• 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.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply change management interventions. o Explain the learning disciplines of team learning and systems thinking.o Describe a team development exercise used with a team, based on a relevant learning discipline.o Describe a team development experience based on a relevant learning discipline.o Explain lessons learned for chosen discipline and group dynamics.• Competency 2: Analyze applications of change management principles. o Explain a process used to select a learning discipline and the rationale for its selection.o Explain successful and unsuccessful aspects of team development.o Explain lessons learned for planned and unplanned team facilitation journeys• 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.

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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 that produce growth, decline, or equilibrium. By learning about systems thinking, teams can align their common understanding and collaborate to establish strategies for their business dilemmas.

• 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?• 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:

8. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.9. Team exercise plan: o 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.o Describe the problem or issue you chose as the intended purpose for your team development session.o 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.10. Post-session summary: o Describe your team development experience in a narrative format.o Explain the successful and unsuccessful aspects of the team development exercise.o Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.o 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

Team Development Session Two Scoring Guide Grading Rubric

Criteria 

Non-performance 

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