Reaction to Team Development Summary
Is your organization a “telling organization,” a “learning organization,” or somewhere in between?
Developing a learning environment is an important milestone for any organization. However, many are still struggling to include the elements of an organization’s culture and environment that enhance learning (Braham, 1995). The company that I currently work for is such an organization. The organization is somewhere in between a telling organization and a learning organization. Some elements of learning organizations are present, but still, many need to be included to be fully a learning organization. Based on the “Assess your Organization” exercise, I realized that my organization currently does well on teamwork, benchmarking, and formal training activities. We constantly work in teams where we learn from one another. The organization does benchmarking of other companies to help improve how we work currently. The organization also sponsors formal training for its employees to improve their knowledge and skills. However, the organization could improve by offering tuition reimbursements for more people to go to school and learn. It can also improve by sponsoring mentorship programs for the development of the employees.
Describe an experience from your past in which you were involved in setting a vision with a group.
Setting a vision is an important part of team development. The vision guides the team in all its activities after it is developed (Paroby & White, 2010). Having been a part of several teams, I have participated in the process of developing a shared vision. One particular experience was in a work team where the leader made most of the choices in developing the vision. This was a telling team where the leader had most of the power. The process of setting the vision in this team was more or less like a briefing. The leader briefed the team on the vision of the team activities and later asked for opinions from the team members. None of the team members had any objection; hence, the leader’s vision was adopted as the team’s vision.
Describe the level at which you were asked to engage on a continuum from “telling” to “learning” or “co-creating,” and how that affected the success of achieving the vision.
As a member of this group, my role in the group was a learning role. The leader was involved in the telling while the team members were learning. There was an attempt at co-creating where several team members participated in the development of the vision. However, due to the leader’s power, there was no significant contribution made by the rest of the team. This process affected the success of the team. It is important to have a shared vision in a team. A shared vision is an agreed-upon objective by the group as a whole. In this case, there was no shared vision. Instead, the team was working based on the leader’s vision. As a result, some of the team members were not committed to the achievement of that vision. The group members were not very motivated to work towards the achievement of the team’s goal. This issue affected the success of the team.
Describe your preferred level of engagement as a leader, and the risks and opportunities in increased participation in vision setting.
Based on the lessons from this and other similar team interactions, my preferred vision-setting framework is one which requires team participation. The higher the level of engagement in a team, the more likely the team will be successful (Heorhiadi et al., 2014). More engagement leads to a higher level of commitment for the team members, which increases the chances for the team to be successful. As a leader in the future, I will always use an engaging approach when leading teams.
References
Braham, B. (1995). Creating A Learning Organization Promoting Excellence Through Education. Crisp Learning.
Heorhiadi, A., La Venture, K., & Conbere, J. P. (2014). What Do Organizations Need to Learn to Become A Learning Organization. OD Practitioner, 46(2), 5-9.
Paroby, D., & White, D. (2010). The Role of Shared Vision And Ethics In Building An Effective Learning Organization. Southern Journal of Business and Ethics, 2, 133.
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Question 
[u04d2] Unit 4 Discussion 2
Reaction to Team Development Summary: Session One
For this discussion:
Reaction to Team Development
- Review the reading for this unit, Part 2, “What It Takes to Become a Learning Organization,” from Creating a Learning Organization: Promoting Excellence Through Educationand complete and attach to your essay the form on page 36, titled “Exercise: Assess Your Organization.”
- Is your organization a “telling organization,” a “learning organization,” or somewhere in between?
- Describe an experience from your past in which you were involved in setting a vision with a group.
- Describe the level at which you were asked to engage on a continuum from “telling” to “learning” or “co-creating,” and how that affected the success of achieving the vision.
- Describe your preferred level of engagement as a leader, and the risks and opportunities in increased participation in vision setting.
Post your response in the discussion area for discussion with your peers.
- Post your Team Development Summary: Session One assignment to this discussion.
Resources
Discussion Participation Scoring Guide. DISCUSSION PARTICIPATION SCORING GUIDE
Due Date: Weekly.
Percentage of Course Grade: 30%.
| DISCUSSION PARTICIPATION GRADING RUBRIC | ||||
| Criteria | Non-performance | Basic | Proficient | Distinguished |
| Applies relevant course concepts, theories, or materials correctly. | Does not explain relevant course concepts, theories, or materials. | Explains relevant course concepts, theories, or materials. | Applies relevant course concepts, theories, or materials correctly. | Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence. |
| Collaborates with fellow learners, relating the discussion to relevant course concepts. | Does not collaborate with fellow learners. | Collaborates with fellow learners without relating discussion to the relevant course concepts. | Collaborates with fellow learners, relating the discussion to relevant course concepts. | Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue. |
| Applies relevant professional, personal, or other real-world experiences. | Does not contribute professional, personal, or other real-world experiences. | Contributes professional, personal, or other real-world experiences, but lacks relevance. | Applies relevant professional, personal, or other real-world experiences. | Applies relevant professional, personal, or other real-world experiences to extend the dialogue. |