Managing in the Real Estate Industry

15.941J,11.430J
Spring, 2001
Monday & Wednesday, 10:30-12:00
Building W31-301

Primary Instructor: Gloria Schuck (bio)
Teaching Assistant: Jessica Greenfield

Course Requirements
Communications
Course Flow


Course Overview

The real estate industry and its managers have become more and more sophisticated, and are seriously looking for leadership and managerial skills in the people they recruit and hire. Students in this class have varying degrees of management knowledge and experience. This course is designed to help you reflect upon your past management experience; learn fundamental management concepts and tools; and apply them to the real estate industry.

Each student needs to know basic management concepts, and how those concepts are relevant to the real estate industry. We will spend approximately half of the class sessions exploring general management topics through case studies, class discussions, lectures, and guest speakers and panels. Topics addressed include: vision and values; business strategy; organization strategy, design, and change; team management; information technology; and ethics.

A powerful and productive way to gain knowledge is to participate in the construction of it; commonly described as "action learning". Project work is an opportunity for students to do just that – to research and recommend solutions to current strategic business issues as defined by CEOs in the real estate industry. Approximately half of the class sessions will be devoted to your project work.

One author writes: "To understand why effective general managers behave as they do, it is essential first to recognize two fundamental challenges and dilemmas found in most of their jobs:

Figuring out what to do despite uncertainty and an enormous amount of potentially relevant information,

Getting things done through a large and diverse group of people despite having little direct control over most of them."

Project work provides opportunities for you to practice managing those "fundamental challenges and dilemmas", reflect upon that learning, and hopefully, to improve your ability to effectively manage.

Managers need to rapidly bring the right people together to address immediate business issues; these groups are often diverse and without much structure. The small group project work offers you the opportunity to practice managing in a team setting, and to learn more about yourself from the experience. Small groups of students will a) study strategic qualitative management issues as defined by real estate CEOs, or b) study and map industry segments and ways to better understand and navigate in them. Each team will organize and manage itself using team planning tools, and will have the opportunity to use technology tools in order to accomplish and/or enhance the work of the team. Although not mandatory, the creation and use of a "team web site" will enhance your grade.

Each team will make several presentations to the class; the class will serve as "advisors" and will ask questions, probe logic, and offer constructive criticism and support. Each team will present their work to industry leaders outside of the classroom. Each team will also reflect upon what and how they learned and managed their project, and present those reflections to the class.

Peter Drucker, a management guru, writes: "Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how they best perform." The project experience provides many opportunities to learn about yourself, and several class sessions focus on self assessment through questionnaires, discussion, and reflection about your management style, learning preferences, creative potential, and presentation skill and style. Also, the class discussion about "ethics" is always lively and revealing, and provides another opportunity to look at your values and those of others’.

Top-down feedback is commonplace – perhaps not always done well or in a timely fashion – but it is commonplace in industry. Increasingly commonplace is the "360 degree" feedback process, where you receive feedback not only from above (i.e., your manager), but from below (i.e., your subordinates), from the side (i.e., your peers), and from outside (i.e., customers and suppliers). The behavior performance feedback instruments you will complete in this class mirror portions of peer assessments used in industry. In Lipsinger’s and Lucia’s book, The Art and Science of 360 Degree Feedback, they write about the importance of "colleague feedback":

"By including colleague feedback, insight can be gained into how the manager behaves in team situations; as teamwork becomes increasingly important for achieving organizational objectives, this information becomes key. Colleague feedback can also give unique insight into the use of influencing behaviors that serve to gain commitment when no direct authority can be exercised. At the same time, colleague feedback helps to foster and encourage teamwork by making employees aware that it is not just the boss’s expectations that are significant." (1997, p. 9)

Each project team will receive written evaluations from faculty, classmates, and real estate industry leaders. At the end of the semester each team member will do a self-evaluation, and will receive written evaluations from other team members. Class members will vote for the "best" team and advisor, and provide written rationale for those selections. The quality of the evaluations will be input into the evaluator’s grade.

The behavior performance feedback (mid-course, and at the end) are the last in a series of feedback instruments (e.g., Myers-Briggs, Kolb Learning Style, and Creativity Index) used during this course. The feedback will provide an opportunity for you to compare how you and how others view your behavior in a team setting. How well do you know yourself? Where have you demonstrated strengths? Where are there opportunities for improvement? The feedback provides an opportunity for reflection, and perhaps for personal and professional development.


Course requirements for individuals and/or project teams include:
1) Class participation (mental and physical);
2) Required readings;
3) Self-assessment questionnaires for management style, learning preferences, and creativity;
4) Written definitions of and questions about "entrepreneur" and "leadership";
5) Individual "think pieces" -- 1-2 pages of serious reflection about: "My Ideal Organization"; and "So What Did I Learn?";
6) Written "vision and values" statement;
7) 2-page written analysis of a case study;
8) Project plan;
9) Weekly project team agenda & minutes;
10) Project team presentations to industry leaders and faculty;
11) Project team presentations to class and faculty;
12) Project team presentation materials (including copies of presentation, bibliography, best article on the topic, copies of introductory and thank you letters to sponsors);
13) Written evaluations of yourself and your team colleagues;
14) Vote for and written evaluation of "best" team and advisor; and
15) Individual and team reflections on learning.

Reader: Only the "REQUIRED" readings in your syllabus are in the reader. Other readings listed are references if you choose to learn more about that topic during the semester or later in your career.

 


Communication: Before class on Mondays and Wednesdays; After class on Mondays; and By appointment at the office, phone, or e-mail.

Center for Real Estate phone: (617) 253-4373
Gloria Schuck: E-mail: gschuck@mit.edu
Jessica Greenfield: E-mail: jessica_greenfield@alum.mit.edu


Management 15.491j (11.491j) Course Flow

1. February 7: Introduction
February 8: DUE by noon: 3 completed questionnaires; think piece and drawing of "My Ideal Organization
February 9: DUE by noon: first and second choice of project

2. February 12: Projects: Project Team Planning DUE by end of day: definitions of and questions about "entrepreneur" and "leadership"

3. February 14: Self-Assessment

4. February 16: Presentation Skills Workshop (Note: this is a Friday session.)

5. February 19: No Class

6. February 20: Projects: Web-sites

7. February 21: Strategy: Continuum of Approaches

8. February 26: Strategy: Competitive Analysis DUE: Project Team Plans

9. February 28: Strategy: Vision & Values

10. March 5: Leadership Panel

11. March 7: Organization: Structure & Growth DUE: written diagnosis and action plan for Cal Western case study; maximum 2 pages

12. March 12: Organization: Motivation & Change

13. March 14: Projects: Peer Feedback; Entrepreneurs (before Real Deals)

14. March 19: Information Economy: Automate / Informate

15. March 21: Projects: Project Teams Mid-Course Presentations to Class

16. March 26: BREAK

17. March 28: BREAK

18. April 2: Information Economy: Internet & Telecommunications

19. April 4: Ethics

20. April 9: Projects: Presentation Planning

21. April 11: Strategy Alignment: Business, Organization & Technology

22. April 16: NO CLASS

23. April 18: Projects: Presentation/Rehearse

24. April 23: Projects: Presentation/Rehearse

25. April 25: Projects: Presentation/Rehearse

26. April 30: Projects: Presentation to Industry (no class) DUE: Self & Peer Evaluations DUE: "Best" Team and Advisor

27. May 2: Projects: Presentation to Industry (no class)

28. May 7: Projects: Presentation to Industry (no class)

29. May 9: Projects: Peer Evaluations & Individual Reflections DUE: Individual Reflections DUE: Team Project Materials

30. May 14: Reflections Presentations

31. May 16: Reflections Presentations & Wrap-up


February 7: INTRODUCTION

Questionnaires to be handed out in class and DUE by noon on February 8:

If you are unfamiliar with the case study method, it's recommended that you read the following article; it's available in the office:

Hammond, J.S., "Learning by the case method," Harvard Business School Case Services, #9-376-241, Harvard Business School, Boston, Massachusetts, 1980.

February 8: DUE:

1) Three completed questionnaires (MBTI, Kolb, Adjective Checklist) handed in no later than noon in the CRE office.

2) THINK PIECE and DRAWING about "My Ideal Organization"

Hand in assignment no later than noon in the CRE office, or submit in an attachment via e-mail to Gloria (gschuck@mit.edu) and Jessica (jessica_greenfield@alum.mit.edu). Write no more than one page describing your ideal organization; include a description of the organization's values. Think about your ideal organization and on an overhead transparency create a "picture" to symbolize it. Be prepared to briefly describe your "picture" to the class.

February 9: DUE:

Your first and second choices for team projects. Submit no later than noon via e-mail to Gloria (gschuck@mit.edu) and Jessica (jessica_greenfield@alum.mit.edu).

February 12: PROJECT TEAM PLANNING

DUE: "Leadership" & "Entrepreneurship" - DEFINITION of and QUESTION about each. Think about two concepts: "leadership" and "entrepreneurship".Define these terms, and ask a question about each one. Submit your definitions and questions no later than noon in an attachment via e-mail to Gloria (gschuck@mit.edu) and Jessica (jessica_greenfield@alum.mit.edu). Your definitions and questions will be compiled and given to a panel of real estate executives as a basis for classroom discussion.

REQUIRED: Mintzberg, H. and Van Der Heyden, L. "Organigraphs: drawing how companies really work", Harvard Business Review, Volume 77, No. 5, September-October, 1999, pp. 87-94.

REQUIRED: Hammer, M. and Stanton, S. "How process enterprises really work", Harvard Business Review, Vol. 77, No. 6, November-December, 1999, pp. 108-118. The following five chapter readings are "required"; they will guide you as you create and manage your project teams. (In the future you also may find them to be valuable reference material for you and/or the people you manage.)

REQUIRED: Howard, J. M. and Miller, L.M. Team Management: creating systems and skills for a team-based organization. Howard Miller Consulting Group, Inc., Atlanta, Georgia, 1994, pp. 133-262.

[Other related, but not required, readings:]

Larson, C., and F.M.J. Lafassto, Teamwork: What Must Go Right/What Can Go Wrong, Sage Publications, ISBNO8O392830-0, 1989, pp. 13-26.

Ware, J. "A note on how to run a meeting", in Experiences in Management and Organizational Behavior, New York: John Wiley & Sons, 1988, pp. 317-325.

Rogers, C.R. and Roethlisberger, F.J. "Barriers and gateways to communication", Harvard Business Review, November-December, 1991, pp. 105-111.

[Recommended for project work (e.g., company interviews):]

Daft, Richard L. "Learning the craft of organizational research," Academy of Management, Vol. 8, No. 4, 1983, pp. 539- 546.

[An excellent reference book:] "Rossman, G.B., and Rallis, S.F. Learning in the field: an introduction to qualitative research, Sage Publications: Thousand Oaks, California, 1998.

February 14: SELF ASSESSMENT

You will receive the results of your self-assessments in class. Management project teams should discuss the potential strengths and weaknesses of the team given the styles of individual members. How will you exploit the strengths and compensate for the weaknesses of your group?

Management:

The Hirsh & Kummerow reading, "Introduction to Type in Organizational Settings", explains the Meyers-Briggs Type Indicator survey that you completed the first day of class. In class you will receive feedback on your typology. What Meyers-Briggs type do you think you are? (See "Introduction to Type in Organizational Settings" to find options to choose from.)

REQUIRED: Hirsh, S., and Kummerow, J. "Introduction to type in organizational settings", Consulting Psychologists Press, Inc, 1987.

REQUIRED: Mintzberg, Henry. "Planning on the left side and managing on the right," Harvard Business Review, Vol. 54, No. 4, July-August, 1976, pp. 49-58.

Drucker, Peter F. "Managing oneself", Harvard Business Review, Vol. 77, No. 2, March-April, 1999, pp. 64-74.

Leonard, D. and Straus, Susaan, "Putting your company's whole brain to work", Harvard Business Review, Vol. 75, No. 4, July-August, 1997, pp. 111-121.

Learning:

Kolb, D.A. "On management and the learning process", Sloan School Working Paper 652-73, Cambridge, Massachusetts: MIT, 1973.

Creativity:

Gough, H.G. "A creative personality scale for the adjective check list", Journal of Personality and Social Psychology, 1979, Vol. 37, No. 8, pp. 1298-1405.

Amabile, T. "How to kill creativity", Harvard Business Review, Sept-Oct, 1998, pp. 77-87.

Steiner, G.A. "The creative organization", in Readings in Managerial Psychology, Eds., Leavitt, H.J. and Pondy, L.R., The University of Chicago Press: Chicago, 1973, pp. 674-692.

Adams, J.L. Conceptual Blockbusting, Stanford Alumni Association: Stanford, California, 1974.

Cummings, A. and Oldham, G.R. "Enhancing creativity: managing work contexts for the high potential employee", California Management Review, Fall, 1997, pp. 22-38.

Sternberg, R.J. "Creativity as investment", California Management Review, Fall, 1997, pp. 8-21.

Amabile, T.M. "Motivating creativity in organizations: on doing what you love and loving what you do", California Management Review, Fall, 1997, pp. 39-58.

"Special issue on Knowledge and the Firm", California Management Review, Spring 1998.

February 16 (Friday): PRESENTATION SKILLS WORKSHOP

Guest Lecturer:

Nick Washenko
9:00 - 12:00.
Attendance is mandatory.

February 20: WEB-SITES

February 21: STRATEGY - CONTINUUM OF APPROACHES

Guest Lecturer: Jenny Netzer; Managing Director, Lend Lease, Boston

CASE STUDY REQUIRED: Mini Case Studies from: Weremiuk, K.M. Strategic Decisions in the Home Building Industry: Factors Related to Competitive Advantage, Master's Thesis, MIT Center for Real Estate, 1987.

Discussion questions

REQUIRED: Mintzberg, Henry. "Crafting strategy," Harvard Business Review, Vol. 65, No. 4, July-August, 1987, pp. 66-75.

De Geus, A.P. "Planning as learning", Harvard Business Review, March-April, 1988, pp. 70-74.

Sahlman, W., "How to write a great business plan", Harvard Business Review, July-August, 1997, pp. 98-108.

Campbell, A. & Alexander M. "What's wrong with strategy?", Harvard Business Review, Nov-Dec, 1997, pp. 42-50.

February 26: COMPETETIVE STRATEGY ANALYSIS

DUE: Project Team Plans (GRPI); submit plan in class or via e-mail to Gloria and Jessica by noon.

Guest Lecturer: John Macomber, President, George B.H. Macomber Co., Boston

CASE STUDY REQUIRED: George B.H. Macomber, Harvard Case #N9191120, 1990.

Discussion Questions:

REQUIRED: Porter, M.E. and Millar, V.E., "How information gives you competitive advantage", Harvard Business Review, July-August, 1985, pp. 149-160.

Porter, Michael. "What is strategy?", Harvard Business Review, Vol. 74, No. 6, November-December, 1996, pp. 61-78.

Porter, Michael. Competitive Advantage, Chapter 1: Competitive Strategy and the Core Concepts, and Chapter 7: Industry Segmentation and Competitive Advantage, 1985.

Rayport, J.F., & Sviokla, J.J. "Exploiting the virtual value chain", Harvard Business Review, Vol. 73. No. 6, November-December, 1995, pp. 75-85.

Macomber, John. "Strategic planning for contractors: 8 steps to success," Construction Business Review.

Febrary 28: VISION & VALUES

GUEST LECTURER: John Riordan, President & CEO , International Council of Shopping Centers; Chairman, MIT Center for Real Estate

REQUIRED: Smith, B. "Building shared vision: how to begin", in The Fifth Discipline Field Book, by P. Senge, Doubleday: 1994, pp. 312-326.

REQUIRED: Tichy, N. "The teachable point of view: a primer", from Wetlaufer, S. "Driving change: and interview with Ford Motor Company's Jacques Nasser", Harvard Business Review, Volume 77, No. 2, March-April, 1999, pp. 82-83.

REQUIRED: Mitroff, I. L. and Denton, E. A. "A Study of Spirituality in the Workplace", Sloan Management Review, Summer 1999, pp. 83-92

Beckhard, R. and Pritchard W. "Chapter 3: Leading a vision-driven change effort: A commitment to the future", Changing the Essence: The Art of Creating and Leading Fundamental Change in Organizations, Jossey-Bass, 1992, pp. 25-35.

Collins, J.C. & Porras, J. I. "Building a Visionary Company", California Management Review, Vol. 37, No. 2, Winter 1995, pp. 80-100.

March 5: "LEADERSHIP" PANEL

Guest Panelists:

Peter Aldrich, Chairman, AEGIS, LLC; Boston
Margaret Wigglesworth, President, Colliers North America; Boston

Discussion Questions:

REQUIRED: Goleman, D. "What makes a leader?", Harvard Business Review, Nov. - Dec., 1998, pp. 92-102.

REQUIRED: Mintzberg, H. "Covert leadership: notes on managing professionals", Harvard Business Review, Nov. - Dec., 1998, pp. 140-147.

Rosener, J.B. "Ways women lead", Harvard Business Review, Nov.-Dec., 1990, pp. 119-125.

Conger, J.A. "The necessary art of persuasion", Harvard Business Review, May-June, 1998, pp. 84-95.

Hambrick, D.C. "Fragmentation and the other problems CEOs have with their top management teams", California Management Review, Spring, 1995, pp. 110-127.

Bartlett, C.A. and Ghoshal, S. "The myth of the generic manager: new personal competencies for new management roles", California Management Review, Fall, 1997, pp. 92-116.

March 7: ORGANIZATION STRUCTURE

DUE: Cal Western Case Written Analysis (maximum of 2 pages)

Guest Lecturer: Erich Schlager, President and CEO, Bulfinch Properties, Boston

CASE STUDY REQUIRED: Cal Western Corporation

Assignment:
You are a senior consultant, and you have just received the following electronic mail message from one of the senior partners in your company:

February 14, 7:33 p.m. Good evening...Just received a call from Williams at Cal Western. He's contemplating making some changes in his company and wants our diagnosis and advice. Also, he's hopeful that our research department can offer proven management theory to help him think through the issues that his company faces. He will fax a copy of a case study about his company. Based on that information please submit a preliminary report (maximum 2 pages) to me that addresses the following:

REQUIRED: Mintzberg, Henry. "Organization design: fashion or fit?", Harvard Business Review, Vol. 59, No. 1, January-February, 1981, pp. 103-116.

REQUIRED: Churchill, Neil C. and Lewis, Virginia, L. "The five stages of small business growth," Harvard Business Review, Vol. 61, No. 3, May-June, 1983, pp. 30-51.

Pfeffer, J. "Seven practices of successful organizations", California Management Review, Winter, 1998, pp.96-124.

"Matthews, Glen H. "Run your business or build an organization?", Harvard Business Review, Vol. 62, No. 2, March- April, 1984, pp. 34-45.

Freiner, L. "Evolution and revolution as organizations grow", Harvard Business Review, May-June, 1998, pp. 55-68.

Senge, P. "The leader's new work: building a learning organization", Sloan Management Review, Fall, 1990.

Argyris, C. "Empowerment: the emperor's new clothes", Harvard Business Review, May-June, 1998, pp. 98-105.

Pfeffer, J. "Six dangerous myths about pay", Harvard Business Review, May-June, 1998, pp. 109-119.

Hammer, M., "Chapter 1: the triumph of process", in Beyond Reengineering: How the Process-Centered Organization is Changing Our Work and Our Lives; Harper Business: New York, 1993, pp. 31-64.

Goss, T, Pascale, R. and Athos, A. "The reinvention roller coaster: risking the present for a powerful future", Harvard Business Review, Vol. 71, No. 6, Nov.-Dec., 1993, pp. 97-108.

Schein, E. Process Consultation: Its Role in Organization Development, Addison-Wesley Publishing Company: Reading, Massachusetts, 1969.

March 12: ORGANIZATION: MOTIVATION & CHANGE

(The process for the Project Team Member Behavior Assessment will be given in class. This mid-course assessment is due on March 14 in class.)

Guest Lecturer: Jim Karman, President and CEO, Spaulding & Slye, Boston

CASE STUDY REQUIRED: Spaulding & Slye (MIT/CRE case study)

Discussion Questions:

REQUIRED: Liedtka, J.M. and Rosenblum, J.W. "Shaping conversations: making strategy, managing change", California Management Review, Fall, 1996, pp. 141-157 .

REQUIRED: Beer, M. and Eisenstat, R.A. "The silent killers of strategy implementation and learning", Sloan Management Review, Summer 2000, pp. 29-40.

Kotter, J.P. "Leading change: why transformation efforts fail", Harvard Business Review, Vol. 73, No. 2, March-April, 1995, pp. 59-67.

Miles, R.E., Coleman, H.J., and Creed, W.E.D. "Keys to success in corporate redesign", California Management Review, Spring, 1995, pp. 128-145.

Beer, M., Eisenstat, R.A., & Spector, B. "Why change programs don't produce change", Harvard Business Review, Nov.-Dec.,1990, pp. 158-166

Kotter & Schlessinger, "Choosing strategies for change", Harvard Business Review, March-April, 1979.

Beckhard, R. and Pritchard, W., Changing the Essence: The Art of Creating and Leading Fundamental Change in Organizations, Jossey-Bass, 1992.

Simons, R. "Control in an age of empowerment", Harvard Business Review, Vol. 73, No. 2, March-April 1995, pp. 80-88.

Ray, M. and Rinzler, A., Eds. The New Paradigm in Business: Emerging Strategies for Leadership and Organizational Change, Tarcher/Perigee Books, 1993.

Tichy, N.M. and Sherman, S. Control Your Destiny or Someone Else Will, Doubleday: New York, New York, 1993.

Heskett, J.L., Jones, T.O., Loveman, G.W., Sasser, W.E., and Schlesinger, L.A. "Putting the Service-Profit Chain to Work", Harvard Business Review, March-April, 1994, pp. 164-174.

Hirschhorn, L. and Thomas, G. "The New Boundaries of the "Boundaryless" Company", Harvard Business Review, May-June, 1992, pp. 104-115.

Garvin, D.A. "Building a learning organization", Harvard Business Review, Vol. 71, No. 4, July-August, 1993, pp. 78-91.

Argyris, C. "Teaching smart people how to learn", Harvard Business Review, May-June, 199 1, pp. 99-110.

March 14: "ENTREPRENEURS"; & TEAM FEEDBACK

DUE: Mid-course Team Performance Assessment

∑ In small groups each individual will receive performance feedback from each member of the project team. Specific instructions were given on process will be described in class.

∑ A separate discussion about "entrepreneurs" will stimulate your thinking in preparation for the "Real Deals" panel of entrepreneurs at 12:00 noon at CRE.

March 19: INFORMATION ECONOMY STRATEGY - AUTOMATE/INFORMATE

Guest Speaker: William Whalen, Chairman, Spaulding & Slye, Boston

Discussion Questions:

Zuboff, S. "Automate/informate: the two faces of intelligent technology," Organization Dynamics, Autumn 1985, pp. 5-18.

Freedman, D.H. "Is management still a science?", Harvard Business Review, Vol. 70, No. 6, Nov-Dec, 1992, pp. 26-38.

Kanter, R. "The new managerial work", Harvard Business Review, November-December, 1989, pp. 85-92.

March 14: MID-COURSE PROJECT TEAM PRESENTATIONS

Project teams will make 15 minute presentations to the class; 10 minutes for each team's presentation and 5 minutes for each team's Q&A. Each presentation will include:

SPRING BREAK

April 2: INFORMATION ECONOMY -- INTERNET & TELECOMMUNICATIONS

Guest Lecturers:

Geoffrey Morgan (CRE, 2000)
Benjamin Pettigrew (CRE, 2000)

REQUIRED: Morgan, G. and Pettigrew, B. "Switches and mortar in the internet's shadow: a study of the effects of technology on competitive strategy for the internet's landlords" - Introduction and Chapter 2, Center for Real Estate, Massachusetts Institute of Technology, 2000, pp. 15-27.

Recommended: Hamel, Gary and Prahalad, C.K. Competing for the Future, Boston, MA: Harvard Business School Press, 1994.

Recommended: Christensen, Clayton M. The Innovator's Dilemma, New York, New York: Harper Collins Publishers, 2000.

April 4: ETHICS

Guest Lecturer: Ken Guscott, President, Long Bay Development Co., Boston.

Case Study REQUIRED: Devon Industries, Inc. (Harvard Case #: 9-175-247)

Discussion Questions:

Badaracco, J.L. "The discipline of building character", Harvard Business Review, March-April, 1998, pp.115-124.

Carr, A., "Is business bluffing ethical?", Harvard Business Review, Jan.-Feb., 1968, p. 143.

Andrews, K. "Ethics in Practice", Harvard Business Review, September-October, 1989, pp. 99-104.

Bhide, A. and Stevenson, H. "Why Be Honest if Honesty Doesn't Pay?", Harvard Business Review, September-October, 1990, pp. 121-129.

April 9: PROJECT TEAM MEETINGS - PRESENTATION WORK (in class)

April 11: ALIGNING BUSINESS, TECHNOLOGY, & ORGANIZATION STRATEGY

Guest Lecturer: Hamid R. Moghadam, Chairman & CEO, AMB Property Corporation, San Francisco, CA

REQUIRED: Daniel, R. and Poorvu, W. "The AMB Consolidation"; Harvard Business School case study #9-899-144.

REQUIRED: Drucker, P., Dyson, E., Handy, C, Saffo, P., and Senge, P. "Looking Ahead: Implications of the Present", Harvard Business Review, Vol. 75, No. 5, September-October, 1997, pp. 18-32.

April 16: NO CLASS

April 18: PROJECT TEAM PRESENTATIONS IN CLASS

2 project teams will present during class; approximately 45 minutes for presentation and Q&A. Presentation should be the one you will give to real estate industry executives. The class will serve as "advisors"; they will ask questions, probe your logic, and offer constructive criticism and support. This is an opportunity to
1) to share your learning with the rest of the class, and
2) to rehearse and get feedback.

April 23: PROJECT TEAM PRESENTATIONS IN CLASS

2 project teams will present during class; approximately 45 minutes for presentation and Q&A. Presentation should be the one you will give to real estate industry executives. The class will serve as "advisors"; they will ask questions, probe your logic, and offer constructive criticism and support. This is an opportunity to
3) to share your learning with the rest of the class, and
4) to rehearse and get feedback

April 25: PROJECT TEAM PRESENTATIONS IN CLASS

2 project teams will present during class; approximately 45 minutes for presentation and Q&A. Presentation should be the one you will give to real estate industry executives. The class will serve as "advisors"; they will ask questions, probe your logic, and offer constructive criticism and support. This is an opportunity to
5) to share your learning with the rest of the class, and
6) to rehearse and get feedback

April 27: DUE By Noon:

April 30: INDUSTRY PRESENTATIONS

No class. Project teams present to industry executives.

May 2: INDUSTRY PRESENTATIONS

No class. Project teams present to industry executives.

May 7: INDUSTRY PRESENTATIONS

No class. Project teams present to industry executives.

May 9: PEER EVALUATIONS & INDIVIDUAL REFLECTIONS

Performance feedback data (self and peers) will be handed out in class. Each project group will have the opportunity to discuss the results.

DUE: Individual Reflections

"Companies" should discuss their individual reflections about their learning experience, and prepare a summary of the collective experience to be presented in class on May 14 or 16. On May 14 or 16 each team will have approximately 15 - 20 minutes:
1) to summarize industry response to the project presentation,
2) to summarize the collective learning of the project team, and
3) to invite questions & comments.

May 14: REFLECTIONS

Each team will have approximately 15 - 20 minutes:
1) to summarize industry response to the project presentation,
2) to summarize the collective learning of the project team, and
3) to invite questions & comments.

May 16: REFLECTIONS & WRAP-UP

Each team will have approximately 15 - 20 minutes:
1) to summarize industry response to the project presentation,
2) to summarize the collective learning of the project team, and
3) to invite questions & comments