U03a1 – Khanh Nguyen Hi Khanh, Thanks for your assignment. It appears this assignment may have been submitted prematurely and that you have not actually held your second group session. I notice the paper was submitted on September 7th and your second group session, on which you report in u03a1, is scheduled for September 9th. This would explain various omissions in your paper. Your report on your second session (u03a1) contemplates that your commentary will relate to your experience of having actually conducted that session. It is intended that nearly all the grading rubric items for this assessment (u03a1) be addressed with specific reference to the group session you have actually conducted. I believe it’s your intention to apply the Systems Thinking discipline using the ‘Five Whys’ exercise. This certainly sounds interesting. I would suggest you resubmit this assessment when you have completed your second session. I will defer further comment until then. Thanks, Khanh – Peter COMPETENCY: Apply change management interventions. CRITERION: Describe a team development experience based on a relevant learning discipline. DISTINGUISHED PROFICIENT BASIC NON-PERFORMANCE Non-Performance Does not describe a team development experience. Faculty Comments:“ For more information please see my commentary attached – Thanks, Peter :-) ” CRITERION: Explain lessons learned for chosen discipline and group dynamics. DISTINGUISHED PROFICIENT BASIC NON-PERFORMANCE Non-Performance Does not explain lessons learned for chosen discipline or group dynamics. Faculty Comments:“ For more information please see my commentary attached – Thanks, Peter :-) ” CRITERION: Explain the learning disciplines of team learning and systems thinking. DISTINGUISHED PROFICIENT BASIC NON-PERFORMANCE Distinguished Analyzes learning disciplines: team learning and systems thinking, providing theory or real-world examples to support explanation. Faculty Comments:“ For more information please see my commentary attached – Thanks, Peter :-) ” CRITERION: Describe a team development exercise used with a team, based on a relevant learning discipline. DISTINGUISHED PROFICIENT BASIC NON-PERFORMANCE Non-Performance Does not describe a team development exercise used with a team. Faculty Comments:“ For more information please see my commentary attached – Thanks, Peter :-) ” COMPETENCY: Analyze applications of change management principles. CRITERION: Explain a process used to select a learning discipline and the rationale for its selection. DISTINGUISHED PROFICIENT BASIC NON-PERFORMANCE Distinguished 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. Faculty Comments:“ For more information please see my commentary attached – Thanks, Peter :-) ” CRITERION: Explain successful and unsuccessful aspects of team development. DISTINGUISHED PROFICIENT BASIC NON-PERFORMANCE Non-Performance Does not ex ...

1. U03a1 – Khanh Nguyen
Hi Khanh,
Thanks for your assignment. It appears this assignment may
have been submitted prematurely and that you have not actually
held your second group session. I notice the paper was
submitted on September 7th and your second group session, on
which you report in u03a1, is scheduled for September 9th. This
would explain various omissions in your paper.
Your report on your second session (u03a1) contemplates that
your commentary will relate to your experience of having
actually conducted that session. It is intended that nearly all the
grading rubric items for this assessment (u03a1) be addressed
with specific reference to the group session you have actually
conducted.
I believe it’s your intention to apply the Systems Thinking
discipline using the ‘Five Whys’ exercise. This certainly sounds
interesting. I would suggest you resubmit this assessment when
you have completed your second session. I will defer further
comment until then.
Thanks, Khanh – Peter
COMPETENCY: Apply change management interventions.
CRITERION: Describe a team development experience based on
a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development experience.
Faculty Comments:“
For more information please see my commentary attached –
Thanks, Peter :-)
”

2. CRITERION: Explain lessons learned for chosen discipline and
group dynamics.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain lessons learned for chosen discipline or group
dynamics.
Faculty Comments:“
For more information please see my commentary attached –
Thanks, Peter :-)
”
CRITERION: Explain the learning disciplines of team learning
and systems thinking.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes learning disciplines: team learning and systems
thinking, providing theory or real-world examples to support
explanation.
Faculty Comments:“
For more information please see my commentary attached –
Thanks, Peter :-)
”
CRITERION: Describe a team development exercise used with a
team, based on a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development exercise used with a
team.

3. Faculty Comments:“
For more information please see my commentary attached –
Thanks, Peter :-)
”
COMPETENCY: Analyze applications of change management
principles.
CRITERION: Explain a process used to select a learning
discipline and the rationale for its selection.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
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.
Faculty Comments:“
For more information please see my commentary attached –
Thanks, Peter :-)
”
CRITERION: Explain successful and unsuccessful aspects of
team development.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain successful or unsuccessful aspects of team
development.
Faculty Comments:“
For more information please see my commentary attached –
Thanks, Peter :-)
”
CRITERION: Explain lessons learned for planned and
unplanned team facilitation journeys.
DISTINGUISHED

4. PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain lessons learned for planned or unplanned team
facilitation journeys.
Faculty Comments:“
For more information please see my commentary attached –
Thanks, Peter :-)
”
Print
Team Development Session Two Scoring Guide
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

5. 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.

6. 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.
Overview
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.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Apply change management interventions.

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

8. 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?
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.
· Smith, P. (Ed.) (2007). The Learning Organization: Systems
Thinking and Systems Dynamics, 14(6).
· Sherwood, D. (2002). Seeing the forest for the trees: A
manager's guide to applying systems thinking. Yarmouth, ME:
Nicholas Brealey Publishing.
. Prologue, "What Is Systems Thinking?"

9. . Part 1, "Taming Complexity."
. Part 2, "Tools and Techniques."
· Wirtenberg, J., Russell, W. G., & Lipsky, D. B. (2008). The
sustainable enterprise fieldbook: When it all comes
together. Saranac Lake, NY: AMACOM Books.
. Part 2, Chapter 2, "Mental Models for Sustainability."
. Part 3, "Embracing and Managing Change Sustainably."
· Easterby-Smith, M., & Lyles, M. (2011). Handbook of
organizational learning and knowledge management (2nd ed.).
Hoboken, NJ: Wiley.
. Part 2, "Organizational Learning and Learning Organizations."
· 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."
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 Resource
Access the following resource by clicking the link provided.
Please note that URLs change frequently. Permissions for the
following link has been either granted or deemed appropriate
for educational use at the time of course publication.
· The Presencing Institute. (2011). Dialogue on leadership.
Retrieved from https://www.presencing.com/presencing/dol

10. 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 chapters are recommended for further study in
this assessment:
. "Team Learning."
. "Systems Thinking."
Instructions
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.

11. · 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:
1. Explain the two learning disciplines that you examined for
this assessment: team learning and systems thinking.
2. Team exercise plan:
. 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.
. Describe the problem or issue you chose as the intended
purpose for your team development session.
. 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.
· Post-session summary:
. Describe your team development experience in a narrative
format.
. Explain the successful and unsuccessful aspects of the team
development exercise.
. Explain the lessons learned for team facilitation, including
both planned and unplanned journeys that resulted.
. 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.