Question

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Team Learning Paper Instructions

What do I Write About? This paper is a case study of the team multi-problem action learning set you experienced in this course. Your paper should be scholarly, drawing ideas from the course readings, and also reflective of your own thinking and lived experience. While the content of this case study is about your action learning team of 4-8 members, each person will write (and submit) their own team learning paper.

How do I Structure my Paper? Structure is a reflection of your thinking. To structure your thoughts well use the following an organizing pattern (or method) to guide your inquiry. This paper will be written in three parts: (a) description, (b) discussion, and (c) design for action. Structural Outline

1. Introduction (No Heading) 2. Description of the Situation (APA Level 1 Heading)

a. Context (No Heading) b. Review of the Action Learning Concept (APA Level 2 Heading) c. Action Learning Team Experience (APA Level 2 Heading)

3. Discussion of the Issues (APA Level 1 Heading) a. Introducing your Framework of Analysis (No Heading) b. Social Structures (APA Level 2 Heading) c. Interpersonal Structures (APA Level 2 Heading) d. Individual Structures (APA Level 2 Heading) e. Critical Issues (APA Level 2 Heading)

4. Design for Action (APA Level 1 Heading) a. Priority Issue (No Heading) b. Future Coaching Intervention (APA Level 2 Heading)

5. Conclusion (APA Level 1 Heading)

What is the Writing Process?

The writing process will be iterative, meaning you will write and revise the paper throughout the course. We will begin the writing process together as a class so you will, first, be exposed to the thinking that informs scholarly writing; and, second, so everyone in the class will share the same co-created introduction. Once you have completed the first draft of your paper after working along with the class, you will submit it for instructor feedback. Then, you will complete and submit the remaining sections. However, before you submit your final paper you will receive some feedback on your first submission, giving you the opportunity to refine your theorizing, critical reflection, writing style, and technical details (such as, APA).

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How do I Write each Section of the Paper?

Introduction [No Heading] For this paper the introduction has been written for you. Our first purpose in using this introduction is to provide you with an example of how to construct the logic of a strong introduction to a case study paper. Our second purpose for using a shared introduction is that it gives everyone the same starting point, so each person will be able to write their own papers following the same overall argument structure.

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.

Note: The above text is included in the paper template and you have permission to use this introduction as it is (no changes needed) so long as the permission footnote is used. Word count: Aim for about 1/2 a page; double-spaced. Part I: Description of the Situation (APA Level 1 Heading) Context (No Heading) Briefly introduce the setting of the team learning experience you will describe.

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-

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week period using a process called action learning in which we worked together to solve problems and develop leadership and team abilities.

Note: The above text is included in the paper template and you have permission to use this introduction as it is (no changes needed) so long as the permission footnote is used. Review of the Action Learning Concept (APA Level 2 Heading) This first section of your description is a summary of the background literature on the subject of your inquiry in this case study, which is the practice of action learning. In summarizing the action learning literature, include a definition of action learning, the objectives, rules and norms, roles and responsibilities, other principles and guidelines and expected outcomes. You need to only use the Marquardt (2018) text, however, you are encouraged to incorporate other sources, such as, Reg Revans. Word count: Aim for about ½ page to 1-page max; double-spaced. Action Learning Team Experience (APA Level 2 Heading) In academic terms this section is your method. That is, in a research paper your method defines your subject of inquiry. For a case study, method is the experience. Put simply, briefly describe the “cast of characters” who made up the learning team you observed and the story (beginning, middle, end) of its learning experience. 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. Don't ask your team members for personal demographic information; you are not doing a questionnaire or interview-based study of your team members. Rather, you are sharing your personal observations of how your team members appear to you. The purpose is to give the reader your observations of your team’s composition. For example, you might write: “Three broad demographic characteristics are, first, three team members appear to be female and two male. Second, two members appear to be older adults and three younger adults. Third, one member is a student with limited work experience whereas the other members are established in careers. 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 in about one to one and have pages.

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Word count: Aim for about 1½-2 pages; double-spaced. Part II: Discussion of the Issues (APA Level 1 Heading) Introduction of your Theoretical Framework (No Heading) The introduction to this part of the paper should, first, briefly set out the framework of team learning analysis you will use. This introduction has been started for you, but you need to complete the summaries of the three levels of structural analysis.

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 ______________________________ . Second, the face-to-face structures level, or what I will refer in this paper as interpersonal structures, are ______________________________ . Third, is the individual structures level, the ______________________________ . 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.

Note: The above text is included in the paper template and you have permission to use this introduction as it is (no changes needed) so long as the permission footnote is used.

Key resource: Yanowitz, Ober, & Kantor, 1995. Creating business results through team learning.

Word count guidance: Aim for about ½ to 2/3 of a page; double-spaced.

STOP: This is where you stop writing and submit your first draft!!!

Social Structures (APA Level 2 Heading) Analyze the influence that social structures exerted on your team’s development.

Key resources: Yanowitz, Ober, & Kantor, 1995, Unit 8 Presentation.

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.

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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 ½ to 2/3 page; double-spaced. Interpersonal Structures (APA Level 2 Heading) 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. For example, you might remark:

One member alone predominately moved the conversation forward with helpful questions to the problem presenter that deepened the team’s understanding of the problem and they carefully followed what others said with active listening. A second member frequently opposed the statements of all other members, which I felt was not very respectful. Based on others reactions I sense this sentiment was shared by others. A third member made a few attempts at following others and building on what other’s said. However, an intense move-oppose cycle developed between the first and second member, and everyone else ultimately became disabled bystanders.

In this example, the conclusion you might make is:

Because two members of the team got stuck in the move-oppose cycle, our team experience in practice was a group observing a debate between two members. In the end, we didn’t demonstrated balance between advocacy and inquiry, thus, the quality of our team’s action learning was very poor.

Key resources: Isaacs, 1999; Unit 9 Presentation.

Word count: Aim for about 1 to 2 page(s); double-spaced.

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Individual Structures (APA Level 2 Heading) 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; Unit 11 Presentation. Word count: Aim for about 1 to 2 page(s); double-spaced. Summary of Critical Issues (APA Level 2 Heading) 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. Word count: Aim for about ¼ to ½ a page; double-spaced. Part III: Design for Action (APA Level 1 Heading) 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: Aim for about 1/3 of a page; double-spaced. Future Coaching Intervention (APA Level 2 Heading) 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. Word count: Aim for about 1 page; double-spaced. Conclusion [APA Level 1 Heading] 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.

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Word count: Aim for 1/3 to ½ a page; double-spaced.

FINAL SUBMISSION • Length: About 7-8 pages (not including cover page and references). • Content Format: Double-spaced, APA style for works cited, include a title

page, and use a heading to clearly divide each section of the paper. • File Format: Save your Microsoft Word file in the following way:

o First Name <space> Last Name <space> Team <space> Paper (for example, Ann Smith Team Paper.docx).

How will my paper be graded?

A paper meeting all the expectations below demonstrates “very good work with few flaws”, which according to the grading scale used in this course is a B+ grade. Work that does not meet all expectations (with few flaws) will receive a grade below B+. To receive a grade above B+ the work must exceed all the expectations below.*

ü Demonstrates a careful understanding of the team learning paper’s scholarly context, audience, purpose, and all the prescribed elements.

ü Follows a three-part case study structure, including description, discussion,

and design for action sections, as well as, an introduction and conclusion. Logically, develops each section following headings outlined above.

ü States ideas clearly, elaborates with explanations, and exemplifies using good, credible, relevant observations from experience and other evidence, such as, expert sources. In this paper, as least three expert sources should be used.

ü Uses straightforward language (in the active voice) that communicates meaning to readers with clarity and fluency, and is generally error-free.

ü Correct use of APA conventions, including intext citations, references documentation, document formatting, and stylistic writing elements.

* To exceed expectations, you must demonstrate a thorough understanding of the assignment, your argumentation must be carefully constructed with insightful linkages and well-written transitions, you must have a higher density of ideas, substantial explanations, use compelling examples, your language must be graceful, your grammar virtually error-free, and you make elegant use of APA conventions.