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You will view the instructions for assessment five. We will compile my previous assessments and add to the paper to reach 10 pages. PLEASE NOTE YOU ARE NOT WRITING 10 PAGES YOURSELF....My previous 3 assessments will take up more than half of the report and you will add Assessment 5 to it PLEASE SEND WITH A TURNITIN REPORT assessment_5_____bus_fp4802___fall_2019___section_01.pdf assessment2bryan.docx assessment1bryan.docx assessment3bryan.docx Unformatted Attachment Preview 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, 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. 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 audiences 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 pr ... Purchase answer to see full attachment