J.Keith Murnighan - Executive Courses: Emp 62 Syllabus

Introductory Comments
(Inherently Incomplete, but a Start)

This course is on leadership, management, and organizations. Our primary focus will be on building our understanding of people and their actions in organizational settings. As all sorts of behavior happen in all sorts of organizations, our discussions will be open to a variety of topics and a variety of organizations. In particular, we will talk about two immediately important organizations: this class and each of your study groups, with a major emphasis on your study groups.

During your time in the program, you may learn as much (or dare I say more?) from each other as you will learn from your instructors. Thus, you should think of your class as a Learning Organization that is divided into a set of autonomous work groups (your study groups). As with any organization, if we all work together and everyone contributes to each other in class and in your study groups, we can be very productive and educationally "profitable." But like any organization and any group, this is easier said than done, especially when effectiveness and efficiency are critically important.

Since this course is at the beginning of your program, it's the right time to invest in your study groups. As a result, your most important assignments and your group project will be focused on organizing yourselves in your study groups. Investing in your study groups now will help you maximize the benefits you obtain from your individual and collective efforts and maximize your learning throughout the entire program.

Our three key topics, defined broadly, will be team building, negotiation, and decision making. Although I am as biased as anyone else, it is my belief that, if you have a vision that you can communicate, you will be an outstanding leader if you have great skills in these three areas. Anything that we can do to improve these three skills will be tremendously beneficial, for all of us.

We won't be able to cover everything I'd like to cover on leadership, teams, bargaining, decisions, and organizations. But you will have several other modules that will address these issues further. Our primary goal in this course will be to get your study groups ready for everything that the other instructors and I will throw at you.

Our class meetings

A typical session will be active--I won't be lecturing all the time. Instead, our meetings will typically revolve around an exercise or a video clip (or both). After we discuss the exercises and their ramifications, I may introduce some lecture material that is designed to activate your minds. Our success will depend on your getting involved and participating by sharing your expertise and your reactions. If you learn from each other, you will make the most out of the program. If you work together, you can insure that you will get the absolute most out of your efforts. That is the goal that we should work toward in this class and throughout the program.

Every class will depend on you for Argument and Discussion. I enjoy a good argument. For me, Argument and Discussion are pretty much the same thing. And just to be clear, it's argument about ideas that work; it should never be personal. I hope that Argument and Discussion, in this class, in your study groups, and elsewhere, will convince you how valuable it can be.

An essential contribution that I ask each of you to make is to treat our exercises and games seriously. If you are at all frivolous about what we do in the class, you will learn less and provide less opportunity for others to learn. This does not mean you have to be stern and not enjoy these exercises. Instead, it means that you should take your roles seriously and take the exercises seriously. You should try to do well and you should never demean either the exercises or the people you are interacting with after the exercise is over. Although we can't use real money in some of our exercises, we will use it in others (I will make it clear which is which), and you should always act as if it were for real. You should think about your strategies and work hard to make sure they are appropriate and effective. You should consider the consequences of your actions within the framework of the exercise and what they might be in other situations. After each exercise, we will discuss what happened and why. Thus, to be clear about what I mean when I ask you to take things seriously, if anyone justifies their tactics by saying "it was just a game," I will ask that person to leave the room for the rest of that class. You should do as well as you can within the constraints of the situation--this is the best you can do in any situation, whether it is one of the games we play in class or one of the many games you play in other arenas.

Also, in our debriefs, we will discuss what happened and why it happened. We'll discuss strategies that worked and strategies that didn't. If you should use a strategy that didn't work, I will ask you about it and expect you to be open and willing to discuss it in class. These exercises will probably be new to everyone. Thus, people will make mistakes and use inappropriate strategies. By delving into the thinking that led to a particular strategy, we can correct the thinking and not let it interfere with future negotiations. So I'm really not picking on you when I ask you about your strategies. To learn as much as we can in this class, we need to discuss not just what happened but why. We have a safe environment in this class and we should both use it and protect it. What we say in class should just be amongst us - we should all agree to never tell stories that identify class members outside the classroom, ever. These discussions will show how important post mortems are to future strategies. They also provide us with an opportunity to not only learn a lot about interesting situations but also about ourselves.

Assignments and Grades in Module One

I have designed the course to reward hard work--although I realize that there might be other demands on your time. I have also designed the class so that groups that work well together will be rewarded. Much of your hard work, then, should be directed toward coordinating yourselves effectively.

You will have two kinds of assignments - one with other members of your group and the other more individually oriented. Your Group Analysis assignments are designed to encourage you and your study group to organize into a smoothly functioning, efficient team. I will give you explicit instructions for each of your group analysis assignments. The goal in these assignments is to make sure that you and your study group are working together as effectively as you possibly can. In the last class, each group will give a short presentation to the class to introduce your study group. In this presentation, you can share how your group is organized, how you have conceptualized its identity, its General Rules for Group Task Behavior, or anything else that you choose that would be worthwhile sharing with the other study groups. This relates back to our goal of a Learning Organization: each group's presentation will be its way of contributing to the organization's general knowledge about effective team functioning.

When you begin working together, it should be no surprise that everyone in your group will not necessarily do everything well. The concept of division of labor is tried and true and you will certainly want to make use of it within your groups. One of you may be the best writer among the group; one may have the best quantitative skills; one may have the best grasp of one topic; someone else will have the best grasp of another topic. You will need to work at working together. Duplicating rather than triplicating (is that a word?) your efforts can be very effective, so that you can act as checks and balances on each other. Working together to take advantage of each of your independent sets of information and skills is a major goal of this course.

Your individual assignments during the course have several parts. Throughout the course, I would like you to record ideas and insights that you have thought about and learned from our classroom exercises and discussions, our reading material, and everything else that you have experienced in the program, i.e., other classes, orientation, live-in week, conversations with your classmates, etc. More specifically, the first part of your individual assignment is to build a "To Do" list of actions that you can and will take to make you a better leader. At our last class meeting, I would like you to turn in your "To Do" list, prioritized and dated. This means that you should have identified not only what you will do but also when you will do it. This list is mostly for you, but it will help me see how you are converting the program's material to a real action plan.

Each element in your list can be relatively brief. It can be a bullet point with minimal explanation so that you don't forget what you meant by it (!) and so that I can have an idea of what you will actually do. If you would like to make it more specific and elaborate, please do, but this is your call. I just need enough specificity to get a good idea of your plans.

For the second part of your individual assignment, I would like you to think of a current, major project at work. Ideally this will be a project that has real significance for your career. As you progress with almost any project, you naturally consult people who can help you succeed.

To start this part of your assignment, I ask each of you to contact two people. Both of them should be people with these characteristics: (1) you have not communicated with them for at least three years and (2) they have the potential for providing you with information, knowledge, and/or advice to help you on this project. The two contacts should differ in that one should be someone with whom you once had a close or strong relationship and the other should be someone with whom you once had a weak or distant relationship, such as an acquaintance. Obviously, they should both have skills or knowledge that are relevant to your efforts on this project.

Your contacts with these two people, whom we think of as representing "dormant" relationships, should be serious, i.e., you should find them, reconnect, and seek out their help in terms of getting information, knowledge, and/or advice to help you on your project. Obviously, your discussions can also include other topics. You can contact them as many times as you wish after this first, renewed contact. Ideally, your interactions will be either via the telephone or in-person, as email is what we call "a diminished medium."

You will complete this part of your assignment by submitting a report that describes the work project, your role in it, how you contacted your previous colleagues/friends, the nature of that contact, and, most importantly, your analysis of its usefulness. This write-up should be approximately 3-4 pages long (Times-Roman 12 point font, double spaced, with 1-inch margins all around).

This assignment has several purposes. First, it holds the promise of real assistance for you and your project. Second, it might reactivate a connection that could be very positive for you, for some time. And third, if you choose, it can contribute to a research project that two colleagues and I are initiating. I invite all of you to assist us in this project; your assistance will be completely voluntary. If you choose to help us, we will ask you to complete two short questionnaires, one prior to making your two contacts and the other after you have made them. [As an extra assist, please do not start this assignment until we have offered you a chance to participate in our research (i.e., fill out the first survey). If you contact someone before you fill out the survey, it might mess up our research. Thanks.]

The third part of your individual assignment is an application story, in which you describe a particular work situation and show how concepts from the class could have enlightened, informed, or improved what happened. Your application story should be an analytic document in which you describe actual events that you have observed and been involved in first-hand in the recent past and how they could have gone much better with an application of material from this course. A hint: stories that outline failures or downfalls that could have been avoided tend to work better than successes that could have been even more successful. "If only I had known …" is a good way to think about these assignments.

This should also be 3-4 typed pages (again, Times-Roman 12 pt. font, double spaced, 1-inch margins). It should focus on analyses rather than summaries. Your application story will do well to cover the following four questions:

1. How do the important points in the course's material relate to this story? (Be specific.)
2. How can these same concepts be applied in other situations (at work, home, or socially)? (Be specific.)
3. What are the limits of these points (e.g., when would the morals of your story not work)?
4. What can I do with this information to help me become a better leader-manager-decision maker-negotiator-person?

The three parts of your individual assignment are due at our last class, October 21. Please submit all of your assignments in a single, hard copy packet. (No special cover or binding is needed).

All of your assignments are completely confidential - I will never relate any of the details or the information included in them to anyone. If I think your story is something that I would like to discuss with someone else (e.g., future classes), I will ask for your explicit permission first and you will determine how I will tell the story (i.e., with or without names).

To make great use of your stories, and to emphasize the Learning Organization nature of this class, you are all invited and encouraged to post your application stories to a special section of our class's web page. Here's how this will work:

When you've finished your application story, disguise the names of the innocent (and maybe the guilty), if you wish, remove any confidential company information, and post it on our class's web page. Just go to our website, click on Communication and then Discussion Board and post your story. If you have any trouble with the posting, send it to me and I will make sure it's posted.

This will be a location that you can check out anytime you wish. To help organize things a bit, you might put a title on the story to indicate the concepts that it relates to, e.g., A Real-Life Gas Station Story. Be sure to identify yourself as the author, too. I will review the submissions each week and may recognize some of the writers publicly in class. Try not to wait until the last week to submit your story. Everyone is strongly encouraged to submit one.

As to grade calculation, everyone within your study group will receive the same grade for your group analyses, presentation, and final report. This will account for half of your grade. The other half will be an individual grade reflecting the quality of your individual assignments and your contributions to the class.

Class Participation and the posting of your application story will contribute to your individual assignment grade. Quality participation rather than quantity is much preferred. Stimulating arguments that lead us farther into the realm of new ideas and new possibilities count very positively. Quantity without content not only doesn't add, it's aggravating - to everyone. So concentrate on participating and contributing to our class interactions. In particular, everyone appreciates people who ask questions since people often hesitate to ask an important question, only to be saved by someone else raising exactly the same issue. Questions are always encouraged.

Other Highlights

There will be no exam in this course. And you do not need to feel that you are competing with the other members of the class or the other study groups. Every person and every group can do well in this class.

INDIVIDUAL AND GROUP BEHAVIOR IN ORGANIZATIONS

EMP 69
Fall 2006

Live-in Week and Module One

J. KEITH MURNIGHAN
keithm@kellogg.northwestern.edu
847-467-3566

Reading Material:
•The Course Reading Packet, which includes several selections from
J. Keith Murnighan, The Dynamics of Bargaining Games, Prentice Hall.

•J. Keith Murnighan and John C. Mowen, The Art of High Stakes Decision Making: Tough Calls in a Speed-Driven World, John Wiley & Sons, 2001.

NOTE: Readings should be completed AFTER each class. Please do not read ahead.

THE SCHEDULE

Live-In Week Tuesday, September 5, 1-2:30 pm

Topics:
• "Leadership in Action"
•"An Introduction to Team Building"



	Syllabus for:
	EMP 69 Fall 2006 Live-in Week + Module One INDIVIDUAL AND GROUP BEHAVIOR IN ORGANIZATIONS J. KEITH MURNIGHAN

	Introductory Comments (Inherently Incomplete, but a Start) This course is on leadership, management, and organizations. Our primary focus will be on building our understanding of people and their actions in organizational settings. As all sorts of behavior happen in all sorts of organizations, our discussions will be open to a variety of topics and a variety of organizations. In particular, we will talk about two immediately important organizations: this class and each of your study groups, with a major emphasis on your study groups. During your time in the program, you may learn as much (or dare I say more?) from each other as you will learn from your instructors. Thus, you should think of your class as a Learning Organization that is divided into a set of autonomous work groups (your study groups). As with any organization, if we all work together and everyone contributes to each other in class and in your study groups, we can be very productive and educationally "profitable." But like any organization and any group, this is easier said than done, especially when effectiveness and efficiency are critically important. Since this course is at the beginning of your program, it's the right time to invest in your study groups. As a result, your most important assignments and your group project will be focused on organizing yourselves in your study groups. Investing in your study groups now will help you maximize the benefits you obtain from your individual and collective efforts and maximize your learning throughout the entire program. Our three key topics, defined broadly, will be team building, negotiation, and decision making. Although I am as biased as anyone else, it is my belief that, if you have a vision that you can communicate, you will be an outstanding leader if you have great skills in these three areas. Anything that we can do to improve these three skills will be tremendously beneficial, for all of us. We won't be able to cover everything I'd like to cover on leadership, teams, bargaining, decisions, and organizations. But you will have several other modules that will address these issues further. Our primary goal in this course will be to get your study groups ready for everything that the other instructors and I will throw at you. Our class meetings A typical session will be active--I won't be lecturing all the time. Instead, our meetings will typically revolve around an exercise or a video clip (or both). After we discuss the exercises and their ramifications, I may introduce some lecture material that is designed to activate your minds. Our success will depend on your getting involved and participating by sharing your expertise and your reactions. If you learn from each other, you will make the most out of the program. If you work together, you can insure that you will get the absolute most out of your efforts. That is the goal that we should work toward in this class and throughout the program. Every class will depend on you for Argument and Discussion. I enjoy a good argument. For me, Argument and Discussion are pretty much the same thing. And just to be clear, it's argument about ideas that work; it should never be personal. I hope that Argument and Discussion, in this class, in your study groups, and elsewhere, will convince you how valuable it can be. An essential contribution that I ask each of you to make is to treat our exercises and games seriously. If you are at all frivolous about what we do in the class, you will learn less and provide less opportunity for others to learn. This does not mean you have to be stern and not enjoy these exercises. Instead, it means that you should take your roles seriously and take the exercises seriously. You should try to do well and you should never demean either the exercises or the people you are interacting with after the exercise is over. Although we can't use real money in some of our exercises, we will use it in others (I will make it clear which is which), and you should always act as if it were for real. You should think about your strategies and work hard to make sure they are appropriate and effective. You should consider the consequences of your actions within the framework of the exercise and what they might be in other situations. After each exercise, we will discuss what happened and why. Thus, to be clear about what I mean when I ask you to take things seriously, if anyone justifies their tactics by saying "it was just a game," I will ask that person to leave the room for the rest of that class. You should do as well as you can within the constraints of the situation--this is the best you can do in any situation, whether it is one of the games we play in class or one of the many games you play in other arenas. Also, in our debriefs, we will discuss what happened and why it happened. We'll discuss strategies that worked and strategies that didn't. If you should use a strategy that didn't work, I will ask you about it and expect you to be open and willing to discuss it in class. These exercises will probably be new to everyone. Thus, people will make mistakes and use inappropriate strategies. By delving into the thinking that led to a particular strategy, we can correct the thinking and not let it interfere with future negotiations. So I'm really not picking on you when I ask you about your strategies. To learn as much as we can in this class, we need to discuss not just what happened but why. We have a safe environment in this class and we should both use it and protect it. What we say in class should just be amongst us - we should all agree to never tell stories that identify class members outside the classroom, ever. These discussions will show how important post mortems are to future strategies. They also provide us with an opportunity to not only learn a lot about interesting situations but also about ourselves. Assignments and Grades in Module One I have designed the course to reward hard work--although I realize that there might be other demands on your time. I have also designed the class so that groups that work well together will be rewarded. Much of your hard work, then, should be directed toward coordinating yourselves effectively. You will have two kinds of assignments - one with other members of your group and the other more individually oriented. Your Group Analysis assignments are designed to encourage you and your study group to organize into a smoothly functioning, efficient team. I will give you explicit instructions for each of your group analysis assignments. The goal in these assignments is to make sure that you and your study group are working together as effectively as you possibly can. In the last class, each group will give a short presentation to the class to introduce your study group. In this presentation, you can share how your group is organized, how you have conceptualized its identity, its General Rules for Group Task Behavior, or anything else that you choose that would be worthwhile sharing with the other study groups. This relates back to our goal of a Learning Organization: each group's presentation will be its way of contributing to the organization's general knowledge about effective team functioning. When you begin working together, it should be no surprise that everyone in your group will not necessarily do everything well. The concept of division of labor is tried and true and you will certainly want to make use of it within your groups. One of you may be the best writer among the group; one may have the best quantitative skills; one may have the best grasp of one topic; someone else will have the best grasp of another topic. You will need to work at working together. Duplicating rather than triplicating (is that a word?) your efforts can be very effective, so that you can act as checks and balances on each other. Working together to take advantage of each of your independent sets of information and skills is a major goal of this course. Your individual assignments during the course have several parts. Throughout the course, I would like you to record ideas and insights that you have thought about and learned from our classroom exercises and discussions, our reading material, and everything else that you have experienced in the program, i.e., other classes, orientation, live-in week, conversations with your classmates, etc. More specifically, the first part of your individual assignment is to build a "To Do" list of actions that you can and will take to make you a better leader. At our last class meeting, I would like you to turn in your "To Do" list, prioritized and dated. This means that you should have identified not only what you will do but also when you will do it. This list is mostly for you, but it will help me see how you are converting the program's material to a real action plan. Each element in your list can be relatively brief. It can be a bullet point with minimal explanation so that you don't forget what you meant by it (!) and so that I can have an idea of what you will actually do. If you would like to make it more specific and elaborate, please do, but this is your call. I just need enough specificity to get a good idea of your plans. For the second part of your individual assignment, I would like you to think of a current, major project at work. Ideally this will be a project that has real significance for your career. As you progress with almost any project, you naturally consult people who can help you succeed. To start this part of your assignment, I ask each of you to contact two people. Both of them should be people with these characteristics: (1) you have not communicated with them for at least three years and (2) they have the potential for providing you with information, knowledge, and/or advice to help you on this project. The two contacts should differ in that one should be someone with whom you once had a close or strong relationship and the other should be someone with whom you once had a weak or distant relationship, such as an acquaintance. Obviously, they should both have skills or knowledge that are relevant to your efforts on this project. Your contacts with these two people, whom we think of as representing "dormant" relationships, should be serious, i.e., you should find them, reconnect, and seek out their help in terms of getting information, knowledge, and/or advice to help you on your project. Obviously, your discussions can also include other topics. You can contact them as many times as you wish after this first, renewed contact. Ideally, your interactions will be either via the telephone or in-person, as email is what we call "a diminished medium." You will complete this part of your assignment by submitting a report that describes the work project, your role in it, how you contacted your previous colleagues/friends, the nature of that contact, and, most importantly, your analysis of its usefulness. This write-up should be approximately 3-4 pages long (Times-Roman 12 point font, double spaced, with 1-inch margins all around). This assignment has several purposes. First, it holds the promise of real assistance for you and your project. Second, it might reactivate a connection that could be very positive for you, for some time. And third, if you choose, it can contribute to a research project that two colleagues and I are initiating. I invite all of you to assist us in this project; your assistance will be completely voluntary. If you choose to help us, we will ask you to complete two short questionnaires, one prior to making your two contacts and the other after you have made them. [As an extra assist, please do not start this assignment until we have offered you a chance to participate in our research (i.e., fill out the first survey). If you contact someone before you fill out the survey, it might mess up our research. Thanks.] The third part of your individual assignment is an application story, in which you describe a particular work situation and show how concepts from the class could have enlightened, informed, or improved what happened. Your application story should be an analytic document in which you describe actual events that you have observed and been involved in first-hand in the recent past and how they could have gone much better with an application of material from this course. A hint: stories that outline failures or downfalls that could have been avoided tend to work better than successes that could have been even more successful. "If only I had known …" is a good way to think about these assignments. This should also be 3-4 typed pages (again, Times-Roman 12 pt. font, double spaced, 1-inch margins). It should focus on analyses rather than summaries. Your application story will do well to cover the following four questions: 1. How do the important points in the course's material relate to this story? (Be specific.) 2. How can these same concepts be applied in other situations (at work, home, or socially)? (Be specific.) 3. What are the limits of these points (e.g., when would the morals of your story not work)? 4. What can I do with this information to help me become a better leader-manager-decision maker-negotiator-person? The three parts of your individual assignment are due at our last class, October 21. Please submit all of your assignments in a single, hard copy packet. (No special cover or binding is needed). All of your assignments are completely confidential - I will never relate any of the details or the information included in them to anyone. If I think your story is something that I would like to discuss with someone else (e.g., future classes), I will ask for your explicit permission first and you will determine how I will tell the story (i.e., with or without names). To make great use of your stories, and to emphasize the Learning Organization nature of this class, you are all invited and encouraged to post your application stories to a special section of our class's web page. Here's how this will work: When you've finished your application story, disguise the names of the innocent (and maybe the guilty), if you wish, remove any confidential company information, and post it on our class's web page. Just go to our website, click on Communication and then Discussion Board and post your story. If you have any trouble with the posting, send it to me and I will make sure it's posted. This will be a location that you can check out anytime you wish. To help organize things a bit, you might put a title on the story to indicate the concepts that it relates to, e.g., A Real-Life Gas Station Story. Be sure to identify yourself as the author, too. I will review the submissions each week and may recognize some of the writers publicly in class. Try not to wait until the last week to submit your story. Everyone is strongly encouraged to submit one. As to grade calculation, everyone within your study group will receive the same grade for your group analyses, presentation, and final report. This will account for half of your grade. The other half will be an individual grade reflecting the quality of your individual assignments and your contributions to the class. Class Participation and the posting of your application story will contribute to your individual assignment grade. Quality participation rather than quantity is much preferred. Stimulating arguments that lead us farther into the realm of new ideas and new possibilities count very positively. Quantity without content not only doesn't add, it's aggravating - to everyone. So concentrate on participating and contributing to our class interactions. In particular, everyone appreciates people who ask questions since people often hesitate to ask an important question, only to be saved by someone else raising exactly the same issue. Questions are always encouraged. Other Highlights There will be no exam in this course. And you do not need to feel that you are competing with the other members of the class or the other study groups. Every person and every group can do well in this class. INDIVIDUAL AND GROUP BEHAVIOR IN ORGANIZATIONS EMP 69 Fall 2006 Live-in Week and Module One J. KEITH MURNIGHAN keithm@kellogg.northwestern.edu 847-467-3566 Reading Material: •The Course Reading Packet, which includes several selections from J. Keith Murnighan, The Dynamics of Bargaining Games, Prentice Hall. •J. Keith Murnighan and John C. Mowen, The Art of High Stakes Decision Making: Tough Calls in a Speed-Driven World, John Wiley & Sons, 2001. NOTE: Readings should be completed AFTER each class. Please do not read ahead. THE SCHEDULE Live-In Week Tuesday, September 5, 1-2:30 pm Topics: • "Leadership in Action" •"An Introduction to Team Building" Assignment: Complete Survey and bring to next class Group Analysis (handout) Live-in Week Wednesday, September 6, 4:30-6 pm Topics: •"The Tennis Ball Exercise" •"Role Negotiation and Building an Effective Study Group" Readings: " LaFasto & Larson, "What makes a good team member?" When Teams Work Best, 2001. " Harrison, adapted by Murnighan, "Two Heads are Better than One, but ... A Camel is a Horse designed by a Committee: Using Role Negotiation to Work Together Effectively" Live-in Week Thursday, September 7, noon - 1:30 pm Topics: •"Survey Results" •"Team Building II" First Day, Module 1 Sessions 1 & 2 Friday morning, September 15 Topics: •"Dilemmas of Cooperation and Competition" •"Causal Attributions" Readings: " Murnighan: Introduction, Gas Station Game, the Diamond Bidding Game, and Envelopes and Money (Chapters 1, 2, 10, & 14) Assignment: Group Analysis II due September 23 QUIZ CARTER RACING HANDOUT Second Day, Module 1 Sessions 3 and 4 Saturday morning, September 23 Class Topic: •"Individual and Group Decision Making" Readings: " Murnighan and Mowen, The Art of High Stakes Decision Making: Tough Calls in a Speed-Driven World, Chapters 1-4. NOTE: Do not read Murnighan and Mowen, Chapter 5. Patience is golden. Assignment: Group Analysis III due October 7 A Big Day Sessions 5 and 6 Saturday morning, October 7 Class Topics: •"Coordinating Groups" •"Group Interactions" A Big Day (continued) Sessions 7 and 8 Saturday afternoon, October 7 Class Topics: •"Effective, Positive Influence Strategies" •"Group Performance and Innovation" Reading: • Janis, "Groupthink" • Murnighan, "Group decision making: What strategies should you use?" • Amason, et al: Conflict: An Important Dimension in Successful Mgmt Teams • Murnighan and Mowen, The Art of High Stakes Decision Making: Tough Calls in a Speed-Driven World, Chapters 6 - 9. Assignment: Group Analysis IV due October 21 Prepare Group Presentation NOTE: Again, do not read Murnighan & Mowen, Chapter 5. Patience is really golden. Last Day Sessions 9 and 10 Saturday morning, October 21 Class Topics: •"Group Reports, Discussion, and Feedback" •"Individual Action in Group Settings" •Course Summary and Wrap-up Reading: • Murnighan and Mowen, The Art of High-Stakes Decision Making, Chapter 5! Due Today: All of your assignments Assignment: Group Analysis V © J. Keith Murnighan, 2006. Please do not cite or quote without permission.