University of San Diego
(Revised 5/23/04)
School of Business Administration
MAFM 502, #2
Leadership in a Financial Team Environment
Instructor: Dr. Phillip Hunsaker
Office: OH 319
Office Hours: By appointment.
Class: Monday-Wednesday 5:00-9:30 p.m.
Phone: 619-260-4870
E-mail: philmail@sandiego.edu
USD ACCOUNTANCY PROGRAM MISSION STATEMENT
The mission of the accounting program is to develop accountants--through the use of
personalized, innovative teaching methods developed by faculty who are active in the production
and dissemination of knowledge--who have the skills to compete in a diverse and fast-changing
global professional environment.
COURSE DESCRIPTION
This course examines the challenges of leading in a team-based organizational culture. Topics
include stages of team development, leadership style, team chartering, capitalizing on diversity,
conflict management, decision-making, process facilitation, leadership interventions, and team
member skills. Teaching methods include individual diagnostic instruments, lectures,
discussions, case studies, behavioral exercises, skill assessments, analyzing team leadership
experiences, team leadership development through feedback, and concept applications in a
personal development plan.
COURSE OBJECTIVES
Students who complete this course will possess an appreciation of the challenges of leading
teams in financial organizational cultures. They will be able to recognize, diagnose, and adapt
their leadership style to different stages of team development. Students will enhance their
analytical abilities by applying team leadership concepts to diagnose and solve problems in a
variety of team case studies. They will assess and develop their own team leader skills in areas
such as communications, process observation, team building, conflict resolution, and creative
problem solving, in experiential exercises where they will learn directly from peer feedback.
BOOKS & MATERIALS
Richard L Daft, The Leadership Experience, Third Edition. (Mason, Ohio: Thomson
Learning/South-Western, 2005)
Tony Alessandra and Phil Hunsaker, Communicating at Work (New York: Simon
& Schuster. 1993).
“Module 3: Making Teams Work,” and, “Module 5: Team Processes.” from D. Ancona, T.
Kochan, M. Scully, J. Van Maanen, and D. E. Westney, Managing for the Future:
Organizational Behavior & Process, Third Edition (Mason, Ohio: South-Western College
Publishing, 2005). [Note: You do not need the whole book – only modules 3 & 5]
STUDENT EVALUATION
Students will be evaluated on their understanding and application of course concepts as
demonstrated in their participation in class activities and written assignments. They will also be
evaluated on their skills and contributions as team members. These factors will be measured by
performance on the following projects: Weights towards course grade are indicated as
percentages.
Component
Individual
 Participation
 Final Exam
Team*
 Service Project Presentation
 Team Development Assessment Paper
Percent of Grade
50%
20%
30%
50%
20%
30%
*Team Grade Allocation Process
Teams will receive an overall grade for each project. To reward individual team
members fairly, however, this overall grade can be distributed differentially among members
based on each member’s relative quantity and quality of contribution to the project. If all team
members truly contributed equally, they can all accept the overall grade for the team activity. If
some members contributed more or less than others, however, the team, at its discretion, can
adjust the grades awarded to different members based on their varying contributions.
If the team wants to adjust grades based on differential contributions, up to 15 points
can be redistributed among members as long as the new grades still average to the original
overall grade. For example, if the team grade is 90, individual grades for a team with 5 members
could be redistributed as: 95, 90, 90, 90, 85; or, 100, 95, 90, 90, 75, etc.). A written rationale
stating how the team project grades are to be allocated among team members, signed by all team
members should be submitted with each project. If the team cannot reach a consensus, then
members should submit signed arguments for their differing positions about grade allocations
and submit them to the professor for consideration.
To obtain maximum contributions from all members and avoid problems at the end of
projects, teams should decide as early as possible on:
1. Criteria for evaluating member contributions. For example, a team may decide to
evaluate member contribution based on criteria of attendance, reliability, quality of ideas,
leadership, and support of others.
2. How and when the criteria will be applied to determine individual grade allocations. For
example, grade allocations could be made when the activity is completed by a) having
each member rank everyone on a scale of 1–5; b) Recommend a number of points to be
added or subtracted from the overall grade of each specific member; c) Provide an
anonymous typed statement explaining each rating. d) Someone on the team reads these
statements. e) The team reaches a consensus for individual member grade allocations.
3. A feedback process for measuring individual contributions and letting everyone know
how they are doing throughout the project. One way to do this about halfway through
each project is to complete the Team Assessment Survey at the end of the Team
Handbook, in Anacona, et. al.: Module 3.
Participation: Contributions to Class Learning and Team Performance [20%]


Class participation. Individuals will be given feedback and evaluated by the
instructor on the meaningfulness of their contributions to class learning in
discussions, exercises, case analyses, etc. (50% of participation grade)
o Attendance at every class is a pre-requisite for average participation.
Absences will lower your grade [10% deduction for each absence regardless
of reasons]. .
o Being involved in exercises and discussions is average participation. Lack of
involvement, even though you are present, can lower your grade. Exceptional
contributions such as ongoing sharing of relevant current events and
experiences, facilitating others in exercises, meaningful involvement is class
discussions (e.g., asking relevant questions, sharing relevant examples, etc.)
can raise your grade.
Team participation. Individuals will also receive peer feedback from other team
members on their contributions to team performance and learning (50% of
participation grade). A team member evaluation form will be provided for team
member performance evaluations. It includes such things as:
o Carries share of workload
o Is a cooperative team player
o Takes initiative
o Makes creative contributions
Final Exam. This is a two-hour, closed book, essay examination. Individuals will apply
concepts from the reading assignments to team leadership. [30%]
Service Project Presentation. Your team is responsible for deciding on and implementing a
service project and reporting the results in a class presentation. Specific guidelines will be
provided for this project. [20%]
Team Development Assessment Paper. Your team is responsible for analyzing the
development
and performance of your learning team. Specific guidelines will be provided. [30%]
ACADEMIC INTEGRITY
The University of San Diego is predicated on the principles of scholastic honesty. Academic
dishonesty in any form is taken very seriously. Complete details regarding USD’s policy on
academic integrity are available in the Graduate Bulletin. Any deviation from standards of this
policy will automatically result in a grade of “F” for the course.
DELIVERABLE DUE DATES
Date
Deliverables
June 23
Service Project Presentation
June 28
Team Peer Evaluations [will be completed in class]
Final Exam [2 hours]
[On or before]
July 8
Team Development Assessment Paper
MAFM 502 #2 CLASS SCHEDULE
Date
Topics
May 26
- Characteristics of
Effective Teams
- Team Leadership
- Team Charter
- Stages of team
development
Wednesday
Session 1
June 2
Wednesday
Session 2
June 7
Monday
Session 3
June 9
Wednesday
Session 4
June 14
Monday
Session 5
June 16
Wednesday
Session 6
June 21
Monday
Assignments
- Leader traits
Read Daft: Chapters:
- Contingency
2 – Leader traits & behaviors
theories
3 – Contingency approaches
- Participation
4 - Personality
- Personality
- Vision
Read Daft: Chapters:
- Mission
5 – Mind & Heart
- Strategic
6 – Courage & Moral leadership
Planning
13 – Vision & Strategic planning
- Servant
leadership
Read Ancona, et. al.,
- Team Process
- Team Structure - Modules 3 & 5
Alessandra & Hunsaker, Ch
Emotional Styles
15&16
http://www.sandcastlecentral.com/
- Creativity
Read Daft: Chapters:
15
- Problem Solving – Learning organizations
- Change
16 - Change
- Communication
Styles
- Non-verbal
- Active Listening
Read Daft, Chapter:
9 - Communication
Alessandra & Hunsaker, Chapters
2, 3, 4, 5, 7, 8, 10, 11, 12.
- Motivation
Read Daft, Chapters:
- Empowerment
8 – Motivation & Empowerment
11 – Diversity
Session 7
June 23
Wednesday
Session 8
June 28
- Power &
Influence
Conflict
Read Alessandra & Hunsaker,
- Ch 2
Daft, Chapter 12 – Power &
Influence
Team Performance
Monday
Action Planning
Session 9
Presentation Skills
[Last Class]
Read Daft: Chapters:
1 – Introduction to leadership
10 – Leading Teams
Read Alessandra & Hunsaker,
Chapters 14, 17 & 18
Activities
Syllabus Overview
Examine Team Experiences
Discuss Effective teams
Discuss Team Leadership
Team formation & Charter
Card Tower Exercise
Great leaders discussion
Personal leadership successes
Participation cases
Cognitive Style MBTI assessment
Values clarification
Personal Mission Statement
Ego anonymous & fear exercises
Lincoln case
Sand Castle Team Competition
Debrief Team Process in Exercise
Class BBQ
Demonstrate Problem Solving
$1 Auction
Winter Survival Exercise
Force Field Exercise
Discuss Communication Styles
Discuss Non Verbal
Communications
Demonstrate Active Listening
Alligator Exercise
Motivation discussion
Eraser throw exercise
Nickel Auction Exercise
Listening to Music Exercise
Conflict Style Self-assessment
WAMAYC Exercise
Service Presentations
Final team feedback
Team Process Presentations
Final Exam