Team Learning Paper（complete the given Template）About five pages APA

Team Learning Case Study

Your Name in Given/Surname Order

Team Learning Case Study

Today’s organizations are struggling to adapt to an increasingly complex world undergoing rapid change. Homer-Dixon (2003) describes the problem as an ingenuity gap—that is, there is a growing gap between the complexity, pace and unpredictability of events facing organizations and our collective ability to be smart enough at the right time, and in the right places, to keep pace with the emerging challenges and opportunities. A promising strategy for organizations to close this gap is to become more intentional about learning (Garvin, 2000; Marquardt, 2011; Senge, 1990). This learning organization approach to adaptation seeks to enhance an organization’s ability to (a) know what to do, (b) do what it knows, and (c) continuously grow its capacity to learn new things and act on new knowledge (Garvin, 2000; Senge, 1990). How can leaders help an organization learn? Marquardt (2011) argues action learning is an effective way to build learning organizations, because “action learning groups themselves are mini-learning organizations that model perfectly what a learning organization is and how it should operate” (p. 19). In this paper, I shall reflect on the development of an action learning team I experienced as a student in the context of a university leadership course.

Description of the Situation

The setting of the team learning experience considered in this paper is a third-year university course titled The Learning Organization. The participants are made up of working adult learners with a wide range of cultural and industry backgrounds. Our group met three times over a five-week period using a process called action learning in which we worked together to solve problems and develop leadership and team abilities.

Action Learning Team Experience

[Delete this sentence and just start writing.Structurally, begin with a short paragraph describing the team composition (the who) in a generic way without using people’s names. Begin this paragraph with a phrase like: “The action learning team in this case is a team composed of four members.” Then, go on to briefly describe the team’s demographic characteristics.

Next, describe the learning process the team actually experienced (the what, where and when). Take care not to start analyzing, this is simply the story of what happened as a series of events occurring over a period of time. Lastly, elaborate on one particular event, pattern (repeated events) or single-story thread that you would like to analyze in the discussion section of the paper. Take care not to analyze this event, simply describe it.

one pages. double-spaced]

Discussion of the Issues

The analysis of my action learning team experience will consider three basic levels of structure, which Yanowitz, Ober, and Kantor (1995) propose “as a diagnostic and a planning framework to guide learning and enhance performance” (p. 2). First, is the social structures level, which the authors define as [delete this and finish writing this sentence] . Second, the face-to-face structures level, or what I will refer in this paper as interpersonal structures, are [delete this and finish writing this sentence] . Third, is the individual structures level, the [delete this and finish writing this sentence] .

Next, I will use these three levels as my framework for analyzing my experience within my team and identifying areas where my team’s performance could be improved.

Social Structures

[Delete this and analyse the social structures shaping your group.In this section, identify some key “organizational forces . . . business [or business sphere] forces . . . [and] environmental [or cultural] forces” (Yanowitz, Ober, & Kantor, 1995, p. 2) and how they influenced the way the team has worked together.

For example, you might rightly identify the team is part of a university course. As such, what organizational forces are influencing the way the team worked? Similarly, you might identify the team is part of the higher education business sphere. So, what higher education business forces influenced the team experience? Lastly, the team is situated within a Canadian cultural environment. How did the team’s shared Canadian experience and cultural values influence the team? Word count: Aim for about a 1/3 page; double-spaced]

Interpersonal Structures

[Delete this and analyse the interpersonal structures of your group.Analyze the interpersonal structures, notably, patterns of dialogic leadership expressed in the four roles of interaction (mover, follower, oppose, and bystander) and the quality of the moves made from these roles (voicing, listening, respecting, and suspending). The key to assessing the team’s action learning level of success, and the focus of this section of the paper, is determining the degree to which the team’s interactions are characterized by balanced advocacy and inquiry.1 page(s); double-spaced.]

Individual Structures

[Delete this and analyse how individual structures affected the group.Analyze the influence individual structures exerted on your team’s performance. That is, identify how team members’ common and different usual behaviors, needs (that is, expectations of others), stress behaviors, feelings, values, mental models (of how things work) and life experiences influenced the way the team worked together.

Key resources: Birkman Presentation; 1 page(s); double-spaced. ]

Summary of Critical Issues

[Delete this and summarize the problem-solving, teamwork and/or leadership development issues that you have observed over the period of the case study. Review what you wrote in your three levels of analysis and identify the most significant leadership or teamwork issues you see as emerging themes. You may take an appreciative inquiry approach and identify strengths to build upon. Or, you can identify limitations (or blindspots) that could be addressed. Keep in mind, that the issue you identify here is the one you will be responding to in Part III. ¼ a page; double-spaced.]

Design for Action (APA Level 1 Heading)

[Delete this and write what you feel is the priority issue and why.Priority Issue (No Heading)Imagine you are taking on the role of action learning coach for the team’s future sessions. Reflect on the summary of issues you wrote above and select a specific issue you will address as coach and why you think it is a priority. Word count: 1/3 of a page; double-spaced.]

Future Coaching Action (APA Level 2 Heading)

[Delete this and outline what you would do as the action learning coach to continue the group’s development as an action learning team.Briefly outline your future action strategy for the team, including

(a) how you would mobilize them,

(b) motivate them to do it, and

(c) develop their ability to do it.

1 page; double-spaced.]

Conclusion

[The closing section of your paper should tie all the above sections together into a satisfying conclusion. First, restate your thesis. Then, summarize your core points. Lastly, bring your paper to a close with a statement about the importance of the topic, a future looking question your paper raised, or you may choose to sum things up with by making a final practical recommendation, or several, for others. 1/3 page; double-spaced.]

References

Garvin, D. A. (2000). Learning in action: A guide to putting the learning organization to work. Boston, Mass.: Harvard Business School Press.

Homer-Dixon, T. (2003). Human Adaptation and the Ingenuity Gap. Brook Education, 12(3), 1-22.

Marquardt, M. J. (2011). Building the learning organization: Achieving strategic advantage through a commitment to learning (3rd ed.). Boston, MA: Nicholas Brealey.

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.

Yanowitz, J., Ober, S., & Kantor, D. (1995). Creating business results through team learning. The Systems Thinker, 6(5), 1

� � Adapted with permission from “Team Learning Paper Instructions” by M. Halvorson, 2019.

� � Adapted with permission from “Team Learning Paper Instructions” by M. Halvorson, 2019.

� � Adapted with permission from “Team Learning Paper Instructions” by M. Halvorson, 2019.