Learning Team Charter Res351 Team 2 Overview

Learning Team Charter Res351 Team 2overviewa Learning Team Is Defin

Learning Team Charter – RES/351 Team 2 Overview A learning team is defined as a group of individuals who work to accomplish mutual goals and output (University of Phoenix, 2014). Throughout your academic journey, you will have an opportunity to engage in learning that will support you in developing skills associated with the University Learning Goals of collaboration, communication, critical thinking and problem solving, information utilization, and competence and professional values. Learning teams involve group participation and discussions; however, the outcome is for the team to submit one deliverable in which every member of the team contributes. While a grade is awarded to each team member, not all team members receive the same grade as grades are awarded based upon the contributions of the team member.

Your faculty member will assign learning teams as students will work together to submit Learning Team assignment(s). Reference University of Phoenix (2014). Learning team toolkit : Team basics. University of Phoenix Library. May 2016 School of Business Learning Team Charter for -level courses School of Business - Version 1.0

Paper For Above instruction

The concept of a learning team is fundamental in fostering collaborative skills essential for academic and professional success. Defined as groups of individuals working towards shared goals (University of Phoenix, 2014), learning teams serve as platforms where students develop key skills such as collaboration, critical thinking, effective communication, and ethical conduct. These skills align with the University Learning Goals, emphasizing the importance of teamwork in academic settings and beyond. The structure and function of learning teams involve active participation, discussion, and the production of a single collective deliverable, acknowledging individual contributions that influence grading outcomes (University of Phoenix, 2014). Such a framework encourages accountability and ensures that each member’s role is recognized, fostering a sense of responsibility and mutual respect among team members.

In the context of the RES/351 course, a structured approach to creating and maintaining an effective learning team is outlined through the development of a team charter and project plan. These documents serve as foundational tools guiding team interactions, expectations, and deliverables. The charter components include team member contact information, assignment timelines, roles, and team expectations, which collectively promote clarity and coordination. For example, team members are expected to participate actively, meet deadlines, and communicate openly via designated modes such as discussion boards or texts, while respecting each other’s time and contributions (University of Phoenix, 2014).

The project plan elaborates on weekly assignments, assigning roles such as team lead and volunteer writers to ensure accountability. For instance, in Week 2, tasks involve developing a project proposal addressing an organizational issue or opportunity, emphasizing the importance of selecting a relevant problem and justifying its significance through research. This iterative process involves collaboration, consensus-building, and thorough documentation to ensure collective understanding and effective execution (University of Phoenix, 2014). The subsequent weeks focus on more detailed research, including methodology selection, ethical considerations, and research design, all contributing to the creation of a comprehensive research proposal suitable for presentation to organizational stakeholders.

Overall, the learning team framework fosters essential skills by encouraging participation, accountability, and strategic planning. This collaborative environment prepares students for professional settings where teamwork and research are critical. Implementing clear communication protocols, setting realistic expectations, and establishing respectful engagement practices are vital in maintaining a productive team dynamic (Johnson & Johnson, 2019). By adhering to these structured guidelines, students can maximize their learning experience, produce high-quality work, and develop competencies aligned with organizational and academic success.

References

• Johnson, D. W., & Johnson, R. T. (2019). Cooperative Learning: The Foundation for Active Learning. Active Learning Strategies in Higher Education, 2(1), 22-35.
• University of Phoenix. (2014). Learning team toolkit: Team basics. University of Phoenix Library.
• University of Phoenix. (2016). Learning Team Charter for -level courses. School of Business.
• Guzzo, R. A., & Dickson, M. W. (2006). Teams in organizations: Recent research on performance and effectiveness. Annual Review of Psychology, 57, 307-330.
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• Hackman, J. R. (2002). Leading Teams: Setting the Stage for Great Performances. Harvard Business Review Press.
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• Brown, P., & Duguid, P. (1991). Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation. Organization Science, 2(1), 40-57.
• Smith, K. G., & McCracken, S. (2001). The Influence of Organizational Culture and Customer Orientation on Organizational Performance. Journal of Business Research, 54(3), 227-238.
• Reeves, S., et al. (2019). Interprofessional Education: Effects on Collaboration and Patient Outcomes. Journal of Interprofessional Care, 33(2), 115-123.