Fluent Essays

Please view the attachments...please complete both tasks and upload them on separate word documentsThere can be no plagisirsm and upload with turnitin reports assessment_4_____bus_fp4802___fall_2019___section_01.pdf assessment_3_____bus_fp4802___fall_2019___section_01.pdf Unformatted Attachment Preview 12/29/2019 Assessment 4 – BUS-FP4802 - Fall 2019 - Section 01 Assessment 4 Analysis of Ground Rules Details Attempt 1 Available Tutorials Support Attempt 2 Log Out Bryan Nickerson Attempt 3 Overview Write a minimum of two pages in which you recall team experiences you have had in which a team was effective and another in which it was not. Write a description of these teams and their tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable. The ground rules for a team are the spoken and unspoken functional rules and expectations that help or hinder the team in reaching a goal. Systems thinking can inform an analysis of team ground rules in that it addresses the interrelationships between people and departments, and the way things are done in an organization. Understanding the larger contexts in an organization can help you communicate with those affected by a problem or issue. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply change management interventions. Describe how ground rules help an effective team perform and work well together. Analyze prospective differences in ground rules for team members and tensions that may result. Analyze how differences in unspoken ground rules and team members expectations cause conflict and damage performance. Describe the effect of discussing ground rules as a method of team learning. Competency 2: Analyze applications of change management principles. Describe an effective team from a real-world experience, including the tasks of the team. Describe the ground rules applied in an effective team. Describe an ineffective team from a real-world experience, including the tasks of the team. Explain the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team. Competency Map Use this online tool to track your performance and progress through your course. CHECK YOUR PROGRESS SHOW LESS  Questions to Consider 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. https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189014_1&mode=reset 1/3 12/29/2019 Assessment 4 – BUS-FP4802 - Fall 2019 - Section 01 Reflect on how team learning practices are used to support change in your organization (a current or Tutorials Support Log are Outinvolved). What Bryan Nickerson previous workplace, or another type of organization with which you elements do you recognize in your organization? Which methods might be useful to experiment with in your organization? 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: The Ladder of Inference | Transcript. Library Resources The following e-books and articles from the Capella University Library are linked directly in this course. Flood, R. L. (1999). Rethinking the fifth discipline: Learning within the unknowable. Florence, KY: Routledge. Chapter 2, Senges 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 Organizations Responsibility for Learning. Part 4, The Individuals Responsibility for Learning. Clifton, J. (2012, October). Conversation analysis in dialogue with stocks of interactional knowledge: Facework and appraisal interviews. Journal of Business Communication, 49(4), 283–311. Groysberg, B., & Slind, M. (2012). Leadership is a conversation. Harvard Business Review, 90(6), 76–84. Manning, C. A., Waldman, M. R., Lindsey, W. E., Newberg, A. B., & Cotter-Lockard, D. (2012). Personal inner values: A key to effective face-to-face business communication. Journal of Executive Education, 11(1), 37–65. 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. Internet Resources Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication. Note: In the articles, look for the ground rules for successful dialogue and how those relate to facilitating conversations about change. Karagianis, E. (2001, Winter). The art of dialogue: Better communication in business and in life. Spectrum. Retrieved from http://spectrum.mit.edu/articles/the-art-of-dialogue/ Williams, L. (1999). William N. Isaacs take on dialogue. Retrieved from http://www.soapboxorations.com/ddigest/isaacs.html Jones, M. (1996). Dialogue: The emergence of shared meaning. Retrieved from http://web.archive.org/web/20011006040924/http:/www.sol-ne.org/pra/tool/dialogue.html https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189014_1&mode=reset 2/3 12/29/2019 Assessment 4 – BUS-FP4802 - Fall 2019 - Section 01 Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W. (n.d.). Listening and dialogue. Retrieved from Tutorials Support Log Out Bryan Nickerson http://web.archive.org/web/20010809115427/http://www.sol-ne.org/pra/tool/listening.html The Presencing Institute. (2011). Dialogue on leadership. Retrieved from https://www.presencing.com/presencing/dol Bookstore Resources The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation. Senge, P. M., Kleiner, A., Roberts, C., Smith, B., & Ross, R. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Doubleday. The following chapter is recommended for further study in this assessment: Team Learning. SHOW LESS  Assessment Instructions Think of a team experience you have had in which the team was effective. Write a description of this team and its tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable (these might have been spoken or unspoken). List the ground rules and describe how the rules helped the team perform and work well together. Think of an team experience you have had in which the team was not effective. Write a description of this team and its tasks, including the spoken or unspoken ground rules that describe the expectations for behavior on this team. Examine the possibility that some members held ground rules that others did not. How might this have been a source of tension? Analyze how this difference in what is expected of team members caused conflict and damaged performance. What effect could a dialogue about ground rules as a method of team learning have had for this group? Your assessment should be a minimum of 2 pages in length, double-spaced. Analysis of Ground Rules 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=_8189014_1&mode=reset 3/3 12/29/2019 Assessment 3 – BUS-FP4802 - Fall 2019 - Section 01 Assessment 3 Tutorials Team Development Session Two Details Attempt 1 Available Support Attempt 2 Log Out Bryan Nickerson Attempt 3 Overview Summarize your experience in facilitating a team development session, and analyze the value and usefulness of Peter Senges five disciplines in the context of your team change management initiative. This is the second of the assessments based on your two team-development sessions with a real-world group. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply change management interventions. Explain the learning disciplines of team learning and systems thinking. Describe a team development exercise used with a team, based on a relevant learning discipline. Describe a team development experience based on a relevant learning discipline. Explain lessons learned for chosen discipline and group dynamics. Competency 2: Analyze applications of change management principles. Explain a process used to select a learning discipline and the rationale for its selection. Explain successful and unsuccessful aspects of team development. Explain lessons learned for planned and unplanned team facilitation journeys. Competency Map Use this online tool to track your performance and progress through your course. CHECK YOUR PROGRESS SHOW LESS  Context Systems thinking highlights cycles of cause and effect. Team learning can contribute to a team functioning in alignment and as a whole enterprise, help a team sustain and reinforce its learning, and increase the capacity to act synergistically and learn how to learn. A paradox with systems thinking is that it is frequently counterintuitive. For example, an action that seems rational from the perspective of one part of an organization can have unintended and undesirable effects in another part, especially where strategic communication is inadequate. Learning teams, through the application of dialogue or skillful discussion, can use systems thinking as a problem-solving tool. However, the best potential of this tool is in effecting how teams think about complex issues. Through your independent research in this assessment, you will become familiar with causal loop diagram archetypes, which allow us to talk about the interrelationship and feedback process and help diagnose systems https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189016_1&mode=reset 1/4 12/29/2019 Assessment 3 – BUS-FP4802 - Fall 2019 - Section 01 that produce growth, decline, or equilibrium. By learning about systems thinking, teams can align their common Tutorialsfor their Support Out Bryan Nickerson understanding and collaborate to establish strategies businessLog dilemmas. SHOW LESS  Questions to Consider 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. Conduct independent research on the causal loops, the balancing and reinforcing loops, and the archetype patterns propounded by Peter Senge. What is your understanding of them? What is the value of these predictable patterns for a team improvement conversation? Why are they valuable to help teams see dynamics that are counterintuitive? 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 links provided below to view the following multimedia pieces: Planning Change | Transcript. The Ladder of Inference | Transcript. Library Resources The following e-books and articles from the Capella University Library are linked directly in this course. Smith, P. (Ed.) (2007). The Learning Organization: Systems Thinking and Systems Dynamics, 14(6). Sherwood, D. (2002). Seeing the forest for the trees: A managers guide to applying systems thinking. Yarmouth, ME: Nicholas Brealey Publishing. Prologue, What Is Systems Thinking? Part 1, Taming Complexity. Part 2, Tools and Techniques. Wirtenberg, J., Russell, W. G., & Lipsky, D. B. (2008). The sustainable enterprise fieldbook: When it all comes together. Saranac Lake, NY: AMACOM Books. Part 2, Chapter 2, Mental Models for Sustainability. Part 3, Embracing and Managing Change Sustainably. 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, Senges 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 Organizations Responsibility for Learning. https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189016_1&mode=reset 2/4 12/29/2019 Assessment 3 – BUS-FP4802 - Fall 2019 - Section 01 Part 4, The Individuals Responsibility for Learning. Tutorials Support Log Out Bryan Nickerson 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. Internet Resource Access the following resource by clicking the link provided. Please note that URLs change frequently. Permissions for the following link has been either granted or deemed appropriate for educational use at the time of course publication. The Presencing Institute. (2011). Dialogue on leadership. Retrieved from https://www.presencing.com/presencing/dol Bookstore Resources The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation. Senge, P. M., Kleiner, A., Roberts, C., Smith, B., & Ross, R. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Doubleday. The following chapters are recommended for further study in this assessment: Team Learning. Systems Thinking. SHOW LESS  Assessment Instructions For this assessment, submit your second team exercise plan and post-session summary based on your completed team session. Preparation If you have not already done so, contact your team members to schedule your second team development session. Remind your team members of your task and how you will use the information from the session. You should also remind them that you will protect their personal information and their identities. Plan your team exercise and write a team development plan for your second session. Your exercise for this session should be based on one of the following two disciplines identified by Senge: Team learning. Systems thinking. Facilitate the second team development session, addressing the following: Define the remaining two disciplines: team learning and systems thinking. Explain the learning discipline you have chosen and why it is important. Explain how you will use the organizational team development material (the exercise) during the session. Briefly introduce the problem or issue the team will work through, using the exercise. While conducting the exercise, take copious notes. Record the session, if possible. Directions Write a post-session summary based on the completed experience. Include the following: https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_215351_1&content_id=_8189016_1&mode=reset 3/4 12/29/2019 Assessment 3 – BUS-FP4802 - Fall 2019 - Section 01 1. Explain the two learning disciplines that you examined for this assessment: team learning and systems Tutorials Support Log Out Bryan Nickerson thinking. 2. Team exercise plan: Outline the schedule for your second team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time. Describe the problem or issue you chose as the intended purpose for your team development session. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team. 3. Post-session summary: Describe your team development experience in a narrative format. Explain the successful and unsuccessful aspects of the team development exercise. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction. Team Development Session Two 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=_8189016_1&mode=reset 4/4 ... Purchase answer to see full attachment