Overviewwrite 1015 Pages In Which You Consolidate Your Experiences In ✓ Solved

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. Context The Resources in this assessment reference traditional organizational development theory, the elements of large-scale 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. 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. · 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. 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 . SHOW LESS 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. 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. · Organization Development Network . (2011).

Retrieved from · Minnesota Organization Development Network (MNODN). (2011). Retrieved from · Society for Organizational Learning . (n.d.). Retrieved from · The Presencing Institute. (2011). Dialogue on leadership . Retrieved from 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. · 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. · 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 enhance the quality of the team learning? · 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. .

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. · 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 CRITERIA NON-PERFORMANCE 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.

Paper for above instructions

Organizational Team Development Analysis

Introduction

In an ever-evolving business landscape, understanding the principles of change management and team dynamics is essential for organizational success. As I reflect on my experiences in facilitating team-learning sessions, I learned invaluable lessons about managing change, fostering stakeholder participation, and employing key strategies—such as language, trust-building, and fear containment—in developing effective teams. These components are crucial in implementing change initiatives and can significantly enhance a team's performance. This analysis consolidates the knowledge I've gained and offers recommendations for enhancing team development through the application of five disciplines and recognized change management theories.

Theory of Change Management

One effective theory I applied during team sessions is Kotter's Eight-Step Change Model, which emphasizes the creation of a sense of urgency, forming powerful coalitions, and corresponding communication throughout the process (Kotter, 1996). This model aligns well with the organizational change needs, especially in environments undergoing transformations such as technological upgrades or leadership shifts.
Two of the five disciplines I particularly focused on during facilitation are Team Learning and Shared Vision. According to Senge (2006), team learning stimulates collective thought, enabling the group to navigate complexities and changes effectively. Shared vision fosters unity and serves as a motivational force driving team efforts towards a common goal.
For my metaphor, I compared the change management process to that of “navigating a ship through tumultuous waters.” The ship represents the organization, while the crew and navigator symbolize the team members and leadership respectively. Just as a crew must be unified, skilled, and trained to handle the challenges of the storm, team members must engage, learn, and grow together to adeptly manage organizational change and pressures from the market.

Team Development Summary Findings

From two separate team development sessions, I gathered numerous insights into dynamics and outcomes. Notably, team members shared stories—often revealing their initial fears regarding changes and subsequent successes. One member articulated, “When we started discussing our collective fears about the new software, it felt overwhelming, but once we got through the exercises, it was liberating."
The disciplines were instrumental in facilitating change. For instance, during our discussions around shared vision, team members realized how their individual objectives aligned with broader organizational goals. This alignment reduced resistance and fear inside the group, enhancing their willingness to embrace change.
Post-session, several action statements emerged, including commitments to ongoing learning and regular check-ins on progress with the newly introduced systems. Observing these statements materialize into actionable steps within their respective roles demonstrated the effectiveness of instilling the five disciplines into our learning framework.

Learning as a Facilitator

My growth as a facilitator has been profound. I initially struggled with managing group dynamics, especially when contentious discussions arose. However, by leveraging techniques from emotional intelligence—such as active listening and empathy—I embody trust-building principles that foster an open dialogue, ensuring all voices are reverberated and valued (Goleman, 1998).
Where I found previous approaches falter was in the language I employed; I often used industry jargon assuming participants would grasp the terms. However, simplifying language improved understanding and reduced initial apprehensions. Looking ahead, I would enhance my contract statement by emphasizing that change is an ongoing dialogue, not merely a finite project.
Additionally, I would meticulously evaluate the feedback from participants. While most exercises were well-received, some individuals felt disconnected from certain activities; I intend to focus more on tailoring the exercises to match team members' diverse experiences.

Recommendations for Team Development Enhancements

Going forward, I recommend implementing the following enhancements to elevate team development:
1. Continuous Learning Culture: Develop monthly learning modules where team members can showcase their skills or recent learnings. This platform not only utilizes the discipline of team learning but establishes an environment where knowledge-sharing flourishes (Kalamas & Kalamas, 2004).
2. Regular Feedback Mechanisms: Instituting a structured feedback loop can bolster both individual and team performance while addressing areas of struggle. This aligns with the discipline of trust-building, creating an ethos that encourages growth and adaptation.
3. Visual Tools and Mapping Techniques: Utilize tools like causal loop diagrams to map out challenges and their connections, facilitating shared understanding. This aligns with the discipline of systemic thinking and broadens appreciation for complex organizational interactions (Flood, 1999).
4. Incorporating Play: Integrate gamification to elevate engagement levels in team learning. This can often reduce fear and make learning enjoyable, thus utilizing the discipline of shared vision by connecting fun to collective goals.
Through these recommendations, I foresee teams not just adapting to change, but thriving in their preferred future.

Learning Resources

To support team development and the change management process, I recommend the following resources:
1. Kotter, J. P. (1996). Leading Change. Harvard Business Review Press.
2. Senge, P. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization. Currency/Doubleday.
3. Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.
4. Kalamas, D., & Kalamas, J. B. (2004). Developing Employee Capital: Setting the Stage for Lifelong Learning. HRD Press.
5. Wirtenberg, J., Russell, W. G., & Lipsky, D. B. (2008). The Sustainable Enterprise Fieldbook: When It All Comes Together. AMACOM Books.
6. Easterby-Smith, M., & Lyles, M. A. (2011). Handbook of Organizational Learning and Knowledge Management. Wiley.
7. Braham, B. J., Henry, C., & Mapson, R. (1995). Creating a Learning Organization: Promoting Excellence Through Education. Cengage.
8. Flood, R. L. (1999). Rethinking the Fifth Discipline: Learning Within the Unknowable. Routledge.
9. Minnesota Organization Development Network. (2011). Retrieved from [mnodn.org](http://www.mnodn.org).
10. The Presencing Institute. (2011). Dialogue on Leadership. Retrieved from [presencing.org](http://www.presencing.org).

Conclusion

The confluence of change management theories and the five disciplines has equipped my understanding and skills as a facilitator. By continuously applying these principles, refining my approach based on participant feedback, and fostering an environment centered around learning, trust, and joint vision, I am confidently moving towards nurturing resilient, effective teams capable of navigating the complexities of modern organizational change.