Professional Documents
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A process that involves a small group working on real problems, taking action, and learning while doing so A powerful management tool that creates dynamic opportunities for individuals, teams, leaders and organizations to successfully adapt, learn and innovate
Copyright WIAL, 2007. All rights reserved
Historical Roots
Reg Revans UK
Father of Action Father of Action Research Learning Inspired founding of NTL & Unsinkable Titanic experiential learning movement Cambridge physicist No research without action & National Coal Board/ no action without research Royal Infirmary Trist & Emery/Socio-technical Systems/Tavistock MBA Professor Learning = Programmed Knowledge + Questioning Argyris & Schn/organizational + Critical Reflection learning (Marquardt) Inspired OD and application of No learning without General Systems Theory action; no action without Senge learning (1998)
Copyright WIAL, 2007. All rights reserved
Sodexho Novartis Siemens Boeing Caterpillar Baxter Singapore Polytechnic Fairfax Schools Organization of American States General Electric DuPont Samsung American University
Project, challenge, task, or problem Group of 4-8 people with diverse perspectives Reflective questioning and listening Developing Strategies and taking action Commitment to learning Action Learning coach
Copyright WIAL, 2007. All rights reserved
2.
Statements only in response to questions; anyone can ask questions Action learning coach has authority to intervene whenever he/she identifies learning opportunities
Problem / Challenge presentation (2-3 minutes) Statements can only be made in response to questions Coach works learning opportunities Consensus on problem Strategies Actions
Problem Presenter
Team Members
Seek to gain a group-agreed understanding of the problem by asking questions Make statements only in response to questions directed specifically to you or to the group as a whole Feel free to ask questions of other group members as well Try to build on each others questions rather than just on getting your questions answered Listen carefully to the questions of the Action Learning coach and do not resume working on the problem until he/she asks you to continue
Learning Coach
Focus
on helping the group become more effective Help members achieve clarity and optimize learning Only ask questions
Assures working on the right problem and not symptom counteracts the bias to premature action common in teams Develops a shared understanding of the problem the Fable of the blind men and the elephant Develops consensus - Questioning each other is only way to get agreement on the problem Develops understanding the context as well as the content of the problem Seeds of solutions often reside in questions
Planning
Reflecting
Conceptualizing
Great Questions
Cause focus or stretch Create deep reflection Challenge taken-for-granted assumptions Involve courage in asking Lead to breakthrough thinking Support, yet challenge Generate action
Great Questions
Are often very simple yet are experienced as profound e.g. Is this the best use of our time?
Observe everything dont just listen to the words: non-verbals, timing, mood, unusual/unexpected behaviors. Etc. listen to the melody as well as the lyrics Point out the obvious: the elephant in the room Listen carefully to responses Build on response to previous question
What are we, you, the organization seeking to accomplish? What is stopping us, you, the organization from accomplishing this task or goal? What can we, you, the organization do about it?
Who knows what we are trying to do? (facts) Who cares about getting it accomplished? (interests/stakeholder) Who can get it implemented? (power)
No learning without action; no action without learning Reg Revans (1998) At the end of every session: the learning coach focuses on action by asking the individual or team What action are you going to take as a result of this session?
3. 4.
5. 6.
Learning and team development as important as solving the problem Groups charged with implementing as well as solving real problems Membership not reserved to experts or involved people Questions precede answers; dialogue over discussion and debate Learning coach with power Actions and strategies requiring systems thinking
Copyright WIAL, 2007. All rights reserved
Great power and a central role Focus on learning and team performance Focus on why and how and action-consequence linkages Asks reflective questions Focus on the present/future Trusts that group has better answers and insights Fosters group independence/ self-confidence and critical thinking
Emphasizes double-loop as well as single-loop learning Encourages examination of the governing variables, values, and assumption underlying action learning how to learn Questions empower, encourage reflection, and create a comfortable, supportive, safe climate Added value is generating individual perspectives and encouraging wisdom People grow into the future they need and desire
Should be important and urgent ideally missioncritical Should be a problem not a puzzle Problems are often proposed by the organization if so, the coach needs to work closely with sr. leadership Not redundant i.e., no other group working on Have clear outcomes Assure that effort will be made to implement good solutions Appropriate scope and scale Problem is appropriate for Action Learning
Multiple
Specific
A
Other Solution (e.g. skilled task facilitation)
B
Action Learning
Project Goals
Ambiguous & Unclear
C
Solution in Search of a Problem
D
Action Learning?
4-8 members to maximize creativity From within and outside the organization Diverse so as to obtain fresh viewpoints (Pizza man) May be familiar or unfamiliar with roles and situations May include external resources when needed
Copyright WIAL, 2007. All rights reserved
Group Members
Can be volunteers or assigned Need to feel commitment to and stake in getting problem solved or task completed Understanding of problem or task but expertise is not necessary or even desirable Must be given the power to implement or recommend good solutions Should have some familiarity with context Diversity on a number of dimensions is desirable Commit to attending all meetings
Learning Coach
May be group member or external partner Ensures sufficient time for capturing learnings Helps members to reflect on interactions and implications of actions to be taken Assures norms and processes are followed Creates an atmosphere of learning and reflective inquiry
Leadership Challenges
Rate
of technology change disruptive technologies of hierarchies made possible by improvements in technology fluid and complex lines of authority and organizational structure erosion of positional authority Globalization Threats to environment and security
Flattening More
Feel empowered Feel encouraged and rewarded for learning Take the initiative and are willing to lead as well as follow Collaborate as well as compete with each other
Copyright WIAL, 2007. All rights reserved
Action learning develops the kind of flexible and collaborative leadership skills that are necessary in contemporary organizations Action Learning provides all the necessary and sufficient conditions for effectively developing leadership skills
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Visit www.wial.org
How to develop the skills of a Action Learning coach Foundations of Action Learning How to become certified as an Action Learning Coach WIAL Action Learning Coach Certification Keep in touch with WIAL and Action Learning register to place name on WIAL contact list
Thanks,
For being such a great group of learners!
Skip.leonard@wial.org, 703.349.3019 Arthur.freedman@wial.org, 202.466.3921
References
Hicks, M.D. & Peterson, D. (1999). The developmental pipeline: how people really learn. Knowledge management review, 9, 30-33. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Marquardt, M.J. (2004). Optimizing the power of action learning: solving problems in real time. Palo Alto: Davies-Black Publishing Revans, R. (1998). ABC of action learning. London: Lemos & Crane.