Introduction to Action Learning 080204

7/28/2019 Introduction to Action Learning 080204

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INTRODUCTION TO

ACTION LEARNING

Skipton Leonard, Ph.D.Executive Director, WIAL

Arthur Freedman, Ph.D., MBA

Director of Research, WIALOctober 18, 2007


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Copyright WIAL, 2007. All rightsreserved

What is Action Learning?

A process that involves asmall group working onreal problems, takingaction, and learning whiledoing so

A powerful managementtool that creates dynamicopportunities forindividuals, teams, leaders

and organizations tosuccessfully adapt, learnand innovate


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Historical Roots

Reg Revans UK Father of Action

Learning

Unsinkable Titanic

Cambridge physicist

National Coal Board/

Royal Infirmary

MBA Professor

Learning = ProgrammedKnowledge + Questioning+ Critical Reflection

(Marquardt) No learning without

action; no action withoutlearning (1998)

Kurt Lewin Germany/USA Father of Action Research

Inspired founding of NTL &experiential learningmovement

No research without action &

no action without research

Argyris & Schn/organizationallearning

Inspired OD and application ofGeneral Systems Theory

SengeContemporary Action Learning

Trist & Emery/Socio-technical Systems/Tavistock


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Action Learning

Worldwide

Sodexho Novartis Siemens Boeing Caterpillar

Baxter Singapore Polytechnic Fairfax Schools Organization of American

States General Electric DuPont Samsung American University


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Components of anAction Learning Program

Project, challenge, task,or problem

Group of 4-8 peoplewith diverse

perspectives Reflective questioning

and listening

Developing Strategiesand taking action

Commitment tolearning

Action Learning coach


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Two Ground Rules

1. Statements onlyin response toquestions; anyonecan ask questions

2. Action learningcoach hasauthority tointervenewhenever he/she

identifies learningopportunities


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Action Learning

Process

Problem / Challengepresentation (2-3minutes)

Statements can only

be made in responseto questions

Coach works learningopportunities

Consensus on problem

Strategies

Actions


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Guidelines for Various

Roles in Action Learning


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Problem Presenter

Defines the problem in2-3 minutes

What are we trying to do?

What are theissues/concerns?

What are the roadblocks?

Why is this problemurgent?


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Team Members

Seek to gain a group-agreed understanding ofthe problem by asking questions

Make statements only in response to questionsdirected specifically to you or to the group as awhole

Feel free to ask questions of other groupmembers as well

Try to build on each others questions ratherthan just on getting your questions answered

Listen carefully to the questions of the ActionLearning coach and do not resume working onthe problem until he/she asks you to continue


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Learning Coach

Focus on helping the group becomemore effective

Help members achieve clarity andoptimize learning

Only ask questions


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Action Learning

Demonstration


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Power and Role of

Questions

Assures working on the rightproblem and not symptom counteracts the bias to prematureaction common in teams

Develops a shared understanding ofthe problem the Fable of the blind

men and the elephant Develops consensus - Questioning

each other is only way to getagreement on the problem

Develops understanding the contextas well as the content of the

problem Seeds of solutions often reside in

questions


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Kolb Learning Cycle (1984)

ReflectingWhat did you notice

ExperiencingImmersing yourself in the task

PlanningWhat will happen next? What

do you want to change?

ConceptualizingWhat does it mean?


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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


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Great Questions

Are often very simple yet areexperienced as profound e.g.Is this the best use of our time?

Observe everything dont justlisten to the words: non-verbals,timing, mood, unusual/unexpectedbehaviors. Etc. listen to themelody as well as the lyrics

Point out the obvious: the elephantin the room

Listen carefully to responses

Build on response to previousquestion

Often generate a thats a greatquestion response


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Questions about Facts,

Interests, & Power

What are we, you, theorganization seeking toaccomplish?

What is stopping us,you, the organizationfrom accomplishing thistask or goal?

What can we, you, theorganization do aboutit?

Who knows what weare trying to do?(facts)

Who cares aboutgetting itaccomplished?(interests/stakeholder)

Who can get itimplemented? (power)


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Questions should be Tailored to

the Stages of the Problem Solving

Process Problem Identification

Generating Solution Ideas

Problem Definition

Critiquing Ideas

Problem Analysis

Selecting Best Ideas

Implementing Best Ideas

Evaluating Results

Identifying New Problems

Problem Acceptance


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The Importance of

Taking Action

No learning without action; no actionwithout learning Reg Revans (1998)

At the end of every session: the learning

coach focuses on action by asking theindividual or team What action are yougoing to take as a result of this session?


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Why Does the Learning

Coach Only Asks Questions

Demonstrate the belief in questions

Show the power of questions

Optimize reflection and learning

Empower Participants Indicates openness and fairness

Enhance and advance knowledge

Recognize that the question asked causes

change and impact


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Lets do some more

learning and problem

solving


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Contrast with typical

Problem-solving Groups1. Learning and team

development as important assolving the problem

2. Groups charged withimplementing as well as solving

real problems3. Membership not reserved to

experts or involved people

4. Questions precede answers;dialogue over discussion anddebate

5. Learning coach with power6. Actions and strategies requiring

systems thinking


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Task Facilitator vs. Learning Coach (1)

Focus on the present/futureFocus on the present/past

Trusts that group has betteranswers and insights

Offers answers and providessuggested behavior

Great power and a central roleGreat power and a central role

Focus on why and how and

action-consequence linkages

Focus on what has happened

and what needs to be doneAsks reflective questionsMakes statements based upon

expertise

Fosters group independence/self-confidence and criticalthinking

Fosters groupdependence/dependentthinking

Focus on learning and teamperformance

Focus on group process andnorms


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Task Facilitator vs. Learning Coach (2)Emphasizes double-loop as well assingle-loop learning

Encourages examination of thegoverning variables, values, andassumption underlying action

learning how to learn

Employs single-loop learning examines the difference betweenexpected and obtained outcomesto understand most effective andefficient way how to get the jobdone

People grow into the future theyneed and desire

People and group grow in themanner desired by facilitator

Added value is generatingindividual perspectives andencouraging wisdom

Added value is group dynamicsexpertise and cleverness

Questions empower, encouragereflection, and create acomfortable, supportive, safeclimate

Power/use of statements oftengenerates dysfunctional reactions- fear, distrust and/or defiance


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The Right Kind of Problem

Should be important and urgent ideally mission-critical

Should be a problem not a puzzle

Problems are often proposed by the organization ifso, 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 goodsolutions

Appropriate scope and scale

Problem is appropriate for Action Learning


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Two types of Action

Learning Programs

Single-problem, in-company program

Multiple problemsof one or moreorganizations


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Examples of Action

Learning Problems

Recruiting high tech workers

Developing training programs for leaders

Improving information systems

Six Sigma projects

Improving customer service

Resolving conflict between departments

Developing a new performance appraisalsystem

Establishing work schedule


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When to use or not use

Action Learning

Project Goals

Specific UnKnown & UncertainPathway to Solution

Specific

Ambiguous & Unclear

AOther Solution

(e.g. skilled task

facilitation)

BAction Learning

CSolution in Search of a

Problem

DAction Learning?


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Action Learning Group

4-8 members tomaximize creativity

From within and outsidethe organization

Diverse so as to obtainfresh viewpoints (Pizzaman)

May be familiar orunfamiliar with roles and

situations May include external

resources when needed


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Group Members

Can be volunteers or assigned

Need to feel commitment to and stake in gettingproblem 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


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Learning Coach

May be group member orexternal partner

Ensures sufficient time forcapturing learnings

Helps members to reflect on

interactions and implicationsof actions to be taken

Assures norms and processesare followed

Creates an atmosphere oflearning and reflective inquiry


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Action Learning and

Leadership Development

35-40% of leaders fail in the 1st 18months of promotion or appointment

Rate of failure is increasing turnover

rate for CEOs doubled from 1999-2004

1996-2006 CEO turnover forperformance increased 318%

1996-2006 CEO tenure decreased from

9.5 to 7.8 years


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Leadership Challenges

Rate of technology change disruptivetechnologies

Flattening of hierarchies made possibleby improvements in technology

More fluid and complex lines of authorityand organizational structure erosion ofpositional authority

Globalization

Threats to environment and security


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New Skills for Effective

Leadership

Rapid personal learning be a quickstudy and getting up to speed quickly

Building a learning organization where

employees: Feel empowered

Feel encouraged and rewarded for learning

Take the initiative and are willing to lead aswell as follow

Collaborate as well as compete with each other


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Leadership Development

Propositions

Action learning developsthe kind of flexible andcollaborative leadershipskills that are necessary in

contemporary organizations

Action Learning provides allthe necessary and sufficientconditions for effectivelydeveloping leadership skills


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Insight Do people know what to develop?

Motivation Are people willing to invest the time

and energy it takes to achieve ongoing and

sustained development?

Capabilities Do people have the skills and

knowledge they need?

Real World Practice Do people have

opportunities to practice their new skills at work?

Accountability - Do people internalize their newcapabilities to improve performance and results?

The Necessary and Sufficient

Conditions for Development

(Hicks & Peterson, 1999)


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PDI Development Pipeline

The Necessary and Sufficient

Conditions for Development

(Hicks & Peterson, 1999)


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Common Leadership

Development Strategies

Individual Development Plan (IDP)

360-degree feedback + IDP

Traditional Leadership Programs (Instructor provides knowledge)

Experiential Leadership Programs (instructor facilitates knowledge transferfrom training curriculum)

Coaching/Mentoring

Action Learning Working on a realproblem with a coach that requires peopleto learn new leadership skills


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Effectiveness of Leadership

Development Programs

SSSSSActionLearning

MMSSSCoaching/Mentoring

WWMMSExperientialTrainingProgram

WWWMSTraditionalTrainingProgram

MWWMSIDP + 360

MWWMMIDP

AccountabilityOpportunitiesfor Real-WorldPractice

CapabilitiesMotivationInsightType ofProgram

S=Strong, M=Moderate, W=Weak


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Action Learning and

Organizational Development

Action Learning

Is an organizational intervention

Effective Action Learning programs

require Team coaching skills

OD and consultation skills

Action Learning facilitates the

development of a learning organization


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Want to Learn More about

Action Learning?

Visit www.wial.org How to develop the skills of a Action

Learning coach Foundations of ActionLearning

How to become certified as an ActionLearning Coach WIAL Action LearningCoach Certification

Keep in touch with WIAL and Action

Learning register to place name onWIAL contact list


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Thanks,

For being such a great group oflearners!

[email protected], 703.349.3019

[email protected], 202.466.3921


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References

Hicks, M.D. & Peterson, D. (1999). Thedevelopmental pipeline: how people really learn.Knowledge management review, 9, 30-33.

Kolb, D. (1984). Experiential learning: Experienceas the source of learning and development.Englewood Cliffs, NJ: Prentice Hall.

Marquardt, M.J. (2004). Optimizing the power ofaction learning: solving problems in real time.Palo Alto: Davies-Black Publishing

Revans, R. (1998). ABC of action learning.London: Lemos & Crane.

Documents

Introduction to Action Learning 080204