Question

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.

Use the Marquardt (2018) text and only writings from your course as references. Suggested at least 3 references. Word count: Aim for about 2/3 page to 1-page ; double-spaced.

Action Learning Team Experience (APA Level 2 Heading)

This is about your team experience in class.

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 your 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 half pages.

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

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.

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.

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.

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.

Marking your paper

1. Demonstrates a careful understanding of the team learning paper’s scholarly context, audience, purpose, and all the prescribed elements. /50

2. 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. /20

3. 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./10

4. Uses straightforward language (in the active voice) that communicates meaning to readers with clarity and fluency, and is generally error-free./10

5. Correct use of APA conventions, including in-text citations, references documentation, document formatting, and stylistic writing elements./10

Total .