BUSFP4802 Capella University Analysis of Ground Rules Hello! Everything needed is attached. If you need any additional info please reach out. I am also att

BUSFP4802 Capella University Analysis of Ground Rules 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 4 – BUS-FP4802 – Winter 2019 – Section 01
Assessment 4
Analysis of Ground Rules
Details
Attempt 1 Available
Tutorials
Support
Attempt 2
Log Out
Felicia Smith
2
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=_161688_1&content_id=_7182629_1&mode=reset
1/3
2/10/2019
Assessment 4 – BUS-FP4802 – Winter 2019 – Section 01
Reflect on how team learning practices are used to support change in your organization (a current or
2
Tutorials
Support
Felicia Smith
previous workplace, or another type of organization
with
which youLog
areOut
involved). What 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, “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.
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=_161688_1&content_id=_7182629_1&mode=reset
2/3
2/10/2019
Assessment 4 – BUS-FP4802 – Winter 2019 – Section 01
Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W. (n.d.). Listening and dialogue. Retrieved from
Tutorials
Support
Log Out
Felicia Smith
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
2
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=_161688_1&content_id=_7182629_1&mode=reset
3/3
2/10/2019
Analysis of Ground Rules Scoring Guide
Analysis of Ground Rules Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe an
effective team from
a real-world
experience,
including the tasks
of the team.
Does not describe
an effective team
from a real-world
experience, or the
tasks of the team.
Describes an
effective team
from a real-world
experience, but
does not include
the tasks of the
team.
Describes 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.
Does not describe
the ground rules
applied in an
effective team.
Describes the
ground rules
applied in an
effective team but
omits key
elements.
Describes 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.
Does not describe
how ground rules
help an effective
team perform or
work well together.
Describes how
ground rules help
an effective team
perform and work
well together, but
omits key
elements.
Describes 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.
Does not describe
an ineffective team
from a real-world
experience, or
include the tasks of
the team.
Describes an
ineffective team
from a real-world
experience, but
does not include
the tasks of the
team.
Describes 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.
Does not 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
but omits key
elements.
Explains 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.
Does not describe
prospective
differences in
ground rules for
team members or
tensions that may
result.
Describes
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.
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.
Does not describe
how the differences
in unspoken
ground rules or
team members’
expectations cause
conflict and
damage
performance.
Describes how the
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.
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.
https://courserooma.capella.edu/bbcswebdav/institution/BUS-FP/BUS-FP4802/150700/Scoring_Guides/u04a1_scoring_guide.html
1/2
2/10/2019
Analysis of Ground Rules Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe the effect
of discussing
ground rules as a
method of team
learning.
Does not describe
the effect of
discussing ground
rules as a method
of team learning.
Describes the
effect of
discussing ground
rules as a method
of team learning
but omits key
elements.
Describes 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.
https://courserooma.capella.edu/bbcswebdav/institution/BUS-FP/BUS-FP4802/150700/Scoring_Guides/u04a1_scoring_guide.html
2/2

Purchase answer to see full
attachment