• 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.

• 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.


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 th…

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