Dr Nicole Abi-Esber MAR.5.36

This course is available on the CEMS Exchange, Global MSc in Management, Global MSc in Management (CEMS MIM), Global MSc in Management (MBA Exchange), MBA Exchange, MSc in Human Resources and Organisations (Human Resource Management/CIPD), MSc in Human Resources and Organisations (Human Resource Management/CIPD), MSc in Human Resources and Organisations (Organisational Behaviour), MSc in Management (1 Year Programme) and MSc in Marketing. This course is available as an outside option to students on other programmes where regulations permit.

This course is complementary to any behavioural course offered at LSE.

This course may be capped/subject to controlled access. For further information about the course's availability, please see the MG Elective Course Selection Moodle page (https://moodle.lse.ac.uk/course/view.php?id=3840).

Elementary statistical and mathematical concepts. A curiosity towards the fascinating field of decision making and a strong interest in rebooting your analytical “decision-ware”.

Feeling comfortable with interdisciplinary research, as well as with the use and discussion of both qualitative and quantitative strategies for successful decisions. Group work, presentations, and participation will also be a key component of the course.

In organisations, employees are often required to work in groups, teams, and social networks. To be successful, managers and team leaders must create an atmosphere in which these groups of people produce high-quality decisions, generate creative or innovative solutions to problems, and complete their projects in a timely, efficient, and productive fashion. Moreover, they must be aware of common group decision-making biases, and learn to prevent them.

This course will delve into the dynamics of decision-making in groups, exploring topics such as how groups make decisions effectively and the common pitfalls that can impede their success. We will examine strategies for encouraging diversity within groups and explore the concept of group think, along with techniques for preventing it. Additionally, we will delve into the role of choice architecture in shaping group decision-making processes, and analyse various heuristics that individuals use, such as anchoring and receptiveness, which can impact group decision-making. We will also examine different decision processes utilized by groups, such as consensus-building and voting, and explore the factors that influence group conversations, including who speaks and why. By the end of this course, students will have a deep understanding of the complexities involved in group decision-making and will have developed a range of skills and strategies for improving the effectiveness of group decision-making processes.

This course will provide the opportunity to learn about group decision making behaviour through interactive group exercises. These activities will simulate the process of group decision making, and will often be based on a real-world decision making context (i.e. NASA’s decision to launch a spaceship).These activities are designed to bring out the natural variations in human behaviour that we see in teams at work, and to explore their consequences on teams and on decisions made, and expose common group decision-making biases. They are designed to vividly and memorably illustrate the challenge of managing teams, and to provide a common context for discussing course concepts, as well as your insights about your own and others’ behaviour. These exercises will take place either during lectures or in seminars, depending on the exercise. As such, attendance is an important part of the course experience and the grade, and the class is not well suited to auditors.

20 hours of lectures and 13 hours and 30 minutes of seminars in the AT.

A reading week will take place in Week 6. There will be no teaching during this week.

There are two pieces of formative assignments in the AT.

1. Group project plan presentation (i.e. the selected decision context, due in week 5). Over several weeks (both in and outside class), you will work as a group to analyse a real decision that you will select. Students will submit information about the team and the decision they have selected, as well as an outline of their proposed project plan for the group project. During Week 5 the student group will meet with the professor to review their project plan and receive feedback as a group. This feedback will help prepare for the summative Group project submission.

2. Case analysis (individual): As a preparation for the individual case analysis essay, students will be assigned to analyse a case study which will be real-world example of group decision-making provided by the instructor. Students should identify one key concept discussed in class that impacted the decision-making process. Students will be expected to write a short essay that outlines the concept and its effects on the decision-making process. This assignment will encourage students to apply their knowledge of the course material to a practical situation, while also helping them develop their skills in critical analysis and effective communication. Additionally, it will provide students with an opportunity to practice their research and referencing skills in preparation for the final report.

Book:

• Hackman, J. Richard. (2011). Collaborative Intelligence: Using Teams to Solve Hard Problems. San Francisco, CA

Articles:

• Cosier, R.A., & Schwenk, C.R.(1990). “Agreement and Thinking Alike: Ingredients for Poor Decisions.” Academy of Management Executive, Vol.4, No.1,69-74.
• Mannix, E., & Neale, M. (2006). “Diversity at work” Scientific American Mind, August/September, 32-39.
• Duhigg, C., What Google learned from its quest to build the perfect team. New York Times Magazine, Feb 28, 2016.
• Wooley, Malone, & Chabris (2015) Why some teams are smarter than others. New York Times, January 18.
• Edmonson, A. (1999) Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, Vol. 44, 2,350-383

Group project (30%), assignment (30%), class participation (20%) and in-class assessment (20%).