Team Learning Report MengChieh Tsai BA Leadership, Trinity Western University LDRS 310: The Learning Organization Professor Hank Prins 12 March 2024 1 TEAM LEARNING 2 Team Learning Action 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 1 Adapted with permission from “Team Learning Paper Instructions" by H. Prins, 2021. TEAM LEARNING young adult learners with a range of cultural and industry backgrounds. Our Learning Pod met several times over a semester using an online facilitated learning tool in which we worked together to learn about leading groups, solve problems and develop facilitation skills and team abilities.² 3 Review of the Action Learning Concept Action Learning (AL), a transformative approach to problem-solving and organizational development, emphasizes real-world challenges and reflective learning processes. Originating from the work of Revans in the coal mines of Wales and England during the 1940s, AL has evolved into a global methodology for enhancing the capabilities of both individuals and organizations (Waddill, 2010). Key components include tackling significant problems, fostering diverse team collaboration, engaging in reflective inquiry, and implementing actionable strategies, all within a supportive learning environment (Marquardt et al., 2009). This method has proven effective in developing leadership, building cohesive teams, and facilitating organizational learning and adaptability (Marquardt, 2011). The complexity of today's organizational challenges, described by Homer-Dixon (2003) as the ingenuity gap, necessitates innovative approaches like AL to bridge the disparity between existing capabilities and the demands of rapid change. Moreover, the emphasis on critical reflection within AL processes addresses the challenges of embedding such reflective practices in organizational contexts, as explored by Rigg & Trehan (2011). Through the lens of AL, teams like the 2 Adapted with permission from “Team Learning Paper Instructions" by H. Prins, 2021. TEAM LEARNING observed Learning Pod leverage their diverse backgrounds and shared academic focus, despite lacking professional employment, to enrich their learning and problem-solving endeavours. This aligns with the foundational principles of AL, offering practical insights into its application in academic settings and beyond (Garvin, 2000; Senge, 1990). Classification We are moderately confident this text was ai ai generated 90% Probability Al generated moderately confident Probability Breakdown The probability this text has been entirely written by a human, Al or a mix of the two. human 8% mixed 2% ai 90% I want you to research this again, Meng-Chieh. You are not clearly identifying the Action Learning concept as it is presented in this class. Try reading the Lab Overview in Moodle for LDRS 310 and using it as a source. Also, Key resource: Fundamentals of Action Learning and How It Works / Marquardt.pdf. Found in Units #2, Unit #5, Unit #6, and # 9 as a File attachment. TEAM LEARNING The Learning Pod Experience. 5 The action learning team observed in this study is composed of four members, providing a unique blend of characteristics that contribute to its dynamic. First, the team displays a gender balance with two female members and two male members, introducing a range of perspectives right from the demographic composition. Second, an interesting age dynamic is present; the male members are older than the female members. This age variation among the team members may offer a broad spectrum of insights and experiences, enriching the team's problem-solving and learning processes. Third, all members share the commonality of being students, which presents a uniform academic focus and dedication to learning. However, it's noteworthy that none of the team members are currently engaged in employment. This particular aspect could potentially offer both challenges and benefits. On one hand, the absence of professional experience might limit the practical insights into work-related challenges; on the other hand, it could mean fewer constraints and more flexibility in dedicating time and energy to the action learning project. This demographic outline of the team suggests a fertile ground for the development of a rich learning environment. The balance in gender and the mix of ages within the team are likely to encourage a diverse array of viewpoints and approaches to problem-solving. Furthermore, the shared status as students, combined with the lack of current employment, might foster a highly focused and immersive learning experience, as team members are possibly more available to engage deeply with the action learning process. Observing this team's interaction and collaboration offers valuable insights into how demographic characteristics can influence the dynamics of team learning and problem-solving in an academic setting.