Learning practices used to support change an organization

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  • 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.
  • Toggle DrawerQUESTIONS 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.

    • Reflect on how team learning practices are used to support change in your organization (a current or previous workplace, or another type of organization with which you are involved). What elements do you recognize in your organization? Which methods might be useful to experiment with in your organization?
  • Toggle DrawerRESOURCES

    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.

    Multimedia

    Click the link provided below to view the following multimedia piece:

     

    Library 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.

    • 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.”
  • 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 a 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

CRITERIA DISTINGUISHED
Describe an effective team from a real-world experience, including the tasks of the team. Analyzes an effective team from a real-world experience, including the tasks of the team; and links analysis with discipline theories.
Describe the ground rules applied in an effective team. Describes the ground rules applied in an effective team and describes the consequences of not utilizing ground rules for team effectiveness.
Describe how ground rules help an effective team perform and work well together. Describes how ground rules help an effective team perform and work well together; and describes consequences of a dysfunctional team, in regard to their performance and collegiality.
Describe an ineffective team from a real-world experience, including the tasks of the team. Analyzes an ineffective team from a real-world experience, including the tasks of the team; and supports statements with relevant real-world examples.
Explain the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team. Explains the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team; and describes consequences of misunderstanding spoken and unspoken ground rules on team effectiveness.
Analyze prospective differences in ground rules for team members and tensions that may result. Analyzes prospective differences in ground rules for team members and tensions that may result; and recommends strategies for preventing potential tension in an effective team.
Analyze how differences in unspoken ground rules and team members” expectations cause conflict and damage performance. Analyzes how the differences in unspoken ground rules and team members’ expectations cause conflict and damage performance; and recommends strategies for preventing potential conflict and damage to team performance.
Describe the effect of discussing ground rules as a method of team learning. Analyzes the effect of discussing ground rules as a method of team learning; and recommends strategies for implementing results of ground rule discussions.

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