Management Ch13 Teamwork and Group Performance The cases you will be analyzing in the class are short (usually 2-4 pages), so I don’t expect that your case

Management Ch13 Teamwork and Group Performance The cases you will be analyzing in the class are short (usually 2-4 pages), so I don’t expect that your case analysis will be longer than 2- 3 typed double-spaced pages. You should conduct additional research to support your analysis of the case assigned to your group. The cases are generally about fictional organizations (not always, however), so your research will be focused on concepts related to the analysis of the case. For example, if the case is included as an example of concepts related to teamwork and group performance, you will do research on those concepts, not on “XYZ corporation.”

The key elements of a case analysis are provided on the page of this syllabus. This grading rubric is based on a review of multiple sources of forms of case analysis and what constitutes a good case analysis.

Case is the pictures in files jpg(p167 p168 p169)

What do you see as the key problem or problems in this situation? How would you suggest resolving these problems?

Who is responsible for creating this situation? Darryl? The other faculty? The students?

What should the accounting department or the College of Business do to prevent similar situations in the future? CHAPTER 13 Teamwork and Group Processes
169
wished there was something the College could do that would help keep
new faculty from feeling so adrift.
Discussion Questions
S.
1. What do you see as the key problem or problems in this situation? How
would you suggest resolving those problems?
2. Who is responsible for creating this situation? Darryl? The other fac-
ulty? The students?
3. What should the accounting department or the College of Business do
to prevent similar situations in the future?
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168
PART TWO Dealing with Factors Internal to the Firm
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with reviewing the rest of the syllabus.
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through much of the class.
3.
Darryl cleared his throat and said, “It’s hard for me to believe that this
it for a month and then evaluate how you feel about it?” There was a lot of
is the toughest course outline you’ve ever seen. How about we stick with
whispered conversation, but no one directly objected, so Darryl continued
The next month was a struggle. Students were not paying attention to
Darryl’s lectures. They complained if he worked a particularly complicated
problem out on the board. They looked at their phones or their laptops
Darryl was discouraged. He wanted to ask someone for advice, but he
was not sure who he could talk to, or if he should even talk to anyone.
Maybe if he talked about this class and its problems, that would make him
look bad. He didn’t want to admit weakness right at the start of his employ-
ment there, but he knew things were not going right. He just didn’t know
what to do about it.
The people he had met had seemed friendly when he had interviewed
for the position at Mid-State. But Darryl found that when he started working
there, most people were too busy to interact much. He saw people in the
faculty lounge for a few minutes here and there, if they happened to cross
paths. Darryl didn’t know anyone well enough to trust them with his wor-
ries, and it seemed there was never any opportunity to get to know anyone
better. He decided to go to his department chair. It was difficult to find a
time when the department chair was actually available to meet with him.
When they finally found a convenient time to meet, more time had passed
and things were getting worse in Darryl’s classes.
After Darryl had described his experiences, the department chair told
him, “Oh, don’t worry. That’s just first-year anxiety. It will take care of itself,
you’ll see.” Then he told Darryl that he was off to a meeting with the Dean
and hoped things would get better.
Darryl went back to his office and sat there, looking at a stack of papers
he had just graded. The students clearly did not understand the concepts
and Darryl had no idea how to change his teaching approach to make it
easier for students to learn. He did not know who to go to, or even if there
was someone in the College who could help him. In the past he had found
that his peers had been helpful, when he was back taking classes in the
doctoral program. He had assumed that this situation would allow him to
find the same peer support. He couldn’t fix this problem on his own; he
CHAPTER 13 Teamwork and Group Processes
167
The New Professor
Gail E. Sype
Dr. Darryl McCall adjusted his tie nervously. He was a brand-new professor
at Mid-State university and he wanted to make a good impression. He was
about to go into a huge room and sit down with hundreds of faculty that
would be his peers at Mid-State. He was concerned that he’d never get to
know them all. He resolved to work on getting to know the faculty in the
College of Business first.
Darryl was going to be teaching introductory-level accounting, which
required a lot of work because there was a great deal of homework to grade
and some of the concepts were difficult for students to grasp. He knew he
was in for a lot of work, but he had speedily completed his Ph.D. disserta-
tion; that had been a lot of work, too, so he felt he was equal to the task.
Darryl, however, didn’t have a lot of teaching experience. He had been
a research assistant for most of his graduate work and so had not had much
contact with undergraduate or graduate students. He was nervous about
being in the classroom. He had already put his syllabus together; the class
would be challenging, but the students would learn a lot.
Darryl sat with several colleagues at lunch that day and got to know
a few people. There were meetings all afternoon, and then classes would
start the next day.
Darryl began the semester with high hopes. He passed out the syllabi
and explained to students what the general plan of the class was. There
was murmuring across the classroom that gradually got louder. Finally, a
student raised his hand and Darryl said, “Yes?”
The student responded, “You can’t be serious about this, can you? This
is like at least twice as much as any other professor asks us to do!”
Another student spoke up: “I work and have a family. There’s no way I
can get through all of this work every week! This is insane!”
Darryl was taken aback. He didn’t know what to say. If the students
were right, then he might need to change his syllabus. But if they were lying
to him, then changing his syllabus would mean that the students had gotten
away with making their own lives easier.
Case
Study

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