Social Structures (APA Level 2 Heading)

Analyze the influence that social structures exerted on your teams development. Key resources: Yanowitz, Ober, & Kantor, 1995, Unit 8 Presentation. 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 teams shared Canadian experience and cultural values influence the team? Word count: Aim for about a to 2/3 page; double-spaced.

Interpersonal Structures (APA Level 2 Heading)

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 teams action learning level of success, and the focus of this section of the paper, is determining the degree to which the teams interactions are characterized by balanced advocacy and inquiry.

For example, you might remark: One member alone predominately moved the conversation forward with helpful questions to the problem presenter that deepened the teams understanding of the problem and they carefully followed what others said with active listening. A second member frequently opposed the statements of all other members, which I felt was not very respectful. Based on others reactions I sense this sentiment was shared by others. A third member made a few attempts at following others and building on what others said. However, an intense move-oppose cycle developed between the first and second member, and everyone else ultimately became disabled bystanders. In this example, the conclusion you might make is: Because two members of the team got stuck in the move-oppose cycle, our team experience in practice was a group observing a debate between two members. In the end, we didnt demonstrated balance between advocacy and inquiry, thus, the quality of our teams action learning was very poor. Key resources: Isaacs, 1999; Unit 9 Presentation. Word count: Aim for about 1 to 2 page(s); double-spaced.

Individual Structures (APA Level 2 Heading)

Analyze the influence individual structures exerted on your teams performance. That is, identify how team members common and different usual behaviors, needs (that is, 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; Unit 11 Presentation. Word count: Aim for about 1 to 2 page(s); double-spaced.

Summary of Critical Issues (APA Level 2 Heading)

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. Word count: Aim for about to a page; double-spaced.

Part III: Design for Action (APA Level 1 Heading)

Priority Issue (No Heading) Imagine you are taking on the role of action learning coach for the teams 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: Aim for about 1/3 of a page; double-spaced.

Future Coaching Intervention (APA Level 2 Heading) 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. Word count: Aim for about 1 page; double-spaced.

Conclusion [APA Level 1 Heading] 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.