| 授業名 | Leading Multicultural Teams |
|---|---|
| Course Title | Leading Multicultural Teams |
| 担当教員 Instructor Name | Ray Tak-Yin Hui |
| コード Couse Code | CLD106_G22V |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | Live Virtual |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 発展科目300系 / Advanced & Specialized |
| 学位 Degree | Exed |
| 開講情報 Terms / Location | 2022 GSM ONLINE Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
Aligning with the NUCB Business School's mission statement, this course aims to nurture innovative and ethical leaders who possess a ‘Frontier Spirit’ in managing and leading multicultural teams in response to the contemporary environments in the New Asian and global context.
授業の目的（意義） / Importance of this course
The primary purpose of this course is to provide students with an opportunity to develop a better understanding of the dynamics of multicultural groups and teams and to learn intervention skills to improve the individual, team and organizational performance. We will explore multicultural implications for individual, team, and organizational effectiveness. We will intentionally utilize the diversity in the classroom to shape several levels of a multicultural and intercultural learning community.
到達目標 / Achievement Goal
By taking part in this course, students will deepen their understanding the following areas in leading multicultural team: strategic value of culture, organizational and national culture, team process and diversity, global virtual team, cross-cultural communication, ethics and human resources management.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 Global Perspective (GLP)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 Global Perspective (GLP)
受講後得られる具体的スキルや知識 Learning Outcomes
After completing this course, students will be able to:
1. Identify and interpret different levels of culture, and explain how cultural diversity contributes to the competitive advantages of organization.
2. Utilize team management model in formulating, managing, and leading multicultural and global virtual teams.
3. Apply theoretical frameworks to solve communication and ethical challenges in leading multicultural teams.
4. Suggest appropriate human resource practices to maintain equity and diversity in multicultural teams.
1. Identify and interpret different levels of culture, and explain how cultural diversity contributes to the competitive advantages of organization.
2. Utilize team management model in formulating, managing, and leading multicultural and global virtual teams.
3. Apply theoretical frameworks to solve communication and ethical challenges in leading multicultural teams.
4. Suggest appropriate human resource practices to maintain equity and diversity in multicultural teams.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 20 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 80 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
"Pre-class Preparation"
Students are expected to study each case and prepare their own answers to the questions in the assignment files. Participants should allow at least 3 hours of preparation time per case.
A laptop computer is required for electronic distribution of handouts on the day of the class.
"Class Discussion"
The class is based on open discussions and students are facilitated to exchange their opinions with their classmates. During the open discussions, students are expected to think flexibly and adjust their opinions. No specific comment may be given to each student's opinion, but students will know if their opinions are appreciated by listening to their classmates' feedback.
"Preparation report"
Cases used: (1) LUV It or Leave It? Southwest Airlines Reflects on Organizational Choices & (2) Hailing a New Era: Haier in Japan (A) & (3) Blake Sports Apparel and Switch Activewear: Bringing the Executive Team Together & (4) Voyager Search: Virtual Workforce, Real Growth?
Assignment outline: Please identify and discuss the key successful factor(s) of multicultural team found across four cases.
Due date: Before the class begins on Day 1.
Submission method: Google Classroom.
Feedback: The key factor(s) will be discussed in class.
"Final Report"
Theme: Reflective essay about leading multicultural teams
Assignment outline: Please refer to the instructions posted on Google Classroom.
Due date: Approximately 1 week after the course has ended.
Submission method: Google Classroom.
Feedback: Marked assessment rubrics will be returned to participants.
Students are expected to study each case and prepare their own answers to the questions in the assignment files. Participants should allow at least 3 hours of preparation time per case.
A laptop computer is required for electronic distribution of handouts on the day of the class.
"Class Discussion"
The class is based on open discussions and students are facilitated to exchange their opinions with their classmates. During the open discussions, students are expected to think flexibly and adjust their opinions. No specific comment may be given to each student's opinion, but students will know if their opinions are appreciated by listening to their classmates' feedback.
"Preparation report"
Cases used: (1) LUV It or Leave It? Southwest Airlines Reflects on Organizational Choices & (2) Hailing a New Era: Haier in Japan (A) & (3) Blake Sports Apparel and Switch Activewear: Bringing the Executive Team Together & (4) Voyager Search: Virtual Workforce, Real Growth?
Assignment outline: Please identify and discuss the key successful factor(s) of multicultural team found across four cases.
Due date: Before the class begins on Day 1.
Submission method: Google Classroom.
Feedback: The key factor(s) will be discussed in class.
"Final Report"
Theme: Reflective essay about leading multicultural teams
Assignment outline: Please refer to the instructions posted on Google Classroom.
Due date: Approximately 1 week after the course has ended.
Submission method: Google Classroom.
Feedback: Marked assessment rubrics will be returned to participants.
授業スケジュール Course Schedule
第1日（Day1）
Small group discussion and class discussionThemes:
Culture as a competitive advantage (AM)
Different levels of culture: team, organizational and national culture (PM)
●使用するケース
LUV It or Leave It? Southwest Airlines Reflects on Organizational Choices (CU310-PDF-ENG, Columbia CaseWorks) (related to SDG Goal#8 Decent Work and Economic Growth)Hailing a New Era: Haier in Japan (A) (IES340-PDF-ENG, IESE) (related to SDG Goal#8 Decent Work and Economic Growth)
第2日（Day2）
Small group discussion and class discussionThemes:
Team process and diversity (AM)
Challenges in managing a global virtual team (PM)
●使用するケース
Blake Sports Apparel and Switch Activewear: Bringing the Executive Team Together (417048-PDF-ENG, Harvard Business School) (related to SDG Goal#8 Decent Work and Economic Growth)Voyager Search: Virtual Workforce, Real Growth? (SCG554-PDF-ENG, Lloyd Greif Center) (related to SDG Goal#8 Decent Work and Economic Growth)
第3日（Day3）
Small group discussion and class discussionThemes:
Cultural diversity and communication (AM)
Cultural diversity and business ethics (PM)
●使用するケース
Leading Across Cultures at Michelin (A) (INS049-PDF-ENG, INSEAD) (related to SDG Goal#8 Decent Work and Economic Growth)Leading Across Cultures at Michelin (B) (INS050-PDF-ENG, INSEAD) (related to SDG Goal#8 Decent Work and Economic Growth)
McKinsey & Company: Facilitating Bribery in South Africa (W20689-PDF-ENG, IVEY) (related to SDG Goal#8 Decent Work and Economic Growth)
第4日（Day4）
Small group discussion and class discussionTheme:
Cultural diversity and HRM (AM & PM)
●使用するケース
Margaret Huebner: Building the Human Resources Function at Oman's Port of Salalah (W15C21-PDF-ENG, WDI Publishing) (related to SDG Goal#5 Gender Equality)Diversity in a Global Context: Making the Right Hire to Lead Asia (HK1301-PDF-ENG, ACRC HKU) (related to SDG Goal#8 Decent Work and Economic Growth)
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
The preparation report and the final report will be graded by the comprehensiveness and depth of arguments.
The final course grading will follow a forced distributed curve when the number of participants is larger than 10.
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 50 % |
| クラス貢献度合計 Class Contribution Total | 50 % |
| 予習レポート Preparation Report | 10 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 40 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
Preparation before class and active participation in both small-group and open-class discussion is expected.The preparation report and the final report will be graded by the comprehensiveness and depth of arguments.
The final course grading will follow a forced distributed curve when the number of participants is larger than 10.
教科書 Textbook
- 配布資料
参考文献・資料 Additional Readings and Resource
Open-source textbook:
Leading with Cultural Intelligence
https://open.umn.edu/opentextbooks/textbooks/leading-with-cultural-intelligence
Problem Solving in Teams and Groups
https://open.umn.edu/opentextbooks/textbooks/problem-solving-in-teams-and-groups
Additional readings and videos will be distributed and shown in class on an occasional basis.
Leading with Cultural Intelligence
https://open.umn.edu/opentextbooks/textbooks/leading-with-cultural-intelligence
Problem Solving in Teams and Groups
https://open.umn.edu/opentextbooks/textbooks/problem-solving-in-teams-and-groups
Additional readings and videos will be distributed and shown in class on an occasional basis.
授業調査に対するコメント Comment on Course Evaluation
Class discussion will follow a more structured and theoretically based manner as suggested by previous participants.
Cases and assessment have been updated in response to the previous participants' comments and suggestions.
Cases and assessment have been updated in response to the previous participants' comments and suggestions.
担当教員のプロフィール About the Instructor
Dr. Hui is an Associate Professor in the area of management at NUCB. He obtained his Doctor of Philosophy (Organizational Behavior and Management) from City University of Hong Kong. His academic interests include leadership, employee coaching, HRM, work motivation, and employee adaptation in organizational contexts. His research work has been published in numerous international refereed journals, such as Journal of Organizational Behavior, International Journal of Human Resource Management, Australian Journal of Management, and Career Development International.
（実務経験 Work experience）
Prior to joining NUCB, Dr. Hui taught in five different universities in Hong Kong and Macau, including the City University of Hong Kong, the Hong Kong Polytechnic University, University of Macau, Hang Seng University of Hong Kong, and Open University of Hong Kong. He has extensive experiences in delivering Business Management and Human Resource Management (HRM) courses, in English, at both the undergraduate and postgraduate levels.