-+ below.
4e will review prior to tests to help guide your preparation for the exams.
!f you miss either exam, you will receive a zero. Make-up examinations are given only at the discretion of the
instructor. Dot knowing the date of an examination, a heavy work schedule, or more than one examination on a
single day are not valid reasons for missing the examination.
To determine if it is possible for you to take the makeup, +ou %ust noti'+ the instructor that +ou ,ill %iss -or
have %issed. the exa%ination/ ,ithin 01 hours o' the scheduled exa%ination2 This means that you must contact
the instructor at ETA or at home and explain the reason for missing the examination. Missing the examination and
failure to contact the instructor, ,ithin the 013hour &eriod, will result in a zero. Make-up examinations are
usually given at "/.. pm on ;riday.
Class #eating
=ou will be able to choose your seat in class. Dame cards will be distributed to students the first day of class.
Ftudents will be expected to bring these name cards with them each day of class.
$%&ortant *ates
The last day to drop a class is Dov. '. 9nce you are enrolled in class, the instructor will not drop you from this
class. :ach student needs to complete the appropriate forms in the office of the 2epartment of Management to drop
the class.

Class (artici&ation Grade
Your course grade has a class participation component that is worth 200 points. 2uring the course of the
semester we will discuss each of the cases in class and do a number of exercises. Fome of the exercises will be
competed outside of class and others will be completed in class. eing in class for case discussions and for these
exercises will count towards your class participation grade. !ndividuals who make solid contributions to class
discussions can have additional points awarded for the participation component. y the same token individuals
who do not participate and8or are disruptive will have points subtracted from the class participation component and
if necessary from the total number of points they earn in class. This means/
Do cell phones in class
0aptops in class-only used for taking notes on slide pages
Do exit and return to class unless it is an emergency. !f you need to leave early?let me know
before class.
5

COURSE SCHEDULE AND TOPICS
This is likely to change! Additional topics and reading assignments might be covered.
Students are responsible for keeping up with any changes to the course schedule announced by
the Instructor in class or via e-mail.
4ee
5
To&ic Readings Assign%ents
" !ntroduction, Fyllabus overview, Ma-or
assignments
5hapter " G =our 1roups and Teams
2o :xercise #
Hournal :xercise '
# =our leadership, responsibility, and credibility in
groups and teams
5hapter # G =our Teamwork
Iesponsibility
Hournal :xercises "-#
$ >ow to get started on the task
5hapter $ G The A4orkB in Teamwork
2o :xercise #
Hournal :xercise $
% Enderstanding and building a team within a
system
5ase %."
5hapter % G The ATeamB in teamwork
2o :xercise $
Hournal :xercise $
' !dentifying tasks and finding the information a
team needs
5hapter ' G Task Cuestions and
Iesources
2o :xercises "-#
Hournal summary of research learning
) 5ollaborating in critical analysis of information
5hapter ) G 0ogical and 5ritical
Thinking
5ase Ftudy )." and Hournal
2o :xercise "
6

* 5ase
:xercise $ in groups
Hournal in groups
Ieview for midterm
+ Thinking creatively and innovative as a team
5hapter * G !nnovative and 5reative
Thinking
:xercise " and Hournal
Midterm :xam
, Thinking critically as a team to solve problems and
make decisions
5hapter + G <roblem Analysis and
2ecision Making
2o :xercise " in groups
Hournal :xercise %
". 5reating positive dialogical climates with verbal
and nonverbal communication
5hapter , G Jerbal and Donverbal
5ommunication
2o :xercises '.a in groups
Hournal :xercises " 3 %

"" 5ontinuation of 5hapter ,
5ontinue 5hapter ,
"# 5reating positive dialogical climates with listening
and (uestions
5hapter ". G 0istening and
Cuestioning
2o :xercises #-$
Hournal ;orm "..", and write
reflections
"$ :xpectations, realities, and approaches to leading
people
5hapter "" G Teams and 2esignated
0eaders
2o :xercises "-# in groups
Hournal :xercises $ - %
"% Managing the pressures and problems of team
processes
5hapter "# G Team <ressures and
5onflicts
2o :xercises "-$ in groups
<erform :xercise % and Hournal
"' 2ealing with people and organization problems in
teams
5hapter "$ G Team <roblems and
<articipation
2o :xercise $ in group
Hournal :xercise "
") 5ompletion of teamwork
Ieview and ;inal :xam
7

#el'3Manage%ent #trategies:
62 Fet a goal-a specific hard goal.
02 2evelop a strategy to achieve your goal. Think of the different behaviors that are related to goal
achievement, e.g., classroom behavior, studying behavior, integrating school and work, etc. 2evelop a
strategy in each of these areas.
72 Monitor your progress. ;or example, test the accuracy of what you know and assess the breadth of
what you know before the exam or before you hand in assignments. ;or example, use the study
(uestions as a guide to the test (uestions, and other people or the instructor to evaluate your thinking.
! will be happy to help you during my o''ice hours or b+ a&&oint%ent. Ese me as a resource.
12 Ad-ust strategy to fit the situation. As you monitor your progress and receive feedback, ad-ust your
strategy as needed.
Americans with Disabilities Act (ADA): The University of Texas at Arlington is on
record as being committed to both the sirit and letter of federal e!"al oort"nity
legislation# reference $"blic %a& '2(112 ( The )ehabilitation Act of 1'73 as amended.
*ith the assage of federal legislation entitled Americans with Disabilities Act (ADA)+
"rs"ant to section 5,4 of the )ehabilitation Act+ there is rene&ed foc"s on roviding this
o"lation &ith the same oort"nities en-oyed by all citi.ens. As a fac"lty member+ / am
re!"ired by la& to rovide 0reasonable accommodations1 to st"dents &ith disabilities+ so
as not to discriminate on the basis of that disability. 2t"dent resonsibility rimarily rests
&ith informing fac"lty of their need for accommodation and in roviding a"thori.ed
doc"mentation thro"gh designated administrative channels. /nformation regarding
seci3c diagnostic criteria and olicies for obtaining academic accommodations can be
fo"nd at &&&."ta.ed"4disability. Also+ yo" may visit the 56ce for 2t"dents &ith
7isabilities in room 1,2 of University 8all or call them at 917(272(3364.
Acaemic Dish!nest" P!lic": /t is the hilosohy of The University of Texas at
Arlington that academic dishonesty is a comletely "naccetable mode of cond"ct and &ill
not be tolerated in any form. All ersons involved in academic dishonesty &ill be
discilined in accordance &ith University reg"lations and roced"res. 7isciline may
incl"de s"sension or ex"lsion from the University. 02cholastic dishonesty incl"des b"t is
not limited to cheating+ lagiarism+ coll"sion+ and the s"bmission for credit of any &or: or
materials that are attrib"table in &hole or in art to another erson+ ta:ing an
examination for another erson+ any act designed to give "nfair advantage to a st"dent or
the attemt to commit s"ch acts.1 ;)egents< )"les and )eg"lations+ 2eries 5,1,1+ 2ection
2.2=
St#ent S#$$!rt Ser%ices: The University of Texas at Arlington s"orts a variety of
st"dent s"ccess rograms to hel yo" connect &ith the University and achieve academic
s"ccess. These rograms incl"de learning assistance+ develomental ed"cation+ advising
and mentoring+ admission and transition+ and federally f"nded rograms. 2t"dents
re!"iring assistance academically+ ersonally+ or socially sho"ld contact the 56ce of
2t"dent 2"ccess $rograms at 917(272(61,7 for more information and aroriate
referrals.
E&C#lt#re P!lic": UT(Arlington has adoted the University email address as an o6cial
means of comm"nication &ith st"dents. Thro"gh the "se of email+ UT(Arlington is able to
rovide st"dents &ith relevant and timely information+ designed to facilitate st"dent
s"ccess. /n artic"lar+ imortant information concerning registration+ 3nancial aid+
ayment of bills+ and grad"ation may be sent to st"dents thro"gh email. All st"dents are
9

assigned an email acco"nt and information abo"t activating and "sing it is available at
&&&."ta.ed"4email. >e& st"dents ;3rst semester at UTA= are able to activate their email
acco"nt 24 ho"rs after registering for co"rses. There is no additional charge to st"dents
for "sing this acco"nt+ and it remains active as long as a st"dent is enrolled at UT(
Arlington. 2t"dents are resonsible for chec:ing their email reg"larly.
E%ac#ati!n Pr!ce#res: /n the event of an evac"ation of the ?ollege of @"siness
b"ilding+ &hen the 3re alarm so"nds+ everyone m"st leave the b"ilding by the stairs. *ith
the 3re alarm system &e no& have+ the elevators &ill all go to the 3rst Aoor and stay
there "ntil the system is t"rned oB. All those in the >orth to&er side of the b"ilding
sho"ld roceed to the 3re escae stairs located on the Cast and *est sides of that &ing.
'OR DISA(LED PERSONSDlease go to the >ortheast 3re stairs. *e have an
Cvac"trac: chair located on the 6
th
Aoor stair&ell. *e have eole trained in the "se of
this chair and there &ill be someone that &ill go to the 6
th
Aoor to get the chair and bring
it to any lo&er Aoor stair&ell to assist disabled ersons. 2ho"ld this be a real emergency+
the Arlington Eire 7eartment and UTA $olice &ill also be here to hel.
(rie) (i!*ra$h"
7r. Terrance A. *ilens:y has been &or:ing to imrove organi.ational f"nctioning and ro3tability for
more than thirty years. 8e has &or:ed inside comanies in senior leadershi caacities+ and has
cons"lted extensively in the areas of leadershi assessment and develoment+ exec"tive selection+
change management+ and team b"ilding. 8e has cons"lted to all levels of management in
develoing and accelerating b"siness strategies thro"gh exec"tive coaching+ s"ccession lanning+
team develoment+ and organi.ational transition management. 8e has broad exerience across a
variety of ind"stries incl"ding energy and "blic "tilities+ chemical mining and man"fact"ring+
harmace"ticals and medical e!"iment+ healthcare and hosital management+ food service+ h"man
reso"rce management+ broadcasting+ telecomm"nications+ retail+ and legal services. 8e has &or:ed
&ith organi.ations ranging from start("s to Eort"ne 5,, comanies. /nternationally+ he is most
familiar &ith C"roean mar:ets.
$rior to his most recent a6liations+ 7r. *ilens:y o&ned and oerated a start" b"siness in sta6ng and 8)
management. @efore that+ he had an extensive and varied b"siness career incl"ding cororate
management and leadershi ositions in mar:eting+ sales+ and strategic lanning. Additionally he has
cons"lted to exec"tives in transition+ foc"sing on assessment of s:ills and interests+ leadershi
develoment+ and career lanning and g"idance. 8e has served on the fac"lty of the grad"ate school of
the University of Fisso"ri at Gansas ?ity and 2o"thern 5regon University.
7r. *ilens:y received his @achelor<s degree from ?entral Fethodist University. 8e received his Faster<s
degree and $h.7. in ?o"nseling $sychology from the University of Fisso"ri at Gansas ?ity. 8e is a licensed
'

sychologist in Texas+ Fisso"ri+ and Gansas. 8e is a member of the American $sychological Association
and the 2ociety of 8"man )eso"rces Fanagement. /n addition+ he has served as 2ecretary of )otary
/nternational+ as @oard Fember of H"nior Achievement+ as a member of the F"nicial $lanning
?ommission+ as a United *ay Cxec"tive+ and as a member of the ?hamber of ?ommerce $resident<s
?ommittee.
8iogra&hical $n'or%ation
Dame/ KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK 5oncentration/ KKKKKKKKKKKKKKKKK
<hone/ KKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKK :-mail/ KKKKKKKKKKKKKKKKKKKKKKK
>ome 4ork
". 0ist other management courses you have taken.
#. 4hat are your expectations for this course@
1,

$. 5urrent employer and -ob title
%. Membership in current work teams, social groups, athletic teams, etc.
11