BA 617 Campbellsville University Week 2 Shalem Case Study Analysis Paper

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BA617 – Leadership Hybrid Course Instructor Information Name: Dr. Rebecca Cecil Email: rjcecil@campbellsville.edu Required Course Materials: All required material will be provided within Moodle. Course Description: This course studies three levels of leadership: the individual, the team, and the organization. It is designed to expose learners to a variety of leadership perspectives and practices to enhance individual effectiveness as a leader. Course Objectives: Upon completion of this course students will: 1. 2. 3. 4. Be able to understand various leadership techniques in practice Be versed in a variety of leadership theory Be able to apply leadership theory Be familiar with the current research literature in leadership Grading Criteria A = 90.0% to 100% B = 80.0% to 89.9% C = 70.0% to 79.9% D = 60.0% to 69.9% Grading Structure Journal Analysis (3 at 100 points each) 300 points Leader Paper (1 at 100 points each) 100 points Discussion Forums (8 at 50 points each) 400 points Case Study (4 at 100 points each) 400 points TOTAL 1200 points Page 1 of 8 Assessments Course Discussion: Post your response to the weekly question by Wednesday midnight. This posting should be at least 200 words. Respond to ONE other posting by Saturday midnight. Your primary posting can end with a "tag-line" or a related question of yours. Your secondary postings can either answer another student's question, or comment on their answering the original question. Discussions close on Saturday night of the week assigned. Late postings will not be accepted or graded. Written Assignments: Throughout the term students will be asked to participate in exercises and case studies. All written assignments must be submitted as WORD documents. APA format must be followed. This includes but is not limited to: a formal cover page, correct headings, proper in-text citations, and a reference page. Journal Article – Summary & Discussion: Within each module, there is a list of one or more key terms. Each student will select one of the key terms and conduct a search of Campbellsville University’s online Library resources to find ONE (1) recent peer reviewed article (within the past 3 years) that closely relates to the concept. Your submission must include the following information in the following format: TITLE PAGE: Per APA format. DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement. SUMMARY: Summarize the article in your own words- this should be in the 150-200-word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, and research or findings regarding the key term. ANALYSIS: Using 300-350 words, analyze the article as it relates to the selected key term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment. Analyzing articles is an opportunity to delve into organizations to determine best practices. Organizations in and of themselves are just things. However, when you add people to them, they then become what are known as living and learning organizations – aka knowledge organizations. Leadership offers direction and support to groups or organizations and is multidimensional. Leadership is responsible for setting the tone that permeates throughout the organization. REFERENCES: All references must be listed at the end of the submission on a separate page -- in APA format. Use only peer-reviewed journal articles for these assignments. Refrain from using books, blogs, Wikipedia, .com’s, or other unreliable internet sources. A title page is required. Use APA guidelines to format the title page. Page 2 of 8 Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required. A sample of the forma t for this assignment can be found in Moodle in the Course Resources section. Do not deviate from this format. When analyzing articles think about the following: 1. What key term was chosen by the author? 2. How does the author define the term? 3. What is the significance of this term to the study of leadership? 4. What theoretical underpinnings can be applied to this analysis. 5. What key finding did the author of the article discuss regarding the key term as it applies to organizations in regard to leadership? 6. What conclusion can you infer from the article? NOTE: All criteria (Definition, Summary, Discussion, Reference) for these assignments should be derived from the article that you select based on the key term. No other resource is required. Any form of plagiarism will result in zero points for the entire assignment. This includes but is not limited to: copying source or previous students’ work; use of Course Hero or other paper repository; paying professional writers to do your assignments; use of spinners or automated synonym generators. Case Studies: A case study analysis requires you to investigate a leadership problem, examine the alternative solutions, and propose the most effective solution based on the evidence in the case. Use only information provided in the case study. Do not do additional research on the case itself. INTRODUCTION: Identify the key issues in the case study. BACKGROUND: Summarize the key players, relevant facts, and the most important issues. This section should be brief, yet demonstrate that you understand the case. EVALUATION: Consider each of the important issues in the case. Evaluate what is or is not working, and why. Be sure to evaluate from a leadership viewpoint. PROPOSED SOLUTION: Provide specific and realistic solution(s) or changes needed. Explain why the solution was chosen. Support the solution with evidence from concepts and leadership theory which you learned in class, or personal experiences. RECOMMENDATIONS: Depending on the case, suggest either what should have been done differently to have avoided the problem, or what should be done next, and by whom, to fix the problem. Support with leadership theory. Residencies and/or Zoom Sessions: Residencies have been suspended until further notice due to COVID-19 protocols. Page 3 of 8 In lieu of residencies, bi-weekly Zoom sessions will be held. These will be interactive sessions, and participation is required. Each student must have their camera on and microphone muted unless they are speaking. Each student is required to say something of value to the class experience, based on the questions in Moodle. See Moodle for dates and times of Zoom sessions. Attendance will be taken. University Policies Student Behavioral Expectations: A student attends Campbellsville University voluntarily and is expected, for the sake of the community, to conduct himself or herself with a high standard of personal behavior. While we realize that it is impossible to create an academic community whose behavioral norms will be acceptable to every person, we believe that it is important to identify the ways in which individual and community concerns can be harmoniously balanced. Personal and communal values must be formed by specific behavioral expectations (rules and regulations). Campbellsville University has defined the values, behavioral expectations, rights and responsibilities that we feel will create an environment in which students can grow spiritually, morally, and intellectually. Of course, a student whose conduct violates stated behavioral expectations faces specific disciplinary sanctions. Behavioral expectations are clustered around the following individual and community values: worth of the individual, self-discipline, academic integrity, property and the environment, and respect for authority. Student Conduct/Netiquette: All students are expected to know and to follow Campbellsville University policy and procedures that govern the entire college student experience (from admission to graduation) as set forth in admissions materials, the CU Bulletin-Catalog, the CU Student Handbook, and other printed/published materials. This includes a unique form of behavior in online courses called “netiquette.” "Netiquette" stands for "Internet etiquette", and refers to the set of practices which help make the Internet experience pleasant for everyone. Like other forms of etiquette, netiquette is primarily concerned with matters of courtesy in communications. The following sections provide more information. General Netiquette for Email, Discussion Boards and Chat Rooms • • • Check spelling, grammar, and punctuation before sending your words over the Internet. Chatting and posting are more like speaking, but they are still academic when done for a course. Abbreviated writing that might be appropriate when text messaging might NOT be appropriate in an email. Also, avoid using all lower-case words. Clear writing is a form of common courtesy and good manners. Write so that the recipient will not attribute unintended nonverbal meanings into the verbal message. Being online will not allow you to use non-verbal cues that are common in faceto-face discussion (i.e. tone of voice, winks, facial expressions). Sarcasm or jokes could be misunderstood. Use your common sense and avoid saying things that MIGHT be offensive to others. Emoticons are sometimes acceptable, but if others do not know what they mean, they become useless. Better to use straightforward language. In a formal setting, text-message Page 4 of 8 • • • acronyms should not be used at all (i.e., LOL or AFAIK). And remember, ALL CAPS is often perceived as SHOUTING! Think about email, chatting, and posting in the same way as making a verbal comment in a classroom. Any words you post can be made public! When in doubt, leave it out. Decorum is crucial in any online correspondence. If you attach documents or photos, be sure they follow the standards of respectful classroom behavior. When sending attachments, be sure they can be opened by the recipient of the email (e.g., Word, Excel, PowerPoint, PDF). Specific Netiquette for Various Communication Tools Email Netiquette for Academic Purposes • • • • • • • • • • Always use your CU email account for official or class-related business. Always provide the purpose of the email in the subject line. Use an appropriate salutation or greeting to begin an email. “Hey, Dude!” may be an appropriate greeting for a friend, but it is not the type of respectful salutation that you should use when emailing a professor. Professors and staff should be addressed with appropriate title: Dr., Professor, Mr./Mrs./Ms., President, Vice President, etc. Conclude your message with complete identification and contact information at the bottom of the email. Be brief. Separate ideas into clear, concise paragraphs with spaces in between; do not write one long paragraph containing diverse points and information. Do not address several issues in one email; limit emails to one, two, or three related points on the topic in your subject line. Use distribution lists sparingly, preferring the Notice Board when there is a mass email to the entire campus community. Double check the “To” line in your replies to make sure that the email goes to the right party. Avoid “Replying to All” when you do not mean to. When appropriate, use the “Options” icon in Outlook to mark messages as personal, private, or urgent or to request that the message has been received or read. When you receive an email, reply within 48 hours, excluding weekends or holidays. Set auto response in “Option” to “Out of Office” if away for an extended time period. Discussion Board and Forum Netiquette for Academic Purposes • • • • • • Pay attention to the discussion question posed by the instructor and answer the question in your posting. Label your posting appropriately to fit your message; an automatic reply keeps the instructor and class from looking down the list to find your message quickly. For example, if you’re posting your speech topic for approval, could you find your group members’ postings out of a list of 30 subject lines that say “Re: Speech Topic”? Respond to other student postings; after all, this is a discussion that is occurring in an online format. To engage in the discussion, read other postings and respond to them directly. If other students reply to your posting, respond to their questions or comments. As you would in a face-to-face conversation, acknowledge the person speaking to you. If you don’t have anything substantial or constructive to say for your reply, please do not reply. Responses like “that’s nice” do not keep the discussion going. For long responses, attach a document and type a message in the discussion box Page 5 of 8 indicating what is in the attachment. Students who choose to violate these policies are subject to disciplinary action which could include denial of access to courses, suspension, and expulsion. Academic Integrity Each person has the privilege and responsibility to develop one’s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one’s own academic accomplishments and to give credit to other’s contributions to one’s course work. These values can be violated by academic dishonesty and fraud. Academic honesty is essential to the maintenance of an environment where teaching and learning take place. It is also the foundation upon which students build personal integrity and establish standards of personal behavior. Campbellsville University expects and encourages all students to contribute to such an environment by observing the principles of academic honesty outlined in the Bulletin Catalog and the Online Student Handbook. Title IX Statement: Campbellsville University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires all responsible employees, which includes faculty members, to report incidents of sexual misconduct shared by students to the University's Title IX Coordinator: Mr. Ed Pavy, 1 University Drive, Administration Office 7C, Phone – 270-789-5016, Email – TitleIXCoordinator@campbellsville.edu. Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at: www.campbellsville.edu/titleIX. Americans with Disabilities Act: No qualified individual with a documented disability shall be excluded from participation in, denied benefits of, or otherwise subjected to discrimination in any of Campbellsville University’s programs, courses, services and/or activities in compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Requests for reasonable accommodations in programs, courses, services and/or activities requires current (i.e. within three years) documentation of the disability after acceptance to the University and before registration. Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If a student has a documented disability or condition of this nature, he or she may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment (within the last 3 years). Please contact the Coordinator of Disability Services, Teresa Elmore, at (270) 789-5192 tmelemore@campbellsville.edu or Ashley Abner at (270) 789-5450 alabner@campbellsville.edu to inquire about services. Page 6 of 8 Verification of Disability The Coordinator of Disability Services will ask for documentation to verify the disability, and if appropriate, will cooperate with instructors and Academic Support services to facilitate and track accommodations and services. No accommodation will be provided without documentation. In addition, Campbellsville University will be unable to provide accommodations in the classroom if the student does not give permission to notify faculty that accommodations are needed. Information regarding a student’s disability is considered confidential. Information will not be released to anyone without the express written permission of the student. Reasonable Accommodations • Accommodations are provided on an individual basis. • Accommodations are provided to support the educational development of students with disabilities. • In addition to the academic support services available to all Campbellsville University students, some examples of reasonable accommodations include extended time for tests, administration of oral test, note-taking assistance, and use of assistive devices such as calculators or computers. Disability Services Within the office of Career Services, accommodations are provided for students with disabilities. Helping remove barriers is the goal of Disability Services. Students who have a documented physical, psychological, emotional, and/or learning disability can work with Career Services to receive necessary accommodations. Students who want to inquire about required documentation and possible accommodations may contact the office of Career Services by calling (270) 785-5192 or emailing Teresa Elmore tmelmore@campbellsville.edu or Ashley Abner at alabner@campbellsville.edu. Official Email The @campbellsville.edu extension will be considered the official e-mail address for writing and forwarding electronic correspondence. The instructor reserves the right to make changes to class materials, syllabus, and/or due dates when necessary. Page 7 of 8 Campbellsville University MISSION STATEMENT Campbellsville University is a comprehensive, Christian institution that offers preprofessional, undergraduate and graduate programs. The University is dedicated to academic excellence solidly grounded in the liberal arts that fosters personal growth, integrity and professional preparation within a caring environment. The University prepares students as Christian servant leaders for life-long learning, continued scholarship, and active participation in a diverse, global society. CORE VALUES • • • • To foster academic excellence through pre-professional certificates, associates, baccalaureate, masters, and doctoral programs through traditional, technical and online systems To provide an environment conducive for student success To uphold the dignity of all persons and value diverse perspectives within a Christcentered community To model servant leadership through effective stewardship of resources MISSION STATEMENT OF THE CENTER FOR DISTANCE EDUCATION AT CAMPBELLSVILLE UNIVERSITY Campbellsville University, in support of its mission, strives to meet the needs of all students including those who may be unable to participate in the traditional university environment. Greater flexibility in scheduling provided by distance education courses allows CU to draw from a pool of students from all areas of society. These courses provide students with the education and tools that they need to reach their goals, whether these goals are professional or personal. Distance education provides an understanding level of education to everyone by removing the traditional barriers of time and place. Page 8 of 8 10-107 September 10, 2010 Chris Peterson at DSS Consulting Deborah Ancona and David Caldwell Late Thursday afternoon, Chris Peterson was reflecting on the meeting she would have tomorrow with her boss, Meg Cooke. The purpose of the meeting was to give Meg an update on the status of the integrated budget and planning system her team had been working on over the last six months and plans for the team to begin marketing this system and other new DSS consulting services to clients. Overall, Chris was quite pleased with the work her team had done. The team had been formed as part of a strategic change, including a somewhat controversial re-organization at DSS. The changes and new structure had created dissatisfaction and a fair amount of anxiety among many of DSS’s consultants, but Chris felt her team had overcome their concerns to become a very effective group. They had worked together well, avoided the conflicts that often plague these kinds of teams, and generally maintained a high level of motivation and satisfaction. Most of all, Chris was proud of the work her team had done. They had created a budget and planning system that the team believed would be embraced by DSS’s clients. The team had not gotten much support from other groups at DSS in developing the system, so team members had done much of the technical work on their own that would have normally been done by support people in the company. Despite this, Chris was very pleased with the system and looked forward to sharing her team’s accomplishments with Meg. DSS Consulting DSS Consulting was formed in 1997 to provide administrative support to small school districts primarily in the mid-west and mountain west. The company was founded by three retired school district administrators to help small school districts that had limited staff deal with difficult and somewhat specialized administrative problems, such as negotiating labor agreements or setting up procurement systems. This case was prepared by Professors Deborah Ancona, MIT Sloan School of Management and David Caldwell, Santa Clara University, Leavey School of Business. Copyright © 2010, Deborah Ancona and David Caldwell. This work is licensed under the Creative Commons AttributionNoncommercial-No Derivative Works 3.0 Unported License. To view a copy of this license visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell During the late 1990s, DSS grew rapidly as small school districts faced more complex challenges and pressures to cut costs, particularly in administration. In response to this growth, DSS organized itself into four practice departments—Procurement and Systems, Information Technology, Contract Negotiation, and Facilities Planning—to deal with different types of engagements. Business came primarily through contacts the five founders had developed. Once DSS was engaged, the project would be referred to the head of the appropriate practice group who would assign consultants to the project. By 2005, a number of changes had begun to affect DSS. First, the founders were cutting back their involvement in the company. As a result, management decisions were being passed on to new leaders, including people hired from other consulting companies. In addition, since much of DSS’s business was generated through contacts established by the founders, their reduced involvement was creating a need for new marketing strategies. Second, the types of problems for which districts were looking for help were becoming more diverse and often didn’t fit clearly into a specific practice area. The increasing complexities districts were facing were both reducing the need for the relatively straightforward projects DSS had been working on and creating demands for new types of services. Finally, state standards for school districts were diverging from one another, so that certain issues were more important in one region than in another. All of these changes led to stagnation in revenue growth for DSS. Because of these changes, the founders decided that a shift in strategy would be necessary for DSS to continue to grow and be successful. As a first step, they promoted Meg Cooke to the position of Chief Operating Officer. Meg had joined DSS in the Contract Negotiation group about four years earlier after spending time with a larger east coast firm. Two years after joining DSS, she had been promoted to head the Contract Negotiation group. The founders and Meg had concluded that if DSS was to continue to be successful, it would need to expand beyond its traditional customer base of small districts and offer services to larger districts much more than it had in the past. They felt that accomplishing this would require developing new services and reorganizing into a more crossfunctional, customer-focused organization. A major part of the strategic change involved reorganizing DSS from a purely practice-oriented functional structure to a hybrid structure. Most of the consultants would now be assigned to new cross-functional teams that would be responsible for marketing and delivering services to districts within a particular geographic region. The practice groups were maintained to provide specialized expertise to support the cross-functional teams in their work but with many fewer staff members than in the past. The new cross-functional teams were given two responsibilities. Over the long run, the teams were to build relationships with the school districts in their regions and provide a full range of DSS consulting services to those districts. The teams were also to develop new consulting offerings in response to district needs. The expectations were that the cross-functional teams would eliminate the functional September 10, 2010 2 CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell “silos” that constrained the services DSS could provide and help DSS develop services that could be sold to larger districts. Both these were seen as crucial steps in the plan to grow DSS. Chris Peterson and the Southwest Region Team Chris Peterson joined DSS in 2001. She started her career as a high school teacher in a small school district in Iowa. When the district began to deploy personal computers, she was asked to head up the implementation in her school. The process went so smoothly that she was asked to give up classroom teaching and work full-time for the district in rolling out technology across all the schools. After five years in that job she joined DSS as a consultant in the Information Technology group. She rose to the position of project manager in the group and had been very successful in leading consulting projects. When the decision was made to reorganize into cross-functional teams, Chris was seen as a “natural” to lead one of the teams and was assigned to head the Southwest Region team. Chris looked on her new assignment with a mixture of excitement and apprehension. Much of the excitement came from the opportunity to lead a permanent team rather than coordinate individuals for short consulting projects. Her apprehension came in large part because of some uncertainties about how the new strategy would unfold. Chris was aware that many people were ambivalent about the new strategy and uncertain about the necessity of the change and whether or not it was likely to be successful. The result of this was that there was a great deal of anxiety among many consultants about the future of DSS and their roles in the new structure. Chris also suspected that the strategy was still evolving and might change as management got a sense of how well the new organization was working. One of the decisions that Meg had made about the new teams was that the team leaders ought to have a great deal of flexibility in inviting people to join their teams. Chris welcomed this opportunity. In thinking about who she wanted for the team, she considered two factors. First, she wanted people who had good skills and were experienced in the DSS consulting process. Second, she felt she needed people who would be able to work together well. She believed this would be important because of both the nature of the work to be done and her fear that the anxiety created by the change would boil over into dissatisfaction if people had trouble working together. Chris gave a great deal of thought about who to ask to join the Southwest Region team. She decided that one thing that would help the group work together smoothly would be to select people who already had some experience in working with one another. Overall, Chris was quite happy with the team she was able to put together. She ended up asking two consultants each from Contract Negotiations, Procurement and Systems, and Information Technology, and one consultant from the Facilities group to join the team, all of whom accepted. Even though the consultants had not worked on specific projects with each other in the past, they knew one another and had a great deal in common. Nearly all of them had worked on DSS’s annual Habitat for Humanity project and all had started at DSS at about the same time. Many members of the group socialized with one another September 10, 2010 3 CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell outside of work. At the first group meeting Chris realized that her strategy had worked well. Two of the consultants marveled about how nice it would be to work with people who were both very competent and friends as well. Another consultant mentioned that he didn’t know many people at DSS other than the members of his new team and he was really looking forward to the project. Like most DSS consultants, members of Chris’s new team had some questions about the new strategy and leadership; however all believed that their new team had tremendous potential. Beginning the Work As DSS was making the transition to the new structure, consultants continued to finish existing projects even as they began working with their new teams. Chris believed it was very important that her team members be located together as soon as possible even though the team would not be working together full-time right away. She believed that co-locating the team would allow the group to get a quick start on the major deliverable of developing new products for DSS and prevent the group from getting distracted by some of the uncertainties created by the new structure. Chris was able to identify some space and a plan that could bring the full team together. Since none of the other new team managers felt as strongly about the co-location of their teams as Chris did, Meg allowed Chris’s team to move together before the other teams did. Once the team got settled into its new location, they quickly got to work. Chris believed that the first issue for the team would be to share their experiences and use their collective knowledge to identify one or more potential new products, and that her initial job would be to help the group pull together their experiences. The group had a number of meetings over the next month discussing their perspectives. Chris was very pleased with what happened in the meetings. The team members seemed comfortable sharing information with one another. If a disagreement emerged, the team dealt with it without creating animosity or substantial delay. Chris was particularly pleased when two of the team members told her that this was one of the best groups they had ever been a part of. Even though they were from different functional areas, the team members found that they had very similar experiences in dealing with districts. All of them had at least one story about how they had been delayed in a project because the people they were working with in the district were not able to get accurate data about budgets or long term plans. What emerged from the discussions was that small districts seemed to lack any integrated system for linking plans and budgets over time. The superintendent of the district seemed to be the only person who knew everything that was going on and if he or she was not available it was difficult to get timely information. The team concluded that what small districts needed was an integrated system for planning and budgeting. Although most large districts had the systems or the human resources to do this, the costs were prohibitive for a small district. The team determined, therefore, that a scaled down system could provide the level of planning small districts needed at a price they could afford. Further, this project both excited the team and was something they felt they could do well. September 10, 2010 4 CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell Planning the New Product As members of the team began finishing the consulting projects they had been working on, they were able to devote more time to developing specifications for the new system. The majority of the team were now spending nearly all their time working with one another and saw less and less of the other consultants who were not on the team. Occasionally people would bring up what other consultants had said their teams were doing, but this seldom generated much interest and was sometimes seen as almost a distraction to the group. At this point in time, Chris had two primary goals for the team. First, she wanted to keep the group focused on the jobs of defining the new system and determining exactly how DSS consultants would use it. Second, she wanted to help the group avoid distractions and continue to build cohesion. In addition to working with the team, Chris tried to deal with people outside the group. She had developed friendships with two superintendents in small districts and when she saw them, she took the opportunity to describe the system her team was developing. Generally, the feedback she received was positive and she relayed this to her team. Chris also met occasionally with Meg to update her on the project; however these meetings were generally short. Chris observed that some of the other team leaders spent more time meeting with Meg than she did, but she didn’t see that there was much need for her to do so, given the progress her team was making. Developing the Planning and Budgeting System Once the specific design of the proposed budget and planning system was complete, Chris felt it was time to share the work of the team with others. She took a detailed description of the program out to a number of districts she had worked with in the past and asked for comments. She also emailed the program description to Meg and some of the DSS functional specialists who would have to provide some technical support in developing the consulting protocols and specifying parts of the code for managing the data base. The conversations with people in the districts were informative and more-or-less positive. While generally expressing support for the new system, people in the districts raised some specific questions. Many of the comments or questions were about how the system would deal with issues that were unique to a district. A few questions emerged about the price of the product and how it would differ from other products already on the market. When Chris took these comments back to the group they tried to modify the initial design and specifications of the program to meet the concerns that were raised. This worked well in the short run, but as more comments came in, the group began to flounder as the team tried to adapt the design to meet many of the questions from outsiders. The reactions from others inside DSS were different from those in the districts. Most of the functional specialists who received descriptions of the project simply acknowledged receiving them but did not offer any real comments. Meg responded by asking a couple of questions and saying that September 10, 2010 5 CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell she and Chris would talk more about it later. Overall, the group was pleased with these responses; no one had raised any objections to the program design or identified any difficulties that would slow the project down. As the group worked to change the project specifications in response to the comments coming in from the districts, Chris felt that the effective process the group had developed was beginning to break down. There were disagreements about how important various comments actually were and progress in finalizing the specifications seemed to slow. Team members began to voice more concerns than they had in the past about the direction DSS was going and question whether the team would be able to accomplish its task. Chris decided that something needed to be done to get the group back on track. She cancelled work on the next Friday and had the whole team meet at a nearby nature preserve. After a hike, the group returned to Chris’s house for a barbeque lunch. Following lunch, the members spent the rest of the afternoon discussing how they were performing and what they needed to do to finish designing the project. Overall, this seemed to work quite well. When the team got back to work on Monday, they quickly finalized the specifications and identified the steps that would be necessary to actually develop the product and consulting protocols. The team turned its attention to completing the project. The project had four components: a database program provided by a third-party vendor; a program for putting information into the database program written by an outside consulting firm; a set of forms districts would use to organize information about schedules and budgets; and a set of instructions for consultants to use in helping districts use the program and its results. The team split into sub-groups to work on pieces of the final project. Putting together the forms and developing instructions for consultants were the most challenging parts of the project. Both of these tasks required detailed knowledge about the different types of projects districts might undertake. Although members of the team had the knowledge and experience to complete most of this work, they often found that they needed to draw on the specialized knowledge of the DSS specialists in the practice groups. When a specific question came up that the team could not answer, one member of the Southwest team would either email a question or have a face-to-face meeting with the specialist. This worked well for simple issues but not for more complex problems. When team members tried to get functional specialists to spend time working on these more complex problems, they were often not given much help and were occasionally rebuffed. Chris found that she often had to go directly to the manager of the practice area to try to get support. Even this didn’t always work. One event typified the problem Chris was experiencing. She met with the head of Contract Negotiation to identify the specific information about a district’s employees that would need to be entered into the program. He told Chris that he would ask one of his specialists to work on it with the team. When one member of Chris’s team contacted the specialist, he was told that this project had not been built into her schedule and that she would not be able to help him until other things got done. September 10, 2010 6 CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell When Chris learned of this she scheduled a meeting with Meg to discuss the difficulty her team was having in getting support. From Chris’s perspective, the meeting with Meg did not go particularly well. Meg seemed sympathetic to the difficulty Chris was having getting support and suggested that she could keep working with the practice group managers to get the final elements of the project completed. Chris had hoped that Meg would take more direct action. When Chris reported back to the team, the overall reaction by team members was negative. There were a number of comments about how decisions at DSS seemed to be more “political” under the new organization and how the “new Meg” seemed to be playing favorites. Finishing the Project Despite the difficulty in getting support from others in the organization, Chris knew that the project was close to completion and could still be a success in the market. Chris conveyed this to her team. She reminded them that even if they were not getting the type of support they would like, they had the experience necessary to finish the program on their own. Chris’s optimism was contagious. The team increased their efforts and did independent research to fill in their own knowledge gaps. The project came together quickly and within 10 days the team had a full product ready for beta testing. A few weeks earlier, Chris had recruited a district that would be willing to serve as a test site and a date was scheduled for the team to go into the district to demonstrate the product. The Meeting with Meg Cooke As Chris came into work on Friday morning, she thought back over the last few months and was quite pleased. The group had done a terrific job of specifying and developing a new product that was ready for a beta test. Initially her team members had doubts about the new strategy and their new roles but they had overcome those, and some real obstacles, to finish the assignment. Chris was looking forward to sharing this with Meg. From Chris’s perspective, the Friday morning meeting with Meg started off very well. Chris outlined the progress her team had made on the integrated budget and planning system. She spoke about how she was managing the beta test for the program and of the positive comments she was getting from the district. She also talked about how effective her team was. They worked together very well, were cohesive, and made decisions easily and quickly. Chris also mentioned that a number of the team members had not supported the reorganization at first but despite that had invested a great deal of effort in making the team and project work and were now committed to the new direction for DSS. In particular, Chris complimented the team members on their initiative in finishing the project even when they didn’t have a great deal of help from the specialists in the practice groups. Meg thanked Chris for all the hard work on the project and mentioned that she had heard very positive things about Chris’s leadership from members of the Southwest Region team. Meg then shifted the conversation and asked Chris for a report about the types of services districts in her region might be looking for DSS to provide in the future and whether some of the other projects the DSS September 10, 2010 7 CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell regional teams were working on would be of interest to the districts. Chris responded that she had a general idea of what the other teams had been working on but did not feel she had sufficient information to present them to districts at this time. She went on to say that her team had focused on their project and that the plan was for them to go out and meet with all districts in the region after the project was in a beta test so that they would have something specific to discuss. She reassured Meg that although she did not have a clear answer to the question right now, she would in the near future. Meg then asked Chris how she saw the integrated budget and planning system being marketed to large school districts given that most of them already seemed to have either systems or personnel to do this. Chris responded that she understood the concern and that, at this point in time, large districts might not be interested in the system in its current form. She went to say that as the system was modified and expanded it would very likely be of interest to larger districts. After this, Chris and Meg exchanged a few pleasantries and the meeting ended. The Monday Morning Meeting When Chris arrived for work on Monday morning she found that she had a message from Meg asking if they could meet for coffee at 10:30. Chris was curious about the meeting, but quickly responded that she would be available, and the two agreed to meet at a nearby coffee shop. After getting coffee and talking a bit about the weekend, Meg told Chris that after reviewing her team’s project and its potential, she had decided that DSS would not go forward with the scheduling and budgeting project. When Chris asked for the reasons for this decision, Meg replied that the number of new products DSS could support was limited and that teams in the other regions had not reported any interest on the part of the districts they had worked with for this type of product. Meg also said that she was concerned that the project would not be of interest to the large districts. Chris responded that she certainly understood the issue about large districts but did not agree with Meg’s observation. She went on to say that she did not understand how other regional teams could say that there would not be a demand for the product when they did not even know what the planning and scheduling system could do. Meg said that she appreciated Chris’s concerns but that the decision to cancel the project was final. An awkward silence followed this last exchange. After a moment or two, Meg said that there was one more thing left to discuss. She said that the Southwest Region Team would focus exclusively on marketing DSS products and not be involved in product development work in the future and that there would be some change to the composition of the team. Meg ended by asking Chris if she was prepared to lead the group in a new direction or if she would be more comfortable and successful returning to the IT practice group as a functional specialist. September 10, 2010 8
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View attached explanation and answer. Let me know if you have any questions.hey buddy here is the final document for reviews. kindly go through it and just in case you need any rectifications made on the paper, don't hesitate to reach out to me at any time 😇 I really enjoyed helping youthank you so much

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Presentation of the Facts Surrounding the Case
DSS Consulting helps small institutions in the central and western United
States. Following the departure of the initial managers, the company's management plans were
presented to the new executives. The corporation was eager to expand, which necessitated the
creation of more amenities to attract residents. To open new branches, DSS Consulting must
acquire new clients. The company must satisfy both current and prospective customers. DSS
Consulting created a hybrid organizational framework to accommodate the new districts. The
company formed cross-functional teams and assigned consultants to them. Meg Cooke was
named COO, and Chris Peterson was named team leader. Chris may put together a team to help
the company's margin-increasing quest. The current project failed due to a breakdown in
communication between Meg and Chris due to the company's system restructure. Meg lacked
communication skills and managerial expertise, making her incapable of effectively managing
teams (Ancona & Cladwell, 2010).
Key Issues
The DSS project team encountered difficulties as a result of the company's and
management's transition. DSS Consulting's project team is lacking in communication skills. The
activities of the business necessitate communication. It improves communication between upper
management and lower-level employees, thereby contributing to creating a positive work
environment. Managers must communicate their goals to employees for the company to meet its
standards. Employees ...


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