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.
    

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Context

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.

Resources

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.

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 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. BUSFP 4802 Capella University Team Development Plan Discussion Paper

• 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-dialog…
• 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:/ww…
• Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W. (n.d.). Listening and dialogue. Retrieved from http://web.archive.org/web/20010809115427/http://w…
• 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.”

Assessment 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. Comment on the dangers and obstacles.

Your assessment should be a minimum of 2 pages in length, double-spaced. BUSFP 4802 Capella University Team Development Plan Discussion Paper