Team Development Discussion Hello! Everything needed is attached. If you need any additional info please reach out. I am also attaching the rubric. Use the

Team Development Discussion 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 3 – BUS-FP4802 – Winter 2019 – Section 01
Assessment 3
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Team Development Session Two
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Attempt 3
Overview
Summarize your experience in facilitating a team development session, and analyze the value and usefulness of
Peter Senge’s five disciplines in the context of your team change management initiative.
This is the second of the assessments based on your two team-development sessions with a real-world group.
By successfully completing this assessment, you will demonstrate your proficiency in the following course
competencies and assessment criteria:
Competency 1: Apply change management interventions.
Explain the learning disciplines of team learning and systems thinking.
Describe a team development exercise used with a team, based on a relevant learning discipline.
Describe a team development experience based on a relevant learning discipline.
Explain lessons learned for chosen discipline and group dynamics.
Competency 2: Analyze applications of change management principles.
Explain a process used to select a learning discipline and the rationale for its selection.
Explain successful and unsuccessful aspects of team development.
Explain lessons learned for planned and unplanned team facilitation journeys.
Competency Map
Use this online tool to track your performance and
progress through your course.
CHECK YOUR
PROGRESS
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Context
Systems thinking highlights cycles of cause and effect. Team learning can contribute to a team functioning in
alignment and as a whole enterprise, help a team sustain and reinforce its learning, and increase the capacity to
act synergistically and learn how to learn.
A paradox with systems thinking is that it is frequently counterintuitive. For example, an action that seems
rational from the perspective of one part of an organization can have unintended and undesirable effects in
another part, especially where strategic communication is inadequate. Learning teams, through the application
of dialogue or skillful discussion, can use systems thinking as a problem-solving tool. However, the best potential
of this tool is in effecting how teams think about complex issues.
Through your independent research in this assessment, you will become familiar with causal loop diagram
archetypes, which allow us to talk about the interrelationship and feedback process and help diagnose systems
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Assessment 3 – BUS-FP4802 – Winter 2019 – Section 01
that produce growth, decline, or equilibrium. By learning about systems thinking, teams can align their common
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understanding and collaborate to establish strategies
for theirSupport
business dilemmas.
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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.
Conduct independent research on the causal loops, the balancing and reinforcing loops, and the
archetype patterns propounded by Peter Senge. What is your understanding of them? What is the value
of these predictable patterns for a team improvement conversation? Why are they valuable to help teams
see dynamics that are counterintuitive?
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.
Smith, P. (Ed.) (2007). The Learning Organization: Systems Thinking and Systems Dynamics, 14(6).
Sherwood, D. (2002). Seeing the forest for the trees: A manager’s guide to applying systems thinking.
Yarmouth, ME: Nicholas Brealey Publishing.
Prologue, “What Is Systems Thinking?”
Part 1, “Taming Complexity.”
Part 2, “Tools and Techniques.”
Wirtenberg, J., Russell, W. G., & Lipsky, D. B. (2008). The sustainable enterprise fieldbook: When it all
comes together. Saranac Lake, NY: AMACOM Books.
Part 2, Chapter 2, “Mental Models for Sustainability.”
Part 3, “Embracing and Managing Change Sustainably.”
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.”
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Assessment 3 – BUS-FP4802 – Winter 2019 – Section 01
Part 4, “The Individual’s Responsibility for Learning.”
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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 Resource
Access the following resource by clicking the link provided. Please note that URLs change frequently. Permissions
for the following link has been either granted or deemed appropriate for educational use at the time of course
publication.
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 chapters are recommended for further study in this assessment:
“Team Learning.”
“Systems Thinking.”
SHOW LESS 
Assessment Instructions
For this assessment, submit your second team exercise plan and post-session summary based on your
completed team session.
Preparation
If you have not already done so, contact your team members to schedule your second team development
session. Remind your team members of your task and how you will use the information from the session. You
should also remind them that you will protect their personal information and their identities.
Plan your team exercise and write a team development plan for your second session. Your exercise for this
session should be based on one of the following two disciplines identified by Senge:
Team learning.
Systems thinking.
Facilitate the second team development session, addressing the following:
Define the remaining two disciplines: team learning and systems thinking.
Explain the learning discipline you have chosen and why it is important.
Explain how you will use the organizational team development material (the exercise) during the
session.
Briefly introduce the problem or issue the team will work through, using the exercise.
While conducting the exercise, take copious notes. Record the session, if possible.
Directions
Write a post-session summary based on the completed experience. Include the following:
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Assessment 3 – BUS-FP4802 – Winter 2019 – Section 01
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems
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thinking.
2
2. Team exercise plan:
Outline the schedule for your second team development session. Include the job titles or roles
of the team members participating in the session. List the scheduled meeting date and time.
Describe the problem or issue you chose as the intended purpose for your team development
session.
Identify the learning discipline that you chose to focus on for your team exercise. Explain the
process used to select that learning discipline, the rationale for its selection, and the team
development exercise that you used with your team.
3. Post-session summary:
Describe your team development experience in a narrative format.
Explain the successful and unsuccessful aspects of the team development exercise.
Explain the lessons learned for team facilitation, including both planned and unplanned journeys
that resulted.
Explain the lessons learned for your chosen discipline, and its potential for helping a group
examine itself, choose new direction, and commit to that direction.
Team Development Session Two 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.
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Team Development Session Two Scoring Guide
Team Development Session Two Scoring Guide
CRITERIA
NONPERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Explain a process
used to select a
learning discipline
and the rationale for
its selection.
Does not explain
the process used
to select a
learning discipline
or the rationale
for its selection.
Explains the process
used to select a
learning discipline or
the rationale for its
selection, but not both.
Explains the
process used to
select a learning
discipline and the
rationale for its
selection.
Explains the process used to
select a learning discipline and
the rationale for its selection,
and supports explanation with
relevant theory or real-world
examples.
Describe a team
development
experience based on
a relevant learning
discipline.
Does not
describe a team
development
experience.
Describes a team
development
experience but the
connection to a
relevant learning
discipline is unclear.
Describes a team
development
experience based
on a relevant
learning
discipline.
Analyzes a team development
experience based on a
relevant learning discipline,
and supports statements with
relevant real-world examples.
Explain successful
and unsuccessful
aspects of team
development.
Does not explain
successful or
unsuccessful
aspects of team
development.
Explains successful or
unsuccessful aspects
of team development,
but not both.
Explains
successful and
unsuccessful
aspects of team
development.
Analyzes successful and
unsuccessful aspects of team
development, and
recommends strategies for
improvement.
Explain lessons
learned for planned
and unplanned team
facilitation journeys.
Does not explain
lessons learned
for planned or
unplanned team
facilitation
journeys.
Explains lessons
learned for planned or
unplanned team
facilitation journeys,
but not both.
Explains lessons
learned for
planned and
unplanned team
facilitation
journeys.
Explains lessons learned for
planned and unplanned team
facilitation journeys, and
recommends strategies to
implement what was learned.
Explain lessons
learned for chosen
discipline and group
dynamics.
Does not explain
lessons learned
for chosen
discipline or
group dynamics.
Explains lessons
learned for chosen
discipline or group
dynamics, but not
both.
Explains lessons
learned for
chosen discipline
and group
dynamics.
Explains lessons learned for
chosen discipline and group
dynamics, and recommends
strategies to implement what
was learned.
Explain the learning
disciplines of team
learning and
systems thinking.
Does not explain
the learning
disciplines of
team learning
and systems
thinking.
Explains the learning
disciplines of team
learning or systems
thinking, but not both.
Explains the
learning
disciplines of
team learning and
systems thinking.
Analyzes learning disciplines:
team learning and systems
thinking, providing theory or
real-world examples to support
explanation.
Describe a team
development
exercise used with a
team, based on a
relevant learning
discipline.
Does not
describe a team
development
exercise used
with a team.
Describes a team
development exercise
used with a team, but
the exercise is not
based on a relevant
learning discipline.
Describes a team
development
exercise used
with a team,
based on a
relevant learning
discipline.
Describes a team
development exercise used
with a team, based on a
relevant learning discipline,
and supports description with
relevant theory.
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