The Value of Dialogue Essay Hello! Everything needed is attached. If you need any additional info please reach out. I am also attaching the rubric. Use the

The Value of Dialogue Essay Hello! Everything needed is attached. If you need any additional info please reach out. I am also attaching the rubric. Use the distinguished column to give all the info the instructor is requesting. Thank you! 2/10/2019
Assessment 2 – BUS-FP4802 – Winter 2019 – Section 01
Assessment 2
The Value of Dialogue
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Overview
Write a minimum of two pages in which you analyze how an organization can use ground rules and dialogue to
grow as a learning organization.
The team learning discipline helps a team sustain and reinforce its learning, and increases the capacity to act
synergistically and learn how to learn. Dialogue is a fundamental skill in the discipline of team learning, and is
essential to the effective practice of the other learning disciplines. Dialogue makes meaningful, shared vision
building possible. It makes systemic insight possible by facilitating reflection and inquiry in work groups.
Consequently, it is important to understand the value and nature of dialogue, and how it differs from other forms
of conversation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course
competencies and assessment criteria:
Competency 1: Apply change management interventions.
Define and compare debate, discussion, and dialogue.
Analyze the value of dialogue in helping teams learn and change.
Describe the ground rules required to reach conversational level in a dialogue.
Analyze learning related to designing an effective dialogue session.
Analyze the ease or difficulty of conversing in a team dialogue session, including the dangers and
obstacles.
Competency Map
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progress through your course.
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Context
Learning teams develop ground rules for truth telling, time usage, decision-making processes, and domains; to
create a safe conversational environment that allows a team to take risks, make mistakes, forgive, and recover.
This assessment provides you an opportunity to analyze the elements of skillful dialogue in a learning team,
increasing the ability to problem solve, create new knowledge, deliberate, and build relationships with other
teams and customers.
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Questions to Consider
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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.
Review The Ladder of Inference multimedia piece in the Resources. Consider the meaning of this concept
and your experience using it. What suggestions do you have for self-improvement when using it next
time? How might the ladder of inference apply to communication within an organization? How might it
diminish effectiveness in terms of organizational learning? Can dialogue play a useful role? If so, how?
Consider how dialogue can allow ostensibly conflicting allegiances or differences (for example, unionized
labor and management) while allowing an organization to learn as a common entity.
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.
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.”
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.
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Note: In the articles, look for the ground rules for successful dialogue and how those relate to facilitating
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conversations on change.
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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
Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W. (n.d.). Listening and dialogue. Retrieved from
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.”
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Assessment Instructions
Analyze how ground rules and dialogue can be used to grow a learning organization. Address the following
elements:
Describe the differences between debate, discussion, and dialogue.
Analyze the value of dialogue in helping a team learn and change.
What are the ground rules required to reach this level of conversation?
Describe what you are learning about how to design an effective dialogue session.
Analyze the ease or difficulty of conversing at this level. Comment on the dangers and obstacles.
Your assessment should be a minimum of 2 pages in length, double-spaced.
The Value of Dialogue Scoring Guide
Use the scoring guide to enhance your learning.
VIEW SCORING
GUIDE
How to use the scoring guide
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The Value of Dialogue Scoring Guide
The Value of Dialogue Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Analyze the value of
dialogue in helping
teams learn and
change.
Does not describe
the value of
dialogue in helping
teams learn and
change.
Describes the value of
dialogue in helping
teams learn and
change.
Analyzes the value
of dialogue in
helping teams
learn and change.
Analyzes the value of
dialogue in helping teams
learn and change,
supporting analysis with
theory or real-world
examples.
Describe the ground
rules required to
reach
conversational level
in a dialogue.
Does not describe
the ground rules.
Describes the ground
rules but does not
connect ground rules to
the requirements
needed to reach
conversational level in
a dialogue.
Describes the
ground rules
required to reach
conversational
level in a dialogue.
Analyzes the ground rules
required to reach
conversational level in a
dialogue, supporting the
analysis with relevant
theory and real-world
examples.
Analyze learning
related to designing
an effective dialogue
session.
Does not describe
learning related to
designing an
effective dialogue
session.
Describes learning
related to designing an
effective dialogue
session.
Analyzes learning
related to
designing an
effective dialogue
session.
Analyzes learning related
to designing an effective
dialogue session and
provides
recommendations for
improving the design.
Analyze the ease or
difficulty of
conversing in a
team dialogue
session, including
the dangers and
obstacles.
Does not describe
the ease or
difficulty of
conversing in a
team dialogue
session, or the
dangers and
obstacles.
Describes the ease or
difficulty of conversing
in a team dialogue
session, or the dangers
and obstacles, but not
both.
Analyzes the ease
or difficulty of
conversing in a
team dialogue
session, including
the dangers and
obstacles.
Analyzes the ease or
difficulty of conversing in a
team dialogue session,
including the dangers and
obstacles, providing realworld examples.
Define and compare
debate, discussion,
and dialogue.
Does not define or
compare debate,
discussion, or
dialogue.
Defines and compares
debate, discussion, or
dialogue, but not all
three.
Defines and
compares debate,
discussion, and
dialogue.
Defines and compares
debate, discussion, and
dialogue; and provides
real-world examples of
each.
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