team learning

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Nov 24, 2024

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1 Team Learning Report Insert Your Name in Given/Surname Order BA Leadership, Trinity Western University LDRS 310: The Learning Organization Professor Hank Prins 09 November 2023

TEAM LEARNING 2 Team Action Learning Research Report 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, 2018; Senge, 1990). This learning systems 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 (2018) argues action learning is an effective way to build learning organizations, because “it has concurrently become a primary methodology utilized by companies around the world for developing leaders, building teams, and improving corporate capabilities (p. 3).” In this paper, I will reflect on the development of action learning I experienced as a student in the context of a university leadership course. 1 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 young adult learners with a range of cultural and industry backgrounds. Our Learning Pod met several times over a semester using a facilitated learning tool in which we 1 Adapted with permission from “Team Learning Paper Instructions” by H. Prins, 2021.

TEAM LEARNING 3 worked together to learn about leading groups, solve problems and develop facilitation skills and team abilities. 2 Review of the Action Learning Concept Action learning entails a powerful problem-solving tool that builds successful leaders, teams, and organizations simultaneously. It is a problem-solving approach involving a group of individuals working together to solve problems while enhancing their own learning and development. Action learning is divided into six parts: a problem, an action learning group or team, a working process of insightful questioning and reflective listening, actions taken on the problem, a commitment to learning, and an action learning coach. Action learning is significant in bringing people up close to resolve the real issues that concern them while enhancing their abilities, capacities, and interpersonal relationships (Marquardt, 2018). The action learning objectives include implementing changes that will positively impact an organization, enhance problem-solving skills and increase personal and group learning. Since action learning is based on the principles of reflective enquiry and continuous learning, it has two group norms or ground rules that empower its implementation (Marquardt, 2018). First, the tenets of action learning require statements to be made only in response to questions. This provides valuable benefits to action learning groups through building group cohesiveness, generating creativity, and generating leadership skills. Subsequently, an action learning coach has the power to intervene when there is an opportunity to improve the performance and learning of a group. 2 Adapted with permission from “Team Learning Paper Instructions” by H. Prins, 2021.

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TEAM LEARNING 4 Participants of action learning groups have different roles and responsibilities, which enable building trust, participation, and learning development. Each group participant has his or her own strength, which helps other group members through critical reflective observation, offering feedback, and leadership creation of all members. The expected outcomes of action learning are enhancing success in better decision-making and professional development of its members. Action learning successfully incorporates the best practices and principles of management science, education, psychology, group dynamics, sociology, and ethics. The Learning Pod Experience The action learning team in this case is a team composed of six members, with four males and two females. All members are young adult learners, with varying cultural and industry backgrounds. Each member of the team had different abilities, strengths, and responsibilities as a student. In the beginning, every group member was assigned different tasks that required individual strength and power. In the middle, we found problems and organized discussions to solve the problems together. We were able to complete the assignment successfully. We only succeeded because of the power brought by action learning. The team adopted the Trinity Western University Learning Lab integrated group and leadership development for understanding collective learning and leadership. The team of leadership faculty created the Learning Labs as a space for fostering social connections and promoting professional development in leadership skills. Our team engaged in several group activities throughout the program. We learned about the principles of Appreciative Inquiry and how this approach could be used to help groups

TEAM LEARNING 5 grow and thrive. We also explored Liberating Structures and learned how to lead engaging conversations that promote inclusivity and collaboration. Finally, we focused on cultivating a meaningful community and learning to foster an environment where trust, respect, and empathy can flourish. I observed tremendous growth in myself and my team members during this time. Through our joint efforts, we came together as a cohesive unit, and I became more confident in my leadership abilities. I learned how to identify and leverage the unique strengths of each team member and how to motivate and inspire the team to achieve our shared goals. I felt satisfied with what we had accomplished as a team. We learned valuable skills and developed meaningful connections. I also recognized areas where I could continue to develop my leadership skills, particularly in assessing team dynamics and promoting collaboration.

TEAM LEARNING 6 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. (2018). Optimizing the Power of Action Learning (3rd ed.). Nicholas Brealey Publishing. (Chapter 1. Overview of Action Learning) Marquardt, M. J. (2011). Building the learning organization: Achieving strategic advan- tage through a commitment to learning (3rd ed.). Boston, MA: Nicholas Brealey. Prins, Hank. (2021). Class Worksheets. In G. Dept. (Ed.), LDRS 310 The Learning Organization. Fall, 2021. Langley: Trinity Western University. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organiza- tion . New York, NY: Doubleday. Trinity Western University. (2021). Learning Labs . (Open Matter Course Hub) Retrieved Sept. 2021, from Learning Labs: https://far.twu.ca/community/learninglabs/overview

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TEAM LEARNING 7

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