Episode 34: Case-Solving Team Building for Success
The two questions I frequently receive from coaches at both other schools and my own are:
- How do I select the members of my teams?
- How do I get them to work together and effectively use the case-solving process that has led to the success of previous teams?
Over my two decades of coaching, my teams have consistently achieved success in various competitions, including the Engineering Commerce Case Competition, the Collegiate Ethics Case Competition, and the McDonough Business Strategy Challenge, among others. While part of our success can be attributed to understanding the expectations of these competitions for teams that place on the podium, I believe that the answers to the above questions are equally crucial to that success.
Team Selection
Over the past two decades of team selection, I have adhered to a steadfast rule: I do not allow any student to compete in the same competition twice. In the case of competitions like JDC West, while a student can participate multiple times, they cannot compete in the same stream more than once.
My selection strategy involves fostering mentorship within the team. I aim to include both experienced competitors and rookies among the team members. While the experienced competitors don’t necessarily have to be students I have coached before, I prefer to have at least one of them from my previous coaching experience.
I also viewed JDC West, a regional competition with ten case-solving streams, as a development opportunity for students and a potential source of mentors for national and international competitions. Often, students progress from regional to national and then to international competitions.
Additionally, I strive to balance the pursuit of success with providing as many students as possible the chance to gain these valuable experiences. Achieving success is crucial as it helps ensure invitations to future competitions and opens doors to new opportunities.
In selecting team members, I follow specific criteria to ensure that each candidate embodies the qualities I value. First and foremost, I look for individuals who are eager to learn and receptive to feedback from me, other coaches, and their teammates. I often refer to this quality as being coachable (see Figure 1). Additionally, it's important that team members possess a thick skin and can handle challenges during practice.
When speaking with potential team members, I also seek out those who demonstrate humility, a willingness to relinquish control, and faith in the process. My reputation at the University of Calgary and the positive impact of my case-solving teams on students' learning experiences give me an advantage in this process.
To determine whether candidates possess the desired traits, I engage with them during interviews, classes, and internal case competitions. Ideally, I can observe the candidates in various activities.
The next step is to assess who would work well as a team and how team members can complement each other to meet the skill set required for the competition. In addition to discussing potential candidates with them, I seek feedback from former team members who have previously worked alongside these individuals. While I don’t consider GPA, I do take note of the specific courses students have taken, particularly for specialised competitions.
It’s crucial to ensure that the selected team members fully understand and agree to the commitment they are making. I have high expectations for my teams. As I mentioned, having a thick skin is important, as they will receive mostly constructive feedback, and at times, debriefs can be challenging and emotionally taxing. Lastly, I truly believe there is some luck involved in the selection process.
Lastly, other coaches often ask about the gender balance on teams, but it's usually the last thing on my mind. I only consider it in situations like rooming arrangements. Over the years, I've noticed that the boys at Haskayne tend to be late in responding to opportunities, which has led to my teams being predominantly female. As a father of two daughters, I appreciate how the girls can seize opportunities that will benefit them in the future.
Building Teamwork
In my opinion, building strong teamwork is essential for success. I kick off the case-solving experience by immersing the team in a challenging situation right away. Typically, I present them with a case, allocate a limited amount of time, and then ask them to present their solution. While I often suggest that they take some time to bond and get to know each other before diving into the case, they frequently skip this crucial step.
The real insights emerge during the initial presentation and the subsequent practice sessions, as highlighted by former case-solvers. At this stage, my focus is less on the solution they proposed and more on how the team is functioning together and the process they are employing. I believe that acquiring the necessary knowledge and understanding of the concepts is the easier part of the case-solving experience. I use the debrief to assess how the team collaborates and how the relationships among team members develop. This understanding often comes from questioning the teams about what is missing from their solutions or what ideas and details were overlooked in their presentations. We discuss the process they are developing and the tools they are using. I also pay attention to how they adapt the process based on their previous experiences or the resources I have provided.
Much of our discussion centres around encouraging them to communicate about how the team should operate and how leadership roles need to function to support their success. We also explore what their unique process should be and why they modify parts of the generic template provided to them.
One thing I do not do is join them in the resolution room, unlike some other coaches, because I find that my presence can interfere with their process. Often, they tend to pause to ask for my input. In some cases where teams struggle significantly, we will film the process. Additionally, there may be a designated observer from the team to watch the resolution process without participating. It is essential to establish rules and tasks for the observer to ensure they do not engage in the resolution process. They also need to play a significant role in the debrief so that their observations can help the team strengthen their teamwork.
I have developed a process to build trust among team members, tailored to the specific needs of each team. As part of this process, team members learn to navigate their decision-making process while fostering trust relationships. This creates a positive environment where we can engage in open and honest discussions, allowing us to be critical of each other in a constructive manner, all to improve together. Earlier, I mentioned that there is an element of luck in determining team compositions, but through this approach, I have significantly enhanced my chances for my teams' success over the past two decades.
Following the Process
In my first year coaching at John Molson MBA International Case Competition, I had a team that did not follow a clear process, even after 33 practices. During their first case at the competition, they believed they had won because they had the opportunity to observe their competitors. This belief contrasted with the opinions of the coaches and, eventually, the judges that evening.
The next day, we began to see a shift in team dynamics as they started to adopt a more structured process for both of that day's cases. They went on to win the next five cases and ultimately finished with a silver medal in the finals.
Another notable experience was with my first team at the Central European Case Competition in Budapest. After presenting our first case, the team and I left the room feeling defeated, knowing we had finished fourth in a pool of four teams, which was later confirmed. However, during a long walk to dinner that evening, we engaged in a lot of discussion that helped the team realise they needed to adjust their process. This reflection, combined with the following day's cultural activities, allowed the team to bond and ultimately led to a successful performance in the next case.
What gets discussed and deemed important in this stage should be included in the presentation. Additionally, the solution must be communicated clearly, using appropriate language and softeners.
In my coaching philosophy, team success stems from making the right choices in team composition, building the team effectively, and encouraging them to follow their established processes. Knowledge and learning come from practising various cases and conducting research in preparation for competitions. Some insights also arise from discussions about the solutions that are included in the debriefs. However, the process and teamwork elements take precedence in my coaching approach.
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