Team Development Report: Learning Disciplines and Team Exercise

This report provides a comprehensive analysis of team development, focusing on the application of team learning and systems thinking within a team exercise. It begins with an introduction to the core concepts, including the importance of dialogue and the theories of team learning and systems thinking, which are used to address team challenges like task division issues, absenteeism, and system adoption problems. The report outlines the team structure, roles, and meeting schedules, and details the chosen learning discipline, team learning, and the exercise process involving discussions and case studies. It highlights the rationale behind the approach and the team exercises used, such as problem discussions and initiative development. The post-session summary reflects on the team development experience, emphasizing the successful outcomes like problem resolution and employee engagement with new systems, while also acknowledging the challenges in addressing diversity and interpersonal issues. Lessons learned from team facilitation, including the importance of cooperation and icebreakers, are discussed, along with lessons specific to the chosen discipline, change management, and team development. Finally, the report concludes with a list of references used throughout the analysis.

Running head: TEAM DEVELOPMENT 2
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Name of the Student
Name of the University
Author Note

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Introduction
In the first team development exercise, it was understood that, any team which is
involved in a discussion generally tends to involve certain changes and associated aspects which
have to be abided by or taken care of. In association with this, the primary aim of the given
report is to highlight and understand how the team development and the learning disciplines can
be made use of for the development of the team (Fransen, Weinberger & Kirschner, 2013). The
study will make use of two theories associated with the learning and discipline such as the team
learning and systems learning as well.
The learning disciplines examined for the assessment: Team learning and systems thinking
In the earlier learning disciplines, the theory of mental models, shared visions as well as
the personal mastery was made use of to engage in the team building activity. However, in this
study, the model which has been made use of can be understood to be the Systems thinking and
the team learning.
Team learning: The team learning as a model can be viewed as an initiative with the help of
which a business is successfully able to align and develop the capacities such the team is able to
create the results and engage in the learning which all the team developments desire. Hence, in
association with this, it can be effectively stated that people need to act together in order to
ensure that they are being able to ensure successful outcomes (Wirtenberg, Russell & Lipsky,
2008). The team learning tends to begin with a dialogue and the capacity of the members of the
team lies in understanding the manner in which the patterns of interaction can be undertaken in
an adequate manner.

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Systems thinking : The systems thinking can be referred as to the procedure of ensuring that the
conceptual cornerstone. In consideration of this, it can be effectively stated that, this theory states
that the address should be made as a whole and the incentive and means need to integrate the
disciplines (Woodcock, 2017). This suggests that solutions need to be focused upon adequately
in order to ensure that the overall learning procedure can be made rather comprehensive in
nature. The solutions always lie closely and in association with this, the systems need to be
viewed as a short term improvement procedure which involves high and significant costs
(Todnem By, 2005). The systems viewpoint can be stated to be the long term view and makes
use of a variety of system maps so as to ensure that the overall procedure can be carried out in an
effective manner.
Hence, in this team building activity, the use of the Systems thinking and the Team
learning has to be made use of in order to engage in effective operations. In consideration of
this, it is effective to state that, a team exercise will be carried out essentially and effectively.
Team exercise planning
Roles of team members
Schedule
The team comprised of eight different members and each of them was given different
roles in the team. The designation and associated roles of the team members in the team can be
stated to be identified as follows:
Name of the team members Designation in the firm
John Financial advisor

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Mary Accounting executive
Smita Accounting head
Charles Accounting senior
Lizzie Advisor
Harry Senior Manager
Martha Financial manager
Scheduled meeting and time
The team development activity was held in various shifts and the timing which was
selected for the shifts can be stated to be as follows:
 First shift: 10am to 1pm
 Lunch break for one hour
 Second shift: 2pm to 4pm
The date when this scheduled meeting was held was on the 4th of April 2020 at the
conference room.
Problem to be solved
The set of problems which will be discussed in the second section can be agreed to be as
follows:
The team is not being able to divide the tasks adequately (Miller, 2003). This is because,
it can be critically mentioned that the team is not being able to manage the tasks being given to
them. There have been increased rates of absenteeism in the particular team and the installation

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of the new systems have brought about new confusions in the associated systems with the help of
which they are not being able to carry out the duties as assigned to them easily and in association
with this, they are also not being able to see to it that, the overall goals of the enterprise can be
fulfilled accordingly. Hence, the main purpose of the team development session is to ensure
successful operations and avoidance of all kinds of confusion.
Learning discipline chosen for the team exercise
From the two types of learning disciplines which were studies in the previous section, it
can be effectively mentioned that the learning disciplines which have to be applied to the given
scenario can be understood to be of the Team learning (Mohr & Dichter, 1996). In consideration
of this, it can be effectively stated that the Team learning theory can be taken to be a useful
theory which can be made use of by the enterprise to gain an understanding of how the problems
which are being faced by the enterprise can be solved adequately (Farrell, SCHMITT &
HEINEMANN, 2001). In consideration with this, it is also essential to ensure that, by making
use of this theory, it is effective to ensure that the enterprise will be able to undertake a
considerate number of initiatives.
Process
The process for this team exercise can be understood to be in form of a dialogue and
discussion. Various case studies shall be undertaken for the particular process and the examples
of certain elite enterprises will be made use of to understand the manner in which the procedure
of business works and how effective team development procedures can be undertaken (The
Presencing Institute. ,2011). In association with this, it can be understood that, by taking this

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method of learning the enterprise would be required to ensure that, the firm is being able to
handle the operations in a successful manner.
Rationale
The primary rationale behind this process of engaging in dialogue and learning can be
understood to be the fact that the method of dialogue is an appropriate discussion method with
the help of which the enterprise will be able to ensure that they are being able to engage in
adequate initiatives which would be able to remove the problems and ensure that the company is
being able to engage in a fair dialogue procedure in a similar manner to this (Mackey, 1999).
Team exercise used
The team exercises which were made use of can be understood to be discussion of the
individual problems, the discussion of the problems being faced, the development of initiatives
which will ensure that the different parties will be able to engage in considerate initiatives with
the help of which the change resistance can be understood adequately and in consideration with
this, adequate initiatives can be undertaken to engage in successful operations.
Post-session summary:
Team development experience
The team development experience can be understood to be a very fruitful and
comprehensive one. In association with this, it can be adequately mentioned that through the
different team development and associated exercises were very useful in identifying the different
problems which are present within the teams (Easterby-Smith & Lyles, 2011). In consideration
with this, it can be effectively stated that, through this exercise the team learning theory was

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applied which can be understood a sound theory with the help of which considerate associations
can be made and the firm would be able to ensure that it is being able to carry out the associated
operations in a corrective measure. It can be effectively mentioned that through the procedure of
dialogue and the application of the team learning has facilitated a sound learning theory and
considerate procedure.
Successful outcomes of the program:
The team development suspect helped in ensuring that the overall learning procedure can
be an informative one. In consideration of this, it can be stated that the individual problems were
dealt with in an effective manner and in association with this, the individual problems were
resolved in an adequate manner (Lacerenza et al., 2018).
The employees were convinced to work upon the new system or the software which was
installed. In association with this, it can be rightfully mentioned that the personal reasons for the
absenteeism procedure were also understood and in association with this, several initiatives were
undertaken to ensure long term success.
The unsuccessful aspects are as follows:
Although the absenteeism aspects and the adoption of the technology aspects were
understood fully, however, it became very difficult to ensure that the aspects associated with it
such as the diversity in the group and the gender inequality and misunderstandings could not be
resolved easily (Senge et al., 1994). There were still some personal issues amongst the team
members which could not be understood well.
Lessons learned from team facilitation

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A variety of lessons were learned from the particular procedure. Some of these included
the association of the team members to resolve the issues (Hayes, 2018). Very often the team
members are not willing to cooperate with one another but this was not the case in this scenario
and the different members were willing to corporate with one another in an adequate manner and
in consideration of this, they were also willing to undertake associations with the help of which,
they will be able to get into a positive scenario with the help of which they will be able to resolve
the matter. However, with respect to the procedure of facilitation, it was also understood that, the
team members require some icebreaker so that they can discuss the issue freely (Driskell, Salas
& Driskell, 2018). Once the icebreaker is given, then in such a scenario, the associations can be
made adequately strong. The planned journeys were that not all issues could be resolved,
however, the unplanned journeys resulted in the fact that, all enterprises have various issues
within themselves and in consideration of this, it can be effectively stated that, the planned
journeys revealed that, all the teams as involved have the capability to facilitate learning (Gill,
2002).
Lessons for the chosen discipline
The different lessons learned for the chosen discipline can be stated to be the fact that
changes management and team development as an activity is considerably difficult to carry out
and in association with this, it becomes effectively critical to ensure that an enterprise engages in
adequate activities with the help of which they can improve their operations.

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References
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team development and teamwork. Human Resource Management Review, 28(4), 434-
449.
Easterby-Smith, M., & Lyles, M. (2011). Handbook of organizational learning and knowledge
management (2nd ed.). Hoboken, NJ: Wiley.
Farrell, M., SCHMITT, M., & HEINEMANN, G. (2001). Informal roles and the stages of
interdisciplinary team development. Journal of interprofessional care, 15(3), 281-295.
Fransen, J., Weinberger, A., & Kirschner, P. A. (2013). Team effectiveness and team
development in CSCL. Educational psychologist, 48(1), 9-24.
Gill, R. (2002). Change management--or change leadership?. Journal of change
management, 3(4), 307-318.
Hayes, J. (2018). The theory and practice of change management. Palgrave.
Lacerenza, C. N., Marlow, S. L., Tannenbaum, S. I., & Salas, E. (2018). Team development
interventions: Evidence-based approaches for improving teamwork. American
Psychologist, 73(4), 517.
Mackey, K. (1999). Stages of team development. IEEE Software, 16(4), 90-91.
Miller, D. L. (2003). The stages of group development: A retrospective study of dynamic team
processes. Canadian Journal of Administrative Sciences/Revue Canadienne des Sciences
de l'Administration, 20(2), 121-134.
Mohr, N., & Dichter, A. (1996). Stages of team development. Team & Organization
Development, McGraw-Hill, New York, NY.
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 Presencing Institute. (2011). Dialogue on leadership. Retrieved from
https://www.presencing.com/presencing/dol
Todnem By, R. (2005). Organisational change management: A critical review. Journal of change
management, 5(4), 369-380.
Wirtenberg, J., Russell, W. G., & Lipsky, D. B. (2008). The sustainable enterprise fieldbook:
When it all comes together. Saranac Lake, NY: AMACOM Books.

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Woodcock, M. (2017). Team development manual. Routledge.