Overview Write a minimum of two pages in which you analyze how an organization can use ground rules and dialogue to grow as a learning organization. The team learning discipline helps a team sustain and reinforce its learning, and increases the capacity to act synergistically and learn how to learn. Dialogue is a fundamental skill in the discipline of team learning, and is essential to the effective practice of the other learning disciplines. Dialogue makes meaningful, shared vision building possible. It makes systemic insight possible by facilitating reflection and inquiry in work groups. Consequently, it is important to understand the value and nature of dialogue, and how it differs from other forms of conversation. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Apply change management interventions.  . Define and compare debate, discussion, and dialogue. . Analyze the value of dialogue in helping teams learn and change. . Describe the ground rules required to reach conversational level in a dialogue. . Analyze learning related to designing an effective dialogue session. . Analyze the ease or difficulty of conversing in a team dialogue session, including the dangers and obstacles. Context Learning teams develop ground rules for truth telling, time usage, decision-making processes, and domains; to create a safe conversational environment that allows a team to take risks, make mistakes, forgive, and recover. This assessment provides you an opportunity to analyze the elements of skillful dialogue in a learning team, increasing the ability to problem solve, create new knowledge, deliberate, and build relationships with other teams and customers. 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. · Review The Ladder of Inference multimedia piece in the Resources. Consider the meaning of this concept and your experience using it. What suggestions do you have for self-improvement when using it next time? How might the ladder of inference apply to communication within an organization? How might it diminish effectiveness in terms of organizational learning? Can dialogue play a useful role? If so, how? · Consider how dialogue can allow ostensibly conflicting allegiances or differences (for example, unionized labor and management) while allowing an organization to learn as a common entity. Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. Capella Multimedia Click the links provided below to view the following multimedia pieces: · Planning Change | Tra ...

1. Overview
Write a minimum of two pages in which you analyze how an
organization can use ground rules and dialogue to grow as a
learning organization.
The team learning discipline helps a team sustain and reinforce
its learning, and increases the capacity to act synergistically and
learn how to learn. Dialogue is a fundamental skill in the
discipline of team learning, and is essential to the effective
practice of the other learning disciplines. Dialogue makes
meaningful, shared vision building possible. It makes systemic
insight possible by facilitating reflection and inquiry in work
groups. Consequently, it is important to understand the value
and nature of dialogue, and how it differs from other forms of
conversation.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Apply change management interventions.
. Define and compare debate, discussion, and dialogue.
. Analyze the value of dialogue in helping teams learn and
change.
. Describe the ground rules required to reach conversational
level in a dialogue.
. Analyze learning related to designing an effective dialogue
session.
. Analyze the ease or difficulty of conversing in a team dialogue
session, including the dangers and obstacles.
Context
Learning teams develop ground rules for truth telling, time
usage, decision-making processes, and domains; to create a safe
conversational environment that allows a team to take risks,
make mistakes, forgive, and recover. This assessment provides
you an opportunity to analyze the elements of skillful dialogue
in a learning team, increasing the ability to problem solve,

2. create new knowledge, deliberate, and build relationships with
other teams and customers.
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.
· Review The Ladder of Inference multimedia piece in the
Resources. Consider the meaning of this concept and your
experience using it. What suggestions do you have for self-
improvement when using it next time? How might the ladder of
inference apply to communication within an organization? How
might it diminish effectiveness in terms of organizational
learning? Can dialogue play a useful role? If so, how?
· Consider how dialogue can allow ostensibly conflicting
allegiances or differences (for example, unionized labor and
management) while allowing an organization to learn as a
common entity.
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.
Capella Multimedia
Click the links provided below to view the following
multimedia pieces:
· Planning Change | Transcript.
· The Ladder of Inference | Transcript.
SHOW LESS
Library Resources
The following e-books and articles from the Capella University
Library are linked directly in this course.
· Flood, R. L. (1999). Rethinking the fifth discipline: Learning
within the unknowable. Florence, KY: Routledge.

3. . Chapter 2, "Senge's The Fifth Discipline."
· Braham, B. J., Henry, C., & Mapson, R. (1995). Creating a
learning organization: Promoting excellence through
education. Menlo Park, CA: Cengage.
. Part 1, "Why Become a Learning Organization?"
. Part 3, "The Organization's Responsibility for Learning."
. Part 4, "The Individual's Responsibility for Learning."
· Clifton, J. (2012, October). Conversation analysis in dialogue
with stocks of interactional knowledge: Facework and appraisal
interviews. Journal of Business Communication, 49(4), 283–
311.
· Groysberg, B., & Slind, M. (2012). Leadership is a
conversation. Harvard Business Review, 90(6), 76–84.
· Manning, C. A., Waldman, M. R., Lindsey, W. E., Newberg,
A. B., & Cotter-Lockard, D. (2012). Personal inner values: A
key to effective face-to-face business communication. Journal
of Executive Education, 11(1), 37–65.
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You are encouraged to refer to the
resources in the BUS-FP4802 – Change Management Library
Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided.
Please note that URLs change frequently. Permissions for the
following links have been either granted or deemed appropriate
for educational use at the time of course publication.
Note: In the articles, look for the ground rules for successful
dialogue and how those relate to facilitating conversations on
change.
· Karagianis, E. (2001, Winter). The art of dialogue: Better
communication in business and in life. Spectrum. Retrieved
from http://spectrum.mit.edu/articles/the-art-of-dialogue/
· Williams, L. (1999). William N. Isaacs' take on dialogue.
Retrieved from

4. http://www.soapboxorations.com/ddigest/isaacs.html
· Jones, M. (1996). Dialogue: The emergence of shared
meaning. Retrieved from
http://web.archive.org/web/20011006040924/http:/www.sol-
ne.org/pra/tool/dialogue.html
· Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W.
(n.d.). Listening and dialogue. Retrieved from
http://web.archive.org/web/20010809115427/http://www.sol-
ne.org/pra/tool/listening.html
· The Presencing Institute. (2011). Dialogue on leadership.
Retrieved from https://www.presencing.com/presencing/dol
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required. Unless noted
otherwise, these materials are available for purchase from
the Capella University Bookstore. When searching the
bookstore, be sure to look for the Course ID with the specific –
FP (FlexPath) course designation.
· Senge, P. M., Kleiner, A., Roberts, C., Smith, B., & Ross, R.
(1994). The fifth discipline fieldbook: Strategies and tools for
building a learning organization. New York, NY: Doubleday.
. The following chapter is recommended for further study in this
assessment:
. "Team Learning."
Instructions
Analyze how ground rules and dialogue can be used to grow a
learning organization. Address the following elements:
· Describe the differences between debate, discussion, and
dialogue.
· Analyze the value of dialogue in helping a team learn and
change.
· What are the ground rules required to reach this level of
conversation?
· Describe what you are learning about how to design an
effective dialogue session.
· Analyze the ease or difficulty of conversing at this level.

5. Comment on the dangers and obstacles.
Your assessment should be a minimum of 2 pages in length,
double-spaced.
Analysis of Ground Rules Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe an effective team from a real-world experience,
including the tasks of the team.
Does not describe an effective team from a real-world
experience, or the tasks of the team.
Describes an effective team from a real-world experience, but
does not include the tasks of the team.
Describes an effective team from a real-world experience,
including the tasks of the team.
Analyzes an effective team from a real-world experience,
including the tasks of the team; and links analysis with
discipline theories.
Describe the ground rules applied in an effective team.
Does not describe the ground rules applied in an effective team.
Describes the ground rules applied in an effective team but
omits key elements.
Describes the ground rules applied in an effective team.
Describes the ground rules applied in an effective team and
describes the consequences of not utilizing ground rules for
team effectiveness.
Describe how ground rules help an effective team perform and
work well together.
Does not describe how ground rules help an effective team
perform or work well together.
Describes how ground rules help an effective team perform and
work well together, but omits key elements.

6. Describes how ground rules help an effective team perform and
work well together.
Describes how ground rules help an effective team perform and
work well together; and describes consequences of a
dysfunctional team, in regard to their performance and
collegiality.
Describe an ineffective team from a real-world experience,
including the tasks of the team.
Does not describe an ineffective team from a real-world
experience, or include the tasks of the team.
Describes an ineffective team from a real-world experience, but
does not include the tasks of the team.
Describes an ineffective team from a real-world experience,
including the tasks of the team.
Analyzes an ineffective team from a real-world experience,
including the tasks of the team; and supports statements with
relevant real-world examples.
Explain the spoken or unspoken ground rules that describe
expectations for behavior in an ineffective team.
Does not explain the spoken or unspoken ground rules that
describe expectations for behavior in an ineffective team.
Explains the spoken or unspoken ground rules that describe
expectations for behavior in an ineffective team but omits key
elements.
Explains the spoken or unspoken ground rules that describe
expectations for behavior in an ineffective team.
Explains the spoken or unspoken ground rules that describe
expectations for behavior in an ineffective team; and describes
consequences of misunderstanding spoken and unspoken ground
rules on team effectiveness.
Analyze prospective differences in ground rules for team
members and tensions that may result.
Does not describe prospective differences in ground rules for
team members or tensions that may result.
Describes prospective differences in ground rules for team
members and tensions that may result.

7. Analyzes prospective differences in ground rules for team
members and tensions that may result.
Analyzes prospective differences in ground rules for team
members and tensions that may result; and recommends
strategies for preventing potential tension in an effective team.
Analyze how differences in unspoken ground rules and team
members'' expectations cause conflict and damage performance.
Does not describe how the differences in unspoken ground rules
or team members' expectations cause conflict and damage
performance.
Describes how the differences in unspoken ground rules and
team members' expectations cause conflict and damage
performance.
Analyzes how the differences in unspoken ground rules and
team members' expectations cause conflict and damage
performance.
Analyzes how the differences in unspoken ground rules and
team members' expectations cause conflict and damage
performance; and recommends strategies for preventing
potential conflict and damage to team performance.
Describe the effect of discussing ground rules as a method of
team learning.
Does not describe the effect of discussing ground rules as a
method of team learning.
Describes the effect of discussing ground rules as a method of
team learning but omits key elements.
Describes the effect of discussing ground rules as a method of
team learning.
Analyzes the effect of discussing ground rules as a method of
team learning; and recommends strategies for implementing
results of ground rule discussions.
Overview
Write a minimum of two pages in which you recall team
experiences you have had in which a team was effective and

8. another in which it was not. Write a description of these teams
and their tasks, paying particular attention to the behavioral
expectations for which the team members held each other
accountable.
The ground rules for a team are the spoken and unspoken
functional rules and expectations that help or hinder the team in
reaching a goal. Systems thinking can inform an analysis of
team ground rules in that it addresses the interrelationships
between people and departments, and the way things are done in
an organization. Understanding the larger contexts in an
organization can help you communicate with those affected by a
problem or issue.
SHOW LESS
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Apply change management interventions.
. Describe how ground rules help an effective team perform and
work well together.
. Analyze prospective differences in ground rules for team
members and tensions that may result.
. Analyze how differences in unspoken ground rules and team
members' expectations cause conflict and damage performance.
. Describe the effect of discussing ground rules as a method of
team learning.
· Competency 2: Analyze applications of change management
principles.
. Describe an effective team from a real-world experience,
including the tasks of the team.
. Describe the ground rules applied in an effective team.
. Describe an ineffective team from a real-world experience,
including the tasks of the team.
. Explain the spoken or unspoken ground rules that describe
expectations for behavior in an ineffective team.
Questions to consider
To deepen your understanding, you are encouraged to consider

9. the questions below and discuss them with a fellow learner, a
work associate, an interested friend, or a member of the
business community.
· Reflect on how team learning practices are used to support
change in your organization (a current or previous workplace,
or another type of organization with which you are involved).
What elements do you recognize in your organization? Which
methods might be useful to experiment with in your
organization?
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.
Capella Multimedia
Click the link provided below to view the following multimedia
piece:
· The Ladder of Inference | Transcript.
SHOW LESS
Library Resources
The following e-books and articles from the Capella University
Library are linked directly in this course.
· Flood, R. L. (1999). Rethinking the fifth discipline: Learning
within the unknowable. Florence, KY: Routledge.
. Chapter 2, "Senge's The Fifth Discipline."
· Braham, B. J., Henry, C., & Mapson, R. (1995). Creating a
learning organization: Promoting excellence through
education. Menlo Park, CA: Cengage.
. Part 1, "Why Become a Learning Organization?"
. Part 3, "The Organization's Responsibility for Learning."
. Part 4, "The Individual's Responsibility for Learning."
· Clifton, J. (2012, October). Conversation analysis in dialogue
with stocks of interactional knowledge: Facework and appraisal

10. interviews. Journal of Business Communication, 49(4), 283–
311.
· Groysberg, B., & Slind, M. (2012). Leadership is a
conversation. Harvard Business Review, 90(6), 76–84.
· Manning, C. A., Waldman, M. R., Lindsey, W. E., Newberg,
A. B., & Cotter-Lockard, D. (2012). Personal inner values: A
key to effective face-to-face business communication. Journal
of Executive Education, 11(1), 37–65.
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You are encouraged to refer to the
resources in the BUS-FP4802 – Change Management Library
Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided.
Please note that URLs change frequently. Permissions for the
following links have been either granted or deemed appropriate
for educational use at the time of course publication.
Note: In the articles, look for the ground rules for successful
dialogue and how those relate to facilitating conversations
about change.
· Karagianis, E. (2001, Winter). The art of dialogue: Better
communication in business and in life. Spectrum. Retrieved
from http://spectrum.mit.edu/articles/the-art-of-dialogue/
· Williams, L. (1999). William N. Isaacs' take on dialogue.
Retrieved from
http://www.soapboxorations.com/ddigest/isaacs.html
· Jones, M. (1996). Dialogue: The emergence of shared
meaning. Retrieved from
http://web.archive.org/web/20011006040924/http:/www.sol-
ne.org/pra/tool/dialogue.html
· Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W.
(n.d.). Listening and dialogue. Retrieved from
http://web.archive.org/web/20010809115427/http://www.sol-
ne.org/pra/tool/listening.html
· The Presencing Institute. (2011). Dialogue on leadership.

11. Retrieved from https://www.presencing.com/presencing/dol
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required. Unless noted
otherwise, these materials are available for purchase from
the Capella University Bookstore. When searching the
bookstore, be sure to look for the Course ID with the specific –
FP (FlexPath) course designation.
· Senge, P. M., Kleiner, A., Roberts, C., Smith, B., & Ross, R.
(1994). The fifth discipline fieldbook: Strategies and tools for
building a learning organization. New York, NY: Doubleday.
. The following chapter is recommended for further study in this
assessment:
. "Team Learning."
Instructions
Think of a team experience you have had in which the team was
effective. Write a description of this team and its tasks, paying
particular attention to the behavioral expectations for which the
team members held each other accountable (these might have
been spoken or unspoken). List the ground rules and describe
how the rules helped the team perform and work well together.
Think of an team experience you have had in which the team
was not effective. Write a description of this team and its tasks,
including the spoken or unspoken ground rules that describe the
expectations for behavior on this team. Examine the possibility
that some members held ground rules that others did not. How
might this have been a source of tension? Analyze how this
difference in what is expected of team members caused conflict
and damaged performance. What effect could a dialogue about
ground rules as a method of team learning have had for this
group?
Your assessment should be a minimum of 2 pages in length,
double-spaced.

12. The Value of Dialogue Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Analyze the value of dialogue in helping teams learn and
change.
Does not describe the value of dialogue in helping teams learn
and change.
Describes the value of dialogue in helping teams learn and
change.
Analyzes the value of dialogue in helping teams learn and
change.
Analyzes the value of dialogue in helping teams learn and
change, supporting analysis with theory or real-world
examples.
Describe the ground rules required to reach conversational level
in a dialogue.
Does not describe the ground rules.
Describes the ground rules but does not connect ground rules to
the requirements needed to reach conversational level in a
dialogue.
Describes the ground rules required to reach conversational
level in a dialogue.
Analyzes the ground rules required to reach conversational level
in a dialogue, supporting the analysis with relevant theory and
real-world examples.
Analyze learning related to designing an effective dialogue
session.
Does not describe learning related to designing an effective
dialogue session.
Describes learning related to designing an effective dialogue
session.
Analyzes learning related to designing an effective dialogue

13. session.
Analyzes learning related to designing an effective dialogue
session and provides recommendations for improving the
design.
Analyze the ease or difficulty of conversing in a team dialogue
session, including the dangers and obstacles.
Does not describe the ease or difficulty of conversing in a team
dialogue session, or the dangers and obstacles.
Describes the ease or difficulty of conversing in a team
dialogue session, or the dangers and obstacles, but not both.
Analyzes the ease or difficulty of conversing in a team dialogue
session, including the dangers and obstacles.
Analyzes the ease or difficulty of conversing in a team dialogue
session, including the dangers and obstacles, providing real-
world examples.
Define and compare debate, discussion, and dialogue.
Does not define or compare debate, discussion, or dialogue.
Defines and compares debate, discussion, or dialogue, but not
all three.
Defines and compares debate, discussion, and dialogue.
Defines and compares debate, discussion, and dialogue; and
provides real-world examples of each.