Unit VIII Project We Discussed Model I Behaviors And Outcome

Unit Viii Projectwe Discussed Model I Behaviors And Outcomes And You

Develop an intervention plan based on a conflict scenario previously analyzed. The plan should aim to guide participants from Model I to Model II relationship patterns, facilitating transformative change. Write a minimum of three pages, incorporating at least five library resources—including the socio-cognitive systems learning model— to support your ideas. Include an introduction and develop each of the specified elements with appropriate headings aligned with the unit lesson: goals, conflict scenario, changing values, changing behaviors, double-loop learning (first and second loops), changing outcomes, and conclusion. Use probing questions to foster reflection and growth at each stage. Ensure all sources are properly cited in APA style. The goal is to create a comprehensive plan that promotes deep learning and transformation among individuals involved in the conflict.

Paper For Above instruction

The purpose of this intervention plan is to facilitate transformative learning within an organizational context, particularly in addressing conflicts that inhibit collaborative growth. Grounded in the principles of systemic learning and conflict resolution, the plan aims to guide individuals from Model I behaviors—characterized by defensiveness and unilateral thinking—to Model II behaviors, which emphasize mutual respect, reflective thinking, and collaborative problem-solving (Senge, 1990; Argyris & Schön, 1978). This transition aligns with fostering a culture of learning organizations, where continuous growth and shared understanding are prioritized.

Goals for the Intervention

The primary goal of this intervention is to promote transformative change by enabling participants to recognize and test their underlying assumptions, fostering a shift from Model I to Model II patterns in conflict situations. This involves cultivating open communication, enhancing emotional intelligence, and developing double-loop learning capacities (Argyris & Schön, 1978). Additionally, the intervention aims to build resilience, trust, and collaborative problem-solving skills necessary for sustaining constructive relationships within the organization (Senge, 1990). The ultimate objective is to embed these behaviors into the organizational culture, thereby enhancing overall effectiveness and adaptability.

Conflict Scenario

The conflict scenario originated when a team member, frustrated by perceived lack of recognition, publicly challenged a manager during a team meeting. Prior to this incident, communication breakdowns and unresolved resentments had been accumulating, fueled by hierarchical barriers and limited opportunities for genuine dialogue (Johnson & Johnson, 2000). During the conflict, defensive reactions emerged, with team members escalating their positions rather than seeking understanding. The manager responded defensively, further entrenching the discord. This scenario exemplifies typical Model I behaviors—reactive, unilateral decision-making, and emotional defensiveness—hindering constructive conflict resolution.

Changing Values

To lead individuals in testing their deep underlying assumptions, the intervention will incorporate reflective exercises designed to surface implicit beliefs about authority, conflict, and personal worth (Mezirow, 1991). Probing questions will include: "What assumptions do you hold about the other person's intentions?" "How might your perspective be limited by your own beliefs?" and "What fears underpin your reactions?" Participants will be encouraged to examine their emotional responses and consider alternative interpretations, fostering openness to change (Kegan & Lahey, 2009). Facilitated dialogues and Socratic questioning will serve as tools to challenge assumptions and promote perspective shifts (Schein, 2010).

Changing Behaviors

This segment focuses on designing experiential activities that promote Model II behaviors such as active listening, empathetic engagement, and collaborative inquiry (Argyris & Schön, 1978). Strategies include role-playing exercises, where participants practice articulating understanding and responding without defensiveness. Probing questions might be: "How can you demonstrate that you genuinely hear the other person's point of view?" and "What actions can you take to foster mutual respect in future interactions?" Facilitators will reinforce the importance of curiosity and humility, guiding participants to recognize how their behaviors influence conflict dynamics (Brown & Isaacs, 2005).

Double-Loop Learning: First Loop

In this phase, participants will analyze their immediate responses to conflict, identifying whether they are operating from assumptions rooted in Model I patterns. The intervention will facilitate reflection through guided questioning: "Are your reactions driven by fear or mistrust?" "What logic supports your current approach?" By scrutinizing these beliefs, participants can begin to differentiate between surface actions and the deeper assumptions influencing them. This process encourages conscious awareness and begins the shift towards Model II thinking (Argyris & Schön, 1978).

Changing Outcomes

Effective intervention aims to produce outcomes such as increased trust, improved communication, and collaborative problem-solving. Measurement tools like feedback surveys, behavioral observations, and self-assessment questionnaires will monitor progress. Participants will be encouraged to set specific, observable goals—such as engaging in constructive dialogue during conflicts or demonstrating active listening. As transformations occur, these outcomes will inform ongoing development, creating a positive feedback loop that reinforces new behaviors and systemic change (Senge, 1990).

Double-Loop Learning: Second Loop

At this stage, participants examine how their fundamental beliefs about relationships and conflict are evolving. Probing questions include: "How has your perspective on disagreement changed?" "What new assumptions have you embraced about collaboration?" This deeper reflection encourages a reevaluation of personal and organizational paradigms, fostering a shift from reactive to proactive responses (Argyris & Schön, 1978). The goal is to embed these new mental models into organizational routines, thereby sustaining transformative change over time.

Conclusion

The purpose of this intervention is to cultivate transformative learning that empowers individuals and organizations to handle conflicts constructively and collaboratively. The process involves a deliberate sequence of examining underlying assumptions, adopting Model II behaviors, and engaging in double-loop learning, ultimately leading to more adaptive and resilient relationships. By systematically guiding participants through these stages, the intervention promotes a culture of continuous improvement, trust, and mutual respect, which are essential for sustainable organizational success. The benefits include enhanced communication, reduced conflict escalation, and the development of a shared commitment to organizational learning and growth (Senge, 1990; Argyris & Schön, 1978).

References

  • Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley.
  • Brown, J. S., & Isaacs, D. (2005). The World Café: Shaping Our Futures Through Conversations That Matter. Berrett-Koehler Publishers.
  • Kegan, R., & Lahey, L. L. (2009). Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization. Harvard Business School Publishing.
  • Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
  • Schein, E. H. (2010). Organizational Culture and Leadership (4th ed.). Jossey-Bass.
  • Senge, P. M. (1990). The Fifth Discipline: The Art & Practice of the Learning Organization. Doubleday.
  • Johnson, D. W., & Johnson, R. T. (2000). Joining Together: Group Theory and Group Skills. Prentice Hall.
  • Paul, R., & Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson/Prentice Hall.
  • Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
  • Robinson, K. (2015). The Element: How Finding Your Passion Changes Everything. Penguin Books.

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