How Transformative Learning Theory Can Inform Team Building Pedagogy:
Our research, based on deployment of the Escape Room Exercise in over 80 course sessions, has validated results of transformed perspectives into teamwork, and transformative learning about collaborating with others in their teams, forming a guiding team charter, leading their team, and initiating constructive conflict.
To purchase access, go to https://journals.sagepub.com/doi/10.1177/10525629251388109
Strategies of Effective New Product Team Leaders
Most leaders of new product teams are aware of the complexity of the problem they confront and the changes that must occur before cross-functional teamwork can accelerate new product development processes. Most know, for instance, that promoting cross-functional thinking, collaborative decision making, and concurrent organization of new product workflow are advantageous. Only a select few, however, consistently act on these insights and affect meaningful changes. The differences between more and less effective leaders lies less in what they espouse or profess and more in the process by which they learn and form new visions and develop new ways of defining their behaviors.
To purchase access, go to https://cmr.berkeley.edu/2000/02/42-2-strategies-of-effective-new-product-team-leaders
Argyris is Arduous: A Strategy for Teaching and Learning Models I & II Theories-in-use: Fundamentals of implementing complex initiatives in organizations
Trouble with teaching and learning Argyris’s Models I & II? I learned, over several semesters, how to teach Argyris’s Models I & II in MBA classes devoted to implementation of innovations and strategies. Readers familiar with Chris Argyris’s work on defensive reasoning are familiar with Models I & II. Model I shows how one’s learned predisposition toward defensive reasoning gets in the way of problem solving and contributes to mistrust and error. Model II serves as a useful guideline for thinking about overcoming defensive routines and committing to publicly testing inferences in ways that build trust, foster learning, and solve problems among potential collaborators. My early attempts to teach the models in class produced low levels of learning. Here, I report the strategy I developed to produce higher levels of learning among a broader segment of graduate students.
Available at https://www.amazon.com/Argyris-Arduous-Theories-use-organizations/dp/1497503450