Capella University Organizational Team Development Analysis Hello! Everything needed is attached. If you need any additional info please reach out. I am al

Capella University Organizational Team Development Analysis 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 5 – BUS-FP4802 – Winter 2019 – Section 01
Assessment 5
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Organizational Team Development Analysis
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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.
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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.
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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.
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, “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.”
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.
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Internet Resources
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Access the following resources by clicking the links
provided. Please
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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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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
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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 audience’s 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
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Assessment 5 – BUS-FP4802 – Winter 2019 – Section 01
enhance the quality of the team learning?
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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.
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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
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GUIDE
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Organizational Team Development Analysis Scoring Guide
Organizational Team Development Analysis Scoring Guide
CRITERIA
NONPERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Explain change
management and
supporting theories.
Does not explain
change
management or
supporting
theories.
Explains change
management or
supporting theories,
but not both.
Explains change
management and
supporting
theories.
Analyzes change management
and supporting theories; and
supports statements with
relevant real-world examples.
Explain chosen
disciplines and
supporting theories.
Does not explain
chosen disciplines
or supporting
theories.
Explains chosen
disciplines or
supporting theories,
but not both.
Explains chosen
disciplines and
supporting
theories.
Analyzes chosen disciplines
and supporting theories, using
a unique graphic metaphor;
and supports statements with
relevant real-world examples.
Synthesize learning
regarding team
dynamics and the
value of team
development
disciplines.
Does not explain
learning regarding
team dynamics or
the value of team
development
disciplines.
Explains learning
regarding team
dynamics and the
value of team
development
disciplines.
Synthesizes
learning regarding
team dynamics
and the value of
team development
disciplines.
Synthesizes learning regarding
team dynamics and the value
of team development
disciplines; and recommends
strategies to improve team
dynamics through the use of
the disciplines.
Recommend team
development
enhancements that
use learning
disciplines to
support future team
learning.
Does not
recommend team
development
enhancements
that use learning
disciplines to
support future
team learning.
Recommends team
development
enhancements but
the connection to
using learning
disciplines to support
future team learning
is unclear.
Recommends
team development
enhancements
that use learning
disciplines to
support future
team learning.
Recommends team
development enhancements
that use learning disciplines to
support future team learning;
explains the impact of
recommendations on helping to
move towards a preferred
future; and recommends
implementation strategies.
Identify resources
containing the most
important
information related
to change
recommendations.
Does not identify
resources
containing the
most important
information
related to change
recommendations.
Identifies resources
containing
information, but the
resources do not
contain the most
important
information, or are
not related to change
recommendations.
Identifies
resources
containing the
most important
information
related to change
recommendations.
Identifies resources containing
the most important information
related to change
recommendations; and
provides rationale for selection.
Analyze how team
experiences and
session outcomes
support chosen
disciplines and
change
management
theories.
Does not describe
how team
experiences or
session outcomes
support chosen
disciplines or
change
management
theories.
Describes how team
experiences and
session outcomes
support chosen
disciplines or change
management
theories, but not
both.
Analyzes how
team experiences
and session
outcomes support
chosen disciplines
and change
management
theories.
Analyzes how team
experiences and session
outcomes support chosen
disciplines and change
management theories; and
supports statements with
relevant theory or real-world
examples.
Analyze learning as
a team development
facilitator.
Does not describe
learning as a team
development
facilitator.
Describes learning
as a team
development
facilitator.
Analyzes learning
as a team
development
facilitator.
Analyzes learning as a team
development facilitator; and
recommends strategies for
continual growth as a facilitator.
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