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MGT 470--Dr. Adler

FALL 2015

Team and Individual Deliverables—Grade of 100 points total (PART 1--70 pts +

(PART 2--15 pts) + (PART 3--15 pts)

PART 1--Team project management paper—70 points

ASSIGNED CASE—either Zia Prep Academy (ZPA), Sam & Betty Construction (SBC), or Chemical Protection Mask (CPM) and your particular trust & distrust scenario within your assigned case. A team grade of 70 points includes the following four deliverables:

1. An assessment of ZPA, SBC or CPM's marketing and financial position. What can you tell about their business health? What should this organization do with regard to marketing? This is where all those years of education start to pay off.

2. An expanded Project Requirements Document to include 3-4 bullet items under each item given to you in the ZPA, SBC or CPM case. Your teams will have to be creative on this one and be creative.

3. A work breakdown structure for the ZPA, SBC or CPM case down to level 3. Hand-drawn diagrams that are clear and professional are acceptable.

4. A revised contract (i.e., statement of work) for the ZPA, SBC or CPM that reflects the scenario assigned to your team. Feel free to revise as necessary accounting for grammar, editing and fit with the scenario given your team.

Teams will present their revisions to the ZPA, SBC or CPM case based on their particular scenario. Each team can expect to present for 15-20 minutes each. Thus, 3 teams can be expected to present in a 75-minute class with Q&A period following their presentations. You can anticipate feedback to student consulting teams in three areas:

a. Format and content of proposed revisions.

b. Realism of business case given their particular scenario.

c. Overall quality of presentation to ZPA, SBC or CPM management.

Teams should use the ‘IDEAS’ model referenced in class to critically analyze the case, provide a basis for discussion, and make recommendations about issues in the case. The ‘IDEAS’ model improves problem solving and consists of the following:

a. I – Identify the problem(s) and set priorities (Step 1)

b. D – Deepen understanding & gather relevant information (Step 2)

c. E – Enumerate options & anticipate consequences (Step 3)

d. A – Assess the situation & make a preliminary decision (Step 4)

e. S – Scrutinize the process & self-correct as needed (Step 5)

Teams not presenting that day should take notes on lessons learned with regard to how well the teams they observed communicated requirement assumptions, balancing conflicting requirements within cost, schedule, and scope constraints, and collaborating in the collective authorship of their work.

Professor Adler and his teaching assistant will role play different aspects of ZPA, SBC or CPM management to provide a cross-section of realism of what it will be like to manage projects and customers concurrently.

PART 2--Individual reflective paper—15 points

Grade of 15 points that includes your assessment of your team with regard to the following!

Defining the problems and issues

Were the objectives of ZPA, SBC or CPM clearly stated?

How did the reputation of the superintendent affect the definition of problems and

issues?

What parts of the project requirements document were problematic?

Actions taken

Where draft requirements changed? How? Why?

How was the draft project requirements document developed? Why?

Was there an overriding team philosophy in changing requirements? If so, how

would you describe it?

Organization of Team(s)

Did team members assume roles? What were they?

Did the organization of the team change over time? How?

How was integration of team member input integrated?

Communication

Did someone assume leadership of the team? If so, who?

Did all team members contribute to the team’s final set of requirements? If not,

why not?

How did the team communicate internally? How frequently? How did your team

communicate with other teams?

What were the most effective forms of team communications?

Were there any communication blocks? What were they?

PART 3--Individual Assessment Paper—15 points

Grade of 15 points that includes your analysis of the SDI model relative to you and your team this semester!

1. How does (your color group) help you as a leader?

2. When people are too (your color group), how does that change their communication?

3. Why is (your color group) important to your team?

4. If you recognized that a prospective customer was extremely (your color group), how could you tailor your sales presentation?

5. What did you learn in your assessment of your team?

6. Does conflict come from differences in strengths or values? If so, how much?

7. What would happen if you had conversations like this with more people?

8. What would you expect of a boss with your color group? With the other color groups?

9. What would you expect of your colleagues with your group? With the other color groups?

10. How can the SDI help you personally? socially?