12/29/2019
Assessment 5 – BUS-FP4802 – Fall 2019 – Section 01
Assessment 5
Tutorials
Support
Log Out
Organizational Team Development Analysis
Details
Attempt 1 Available
Attempt 2
Bryan Nickerson
Attempt 3
Overview
Write 10–15 pages in which you consolidate your experiences in facilitating team-learning sessions into a final
analysis. Incorporate your learning on change management; facilitating change; the dynamics of change; the
importance of stakeholder participation; and the use of language, trust building, and fear containment in team
development.
Note: You will need to complete Assessments 1 and 3 before completing this assessment.
By successfully completing this assessment, you will demonstrate your proficiency in the following course
competencies and assessment criteria:
Competency 1: Apply change management interventions.
Analyze learning as a team development facilitator.
Recommend team development enhancements that use learning disciplines to support future team
learning.
Competency 2: Analyze applications of change management principles.
Explain change management and supporting theories.
Explain chosen disciplines and supporting theories.
Analyze how team experiences and session outcomes support chosen disciplines and change
management theories.
Synthesize learning regarding team dynamics and the value of team development disciplines.
Identify resources containing the most important information related to change recommendations.
Competency Map
Use this online tool to track your performance and
progress through your course.
CHECK YOUR
PROGRESS
SHOW LESS ?
Context
The Resources in this assessment reference traditional organizational development theory, the elements of largescale change, some applicable change models, and the related systemic thinking. A powerful force for movement
is the idea that a community needs to become dissatisfied with its current state, visualize a preferred future, and
initiate first steps to overcome the resistance to change.
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189015_1&mode=reset
1/4
12/29/2019
Assessment 5 – BUS-FP4802 – Fall 2019 – Section 01
Questions to Consider
Tutorials
Support
Log Out
Bryan Nickerson
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a
fellow learner, a work associate, an interested friend, or a member of the business community.
Think about a difficult change process that you have experienced: a downsizing, an acquisition, an
introduction of new technology, the replacement and introduction of a new leader, being put in a new
group, the creation of a new enterprise, and so on. Or think of a personal change, such as a change in a
relationship or a new job. Consider how the DVFR factors (dissatisfaction, vision, first steps, and resistance)
helped create change. What factors that made the change more difficult may have been involved? What
would have been needed to overcome the missing elements?
At the completion of this assessment, consider what you have learned about change management and
about yourself as a team facilitator.
Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a
helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left
navigation menu of your courseroom.
Capella Multimedia
Click the link provided below to view the following multimedia piece:
Planning Change | Transcript.
Library Resources
The following e-books and articles from the Capella University Library are linked directly in this course.
Kalamas, D., & Kalamas, J. B. (2004). Developing employee capital: Setting the stage for lifelong learning.
Amherst, MA: HRD Press.
Chapter 9, “Organization Development.”
Wirtenberg, J., Russell, W. G., & Lipsky, D. B. (2008). The sustainable enterprise fieldbook: When it all
comes together. Saranac Lake, NY: AMACOM Books.
Part 3, “Embracing and Managing Change Sustainably.”
Chapter 2, “Mental Models for Sustainability.”
Easterby-Smith, M., & Lyles, M. (2011). Handbook of organizational learning and knowledge management
(2nd ed.). Hoboken, NJ: Wiley.
Part 2, “Organizational Learning and Learning Organizations.”
Flood, R. L. (1999). Rethinking the fifth discipline: Learning within the unknowable. Florence, KY:
Routledge.
Chapter 2, “Senge’s The Fifth Discipline.”
Braham, B. J., Henry, C., & Mapson, R. (1995). Creating a learning organization: Promoting excellence
through education. Menlo Park, CA: Cengage.
Part 1, “Why Become a Learning Organization?”
Part 3, “The Organization’s Responsibility for Learning.”
Part 4, “The Individual’s Responsibility for Learning.”
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to
refer to the resources in the BUS-FP4802 – Change Management Library Guide to help direct your research.
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189015_1&mode=reset
2/4
12/29/2019
Assessment 5 – BUS-FP4802 – Fall 2019 – Section 01
Internet Resources
Tutorials
Support
Logthat
OutURLs change frequently.
Bryan Nickerson
Access the following resources by clicking the links
provided.
Please note
Permissions for the following links have been either granted or deemed appropriate for educational use at the
time of course publication.
Organization Development Network. (2011). Retrieved from http://www.odnetwork.org/
Minnesota Organization Development Network (MNODN). (2011). Retrieved from http://www.mnodn.org
Society for Organizational Learning. (n.d.). Retrieved from http://www.solonline.org/
The Presencing Institute. (2011). Dialogue on leadership. Retrieved from
https://www.presencing.com/presencing/dol
SHOW LESS ?
Assessment Instructions
Note: You will need to complete Assessments 1 and 3 before completing this assessment.
Integrate your understanding of change management and the use of the five disciplines for team
development, based on your findings from your two team development sessions, to write an analysis of what
you learned about change as a facilitator, and about yourself as a facilitator.
Include the following sections:
1. Theory of the five disciplines as a method of change: Describe a relevant theory of change
management and two of the five disciplines. (You are not required to choose the same two theories
that you used in your team sessions, but you may use them if you wish.)
Consider your audience as you choose your theory, and decide how to discuss it and what to
present. Ideally, this audience would be the larger organization in which the team functions, but
it could also be to the session team itself, members of an educational forum, or another group.
Make judgment calls about the audience’s needs and setting. Note: After successfully
completing this assessment, you may wish to actually present your paper to a professional
audience at your organization, in order to demonstrate your own development.
Invent your own unique metaphor and use it to explain your chosen theory. That is, develop a
graphic or verbal image of something familiar to explain an unfamiliar thing or process. An
important part of considering an audience is to provide a powerful metaphor to help audience
members understand and remember the relevant information. Causal loops and the ladder of
inference are examples of graphic metaphors.
2. Team development summary findings: Present your summary findings from the two team
development sessions, in which you completed the team exercises.
Use the best stories and quotes from your session experiences to illustrate the disciplines and
how they support change.
Synthesize your learning from the sessions about team dynamics and the value of the five
disciplines for team development.
Illustrate some action statements made by your team and the subsequent changes you
observed.
3. What you have learned from facilitating both team-development sessions:
Write a section on your learning as a facilitator for the team development sessions. What
worked? What did not work? What would you do differently next time?
How would you change your contract, your explanation of change management, the disciplines,
the exercises, your exercise choices, or your behavior during the team sessions, in order to
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189015_1&mode=reset
3/4
12/29/2019
Assessment 5 – BUS-FP4802 – Fall 2019 – Section 01
enhance the quality of the team learning?
Tutorials
Support
Bryan Nickerson
Log Out
4. Recommendations: Provide your recommendations for enhancing team development in the future in a
way that is practical, justified, memorable, and actionable for your team and your audience (ideally, the
larger organization to which the team belongs).
Include some of your best quotes and stories from your session experiences as examples.
Show how your recommendations for building more effective teams will help the audience move
closer to its preferred future.
Include some models from your learning about disciplines that support team learning.
Describe the potential power of using the five disciplines to support team learning.
5. Learning resources: To assist your team in learning more about the change management process, list a
selection of books, articles, Web resources, and organizations containing the most important resources
you would recommend.
Additional Requirements
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: References and citations are formatted according to current APA style and formatting
guidelines.
Length of paper: 10 to 15 typed, double-spaced pages.
Font and font size: Arial, 12 point.
Organizational Team Development Analysis Scoring Guide
Use the scoring guide to enhance your learning.
VIEW SCORING
GUIDE
How to use the scoring guide
SUBMIT ASSESSMENT
This button will take you to the next available assessment
attempt tab, where you will be able to submit your assessment.
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189015_1&mode=reset
4/4
Running head: THE LADDER INFERENCE THEORY
The Ladder Inference Theory
Name
Institution
Date
1
LADDER INFERENCE THEORY
2
Introduction
There is a great deal in the definition of discussion and dialogue. The two are the most
commonly used forms of communication, the discussion is defined by the dictionary as the
consideration of a question in an informal debate. Discussions can be said to be breaking apart and
pushing on the winning idea, where individuals and situations gain agreement. Discussion is,
therefore, an informal debate. There is time for debate and the communication with others quash
them with their ideas. When the debate does not need to feel like a concussion, the discussion is
used. Dialogue, on the other hand, can be defined as a conversation between two or more persons,
or a discussion between parties involved in a conflict. involved in a conflict. It is therefore
important to know the differences between the two, this is especially true because when oral
communication is not applicable. Dialogue is, therefore, listening with an open spirit. Debate, on
the other hand, is a verbal fight and its aim is winning an argument by outdoing an opponent and
the ego of both parties is at stake in a debate.
The discussion is a fast-paced and persuasive conversation where one person tries to
convince the other on a point of view. There are ego, power, and control of the outcome that will
influence the end of the discussion. Strong dialogue is one of the characteristics of the high
performing teams and when the flair, people have to find ways of building bridges, there is also
need for strong statements that will be applied in clarifying statements. Debates and dialogue are
important, rather than sweeping things under the carpet, there will be a need for surrounding
partners to calm emotions and introduce self-respect. People need to take time and resume their
differences and have their collaboration as opposed to competing in groups.
Ladder Inference Theory
LADDER INFERENCE THEORY
3
The ladder inference theories have been used to help a team in reasoning, the theory is
therefore used in solving problems when the team is facing complex problems. An open dialogue
can be gained by working towards an ideal solution, doing this helps in understanding the important
aspect of human nature and influencing how to reason. The ladder of inference is a tool that is
applied in understanding human reasoning and keeping group reasoning on track. It is especially
helpful when the situation involves ambiguity and complexity. The ladder inference lays out the
mental steps that are needed in reasoning from receiving data and drawing a conclusion. It also
includes adopted beliefs in the world. While the reasoning may gain reasoning and feel the logical
and analysis that covers all steps, the reason is based on past experience and everyone has a
different experience.
The first step in the theory starts with the information that is available and the observable
experiences and data, when some selection is done, the typical grab the attention or seem particular
significance and ignores the rest. When information is interpreted, the cultural and personal
meanings are made based on the meanings. Then an interpretation, the conclusions inform the
believes that people hold. During the discussion, people are not judged but they are challenged,
people are not put on defensive but the reasoning is put into the defense, instead, the reasoning is
brought into the light so that in the long run, the reasoning is brought into the light.
LADDER INFERENCE THEORY
4
References
Tompkins, T. C., & Rhodes, K. (2012). Groupthink and the ladder of inference: Increasing effective
decision making. The Journal of Human Resource and Adult Learning, 8(2), 84.
Evans, C. (1998). Historicism, chronology and straw men: situating Hawkes” Ladder of Inference’.
Antiquity, 72(276), 398-404.
Ngwenyama, O. K. (1991). The critical social theory approach to information systems: problems
and challenges. Information systems research: Contemporary approaches and emergent
traditions, 267-280.
Running head: TEAM DEVELOPMENT AND LEARNING
Team Development and Learning
Name
Institution
Date
1
Team Development and Learning
2
The team-building culture is important in an organization and can be used to strengthen the
bonds within a team, therefore every team leader must have team building capabilities within their
team and the process should be part of the team’s mindset. The organization should, therefore, think
about the team then use the following strategies to develop the team strength, effectiveness, and
cohesiveness in their daily activities.
Get to Know Your Team
The team leader should recognize the fact that the team is made up of different individuals,
personalities and they should take time to know each other and trust one another. Activities such as
hosting a pre-holiday drink or evening will help the team know each other and it’s a way of letting
the team mingle with each other. The team attending social events is one way of building great
relationships and having them show their personalities in a relaxed setting. Sharing some aspects of
personal life also increases likeability so that other individuals can be empathic, and authentic with
Team Development and Learning
3
their attitude towards team building (Marquardt, Seng & Goodson, 2018). Team members should
know that socializing with the boss or colleague is different from socializing with friends and
families. Socializing should help individuals socialize at work and ensure that team members enjoy
themselves appropriately.
Work Toward a Common Goal
The teams can be built b inspiring them to get behind a goal or a shared vision. When there
is a clearly defined vision, it helps individuals from pulling in different directions, which is
ineffective and frustrating at the same time. The group should also create a team charter that defines
the team’s goal and purpose and an appropriate team-building initiative can be applied to achieve a
particular goal (Marquardt, Seng & Goodson, 2018).
Develop Strng Team Skills
The team develops the right skills and competence that is geared towards achieving its
goals. The team manager should use a team matrix to the audit team and the team members’ ability
and training needs that match their skills and gives specific roles. When stronger skills are
developed the individual team members are given specific roles that suit their talents.
The team development experience
To address the team members appropriately, there is a need to balance the training of
individuals in the ratio of 70% practical experience and 20% exposure, then only 10% for formal
training. Teams also need to connect with the virtual teams, and building rapport among the teams
and present the cultural differences when team building activities occur. The remote teams may
sometimes feel neglected therefore they may welcome the opportunities for improving their skills
Team Development and Learning
4
and letting themselves have fun (Marquardt, Seng & Goodson, 2018). There is a need for regular
and effective communication with the remote teams when given a wide range of available tools,
team building, therefore, relies more on the team-building exercises than the technology used.
Using Team Building Exercises
The team-building exercise can be an effective way of addressing the weaknesses of the
problem, hence they can do more good than harm, the poorly-planned events emotionally
uncomfortable for the team members. Team building is therefore about encouraging and uniting
people but not about demoralizing them (Marquardt, Seng & Goodson, 2018). The competitive
exercises produce winners and losers and may lead towards the members working against each
other. Team building, therefore, can occur when timely activities that address specific needs are met
and become part of the organization culture. The major purpose of team building is to help people
work together by promoting collaboration rather than encouraging competition. Team building
practices must, therefore, be incorporated into workplaces so that members can work towards
common goals.
Define change management and change management principles.
Change management is the intersection of project management, it represents how the
business leaders manage different projects, organization, job roles and boosting morale within a
company. The changes can be anything including realigning goals and becoming more efficient
when dealing with customers (Marquardt, Seng & Goodson, 2018). The changes can make or break,
one of the goals of the change management is affecting everyone from the senior leadership to all
business levels to be comfortable with change. It is therefore critical for someone to be adept at
managing the processes that are associated with the change process.
Explain the learning disciplines of personal mastery, mental models, and shared vision.
Team Development and Learning
5
There are learning disciplines of personal mastery, personal mastery is equated to personal
growth. This is true with the individuals who are continually expanding their ability to create the
results and the life they seek. People with a high level of personal mastery share many things and
goals. For this group of individuals, the mission of a company is a calling and not a simple idea.
These people with forces of change rather than resist changes. These individuals have connections
to others and to life itself.
Explain the process used to select a learning discipline and the rationale for its selection.
The process of selecting a learning discipline includes the shared vision, mental models and
the personal mystery level. Another important issue in team development is team learning and the
ability that sums the individual’s talent.
Explain successful and unsuccessful aspects of team development.
An effective team can make or break an organization. While the dysfunctional team can fail
to deliver, there may be lost productivity and reduce employee morale. Successful teams have a
clear sense of direction, they consist of talented members and each member has clear and enticing
responsibilities (Hall, 2017). On top of that, successful teams have constructive interpersonal
relationships and have active reinforcement systems.
Explain lessons learned for planned and unplanned team facilitation journeys.
The lessons learned as a facilitator are planning and giving the team rationale for the team a
brief before the meeting start. The idea worked for the team and they came up with the biggest of
the ideas. Not every team will work the same way, although every team member to express their
ideas and values (Johnson, et al., 2012). The process helped in creating the vision and gave
Team Development and Learning
6
everyone a chance to be part of the team. Team facilitation is more than standing in front of a group
of individuals, but it is about sharing ideas as a group instead of as an individual and helping the
others to collaborate and providing questions and coming up with solutions and teaching them
values through continuous learning.
Team Development and Learning
7
References
Johnson, S. D., Suriya, C., Yoon, S. W., Berrett, J. V., & La Fleur, J. (2012). Team development
and group processes of virtual learning teams. Computers & Education, 39(4), 379-393.
Hall, J. (2017). Dynamic interactions between two models of team development and learning:
Implications for performance and human resource managers. Human Resource Development
Quarterly, 18(3), 421-430.
Marquardt, M., Seng, N. C., & Goodson, H. (2018). Team development via action learning.
Advances in developing human resources, 12(2), 241-259.
CREATING AN ORGANIZATION
1
Student’s Name
Professor
Course
Date
CREATING AN ORGANIZATION
2
Disciplines of Creating an Organization
When creating an organization, Peter Senge’s book that provides for five disciplines that
help creating an organization is essential. It comprises of five disciplines that include:
Shared Vision that means all the people employed in the organization have to share the same vision
on the position they project the organization should be. This is valid when the vision of the
organization is authentic and is acceptable by all members of the organization. This a strategy that
is included in the organization and has helped in grafting a formidable organization. When this
shared vision is in place, the employees are then motivated to take part in the process of making
improvements and taking the organization closer to realizing its goals.
The metal models also help in describing presumptions and help in assumptions that
influence members to undertake specific actions. This strategy is achieved by making the people
reflect on the believes they hold and their behaviors. The official hierarchy is the perfect way to
entrench this strategy in an organization. The hierarchical power may sometimes have weaknesses
and this can at times be corrected by personal values. In Senge’s proposal, openness is the
important personal value (Serrat, et al p 360).
Personal mastery also played an important role in making sure there is success in the
organization. This summarizes the strength of the remaining focused and keeping on learning.
Continued learning yields results that are essential to the organization’s development. The most
important factor in these knowing what is important for the group and the ability to see the reality
(Stevens, et al p 77).
The casual loop tries to change things from the current state of affairs that in most cases is
undesired to the desired state. This is achieved by undertaking some activities. It is a component
CREATING AN ORGANIZATION
3
of the thinking system and it is supported by the reinforcing loop. The balancing loop acts as a
representative
of
a
situation
that
there
is
a
set
goal
or
objective.
CREATING AN ORGANIZATION
4
References
Serrat, Olivier. “A primer on organizational learning.” Knowledge Solutions. Springer,
Singapore, 2017. 359-365.
Stevens, Jacquelyn. “The Prevalence Of Peter Senge’S Five Disciplines Of A Learning
Organization In A Rural High School’S Professional Development.” (2019).77