Team learning case study your name in givensurname order

1. Team Learning Case Study
Your Name in Given/Surname Order
Team Learning Case Study
Today’s organizations are struggling to adapt to an increasingly
complex world undergoing rapid change. Homer-Dixon (2003)
describes the problem as an ingenuity gap—that is, there is a
growing gap between the complexity, pace and unpredictability
of events facing organizations and our collective ability to be
smart enough at the right time, and in the right places, to keep
pace with the emerging challenges and opportunities. A
promising strategy for organizations to close this gap is to
become more intentional about learning (Garvin, 2000;
Marquardt, 2011; Senge, 1990). This learning organization
approach to adaptation seeks to enhance an organization’s
ability to (a) know what to do, (b) do what it knows, and (c)
continuously grow its capacity to learn new things and act on
new knowledge (Garvin, 2000; Senge, 1990). How can leaders
help an organization learn? Marquardt (2011) argues action
learning is an effective way to build learning organizations,
because “action learning groups themselves are mini-learning
organizations that model perfectly what a learning organization
is and how it should operate” (p. 19). In this paper, I shall
reflect on the development of an action learning team I
experienced as a student in the context of a university
leadership course.
Description of the Situation
The setting of the team learning experience considered in this
paper is a third-year university course titled The Learning
Organization. The participants are made up of working adult
learners with a wide range of cultural and industry backgrounds.

2. Our group met three times over a five-week period using a
process called action learning in which we worked together to
solve problems and develop leadership and team abilities.
Action Learning Team Experience
[Delete this sentence and just start writing.Structurally, begin
with a short paragraph describing the 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.
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.
one pages. double-spaced]
Discussion of the Issues
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
[delete this and finish writing this sentence] . Second, the face-
to-face structures level, or what I will refer in this paper as
interpersonal structures, are [delete this and finish writing this
sentence] . Third, is the individual structures level, the [delete
this and finish writing this sentence] .

3. 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.
Social Structures
[Delete this and analyse the social structures shaping your
group.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 1/3 page; double-spaced]
Interpersonal Structures
[Delete this and analyse the interpersonal structures of your
group.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.1 page(s);
double-spaced.]
Individual Structures
[Delete this and analyse how individual structures affected the
group.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,

4. 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; 1 page(s); double-spaced.
]
Summary of Critical Issues
[Delete this and summarize the problem-solving, teamwork
and/or leadership development issues that you have observed
over the period of the case study. 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. ¼ a page; double-spaced.]
Design for Action (APA Level 1 Heading)
[Delete this and write what you feel is the priority issue and
why.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: 1/3 of a page; double-spaced.]
Future Coaching Action (APA Level 2 Heading)
[Delete this and outline what you would do as the action
learning coach to continue the group’s development as an action
learning team.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.

5. 1 page; double-spaced.]
Conclusion
[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. 1/3 page; double-
spaced.]
References
Garvin, D. A. (2000). Learning in action: A guide to putting the
learning organization to work. Boston, Mass.: Harvard Business
School Press.
Homer-Dixon, T. (2003). Human Adaptation and the Ingenuity
Gap. Brook Education, 12(3), 1-22.
Marquardt, M. J. (2011). Building the learning organization:
Achieving strategic advantage through a commitme nt to
learning (3rd ed.). Boston, MA: Nicholas Brealey.
Senge, P. M. (1990). The fifth discipline: The art and practice
of the learning organization. New York, NY: Doubleday.
Yanowitz, J., Ober, S., & Kantor, D. (1995). Creating business
results through team learning. The Systems Thinker, 6(5), 1
� � Adapted with permission from “Team Learning Paper
Instructions” by M. Halvorson, 2019.
� � Adapted with permission from “Team Learning Paper
Instructions” by M. Halvorson, 2019.

6. � � Adapted with permission from “Team Learning Paper
Instructions” by M. Halvorson, 2019.
Book Review Clarity
1. Your book must be approved by Dr. DL Reed! The E.185
section of the Thurgood Marshall Library contains African
American history titles. Also, go the Bowie State University
website, click Library, and then click the E-Resources (EBSCO
E-book Collection or EBL Library) for online sources.
2. The book review is two to three double spaced typed pages
using size 12 font and Arial print or Times New Roman.
3. The “masthead” is the bibliographic citation that is placed at
the top of the page and contains the following information:
Blank Example [you plug in your book’s information in this
exact same order as below]
Full Book Title. By Author’s name. (City of the publisher:
Publishing company name, year published. Earliest page of the
book + last page number of the book pp. other component parts
such as illustrations, appendix, index, glossary, etc.) price of
the book, ISBN #
Real Example
Prince Hall: Life and Legacy. By Charles Wesley. (Washington,
D.C.: The United Supreme Council, Southern Jurisdiction,
Prince Hall Affiliation, 1977. Xvii + 228pp. Illustrations,
appendix, bibliography, and index.) $15.00, ISBN 999-456-
987472
4. Your name ONLY GOES ON THE LAST BACK PAGE of the

7. review with the name of your institution two spaces below your
last sentence.
Ex.
DL Reed
Bowie State University
5. In general, after identifying the author’s central thesis in the
first paragraph, the rest of the review is 2 ½ pages of
summation with examples that support the author’s thesis….tell
the story….then conclude with at least a half page of
critique….which is your analysis of the strengths and
weaknesses of the book. Use third person voice and its okay if
you think the book is all good, all bad or a combination of both.
Please explain how well you think the author achieved their task
based on their purpose for writing the book.
6. You can find professional book reviews in the Journal of
Negro History, Journal of Southern History, Journal of
American History or the American Historical Review. [ALL IN
THURGOOD MARSHALL LIBRARY ON THE FIRST FLOOR]
Normally articles are in the front of an issue and the book
review are after the main articles.
7. There is a good reference book that explains how to do a
book review as well called The Modern Researcher by Jacques
Barzun in a section called “The Short Piece and the Paragraph.”