action learning for adlt 636 overview for class 1 jan 2011
TRANSCRIPT
Agenda
Introductions / Expectations Small Group Exercise in Hopes and Fears
Why “capstone” ? An overview of the course Introduction to Action Learning
Action Learning Fundamentals Overview of the Semester Action Learning Sets as Consulting Teams
Preparing for next week
Hopes and Fears
What are your greatest hopes for this class?
What are your greatest fears about it?
On a scale of 1-10, how well do you think you will perform as an individual in a set?
On a scale of 1-10, how much do you think you will learn?
What barriers do you think you will need to overcome to be successful in this course, and how do you intend to approach them?
What is Action Learning?
Action Learning is learning without teaching
Action Learning is a collaborative experience in group dynamics
Action Learning is a problem-solving process that involves asking questions of yourselves, as well as your client organization
In an Action Learning Program …
The set works on an organizational problem that the organization has been unable to solve
The group (an action learning “set”) learns to work together in a constructive and effective way
The emphasis is as much on learning as it is on achieving visible results / recommendations for the organization
The organization commits to take action on your recommendations
Five Elements of an Action Learning Program:
The Set: A small group between 4 and 8 who meet regularly in and outside of class
The Project: The organizational problem that is worked on during set meetings
The Process: The way the group works that differs from most task forces or groups work. In Action Learning, the focus is on asking questions, rather than problem solving
Five Elements, continued
The Set Coach: A person who initially helps the group as it works and learn, intervening only when necessary
The Duration: Normally 2-3 months, depending on frequency of meetings
Organizing Framework
The Problem/Task as the Vehicle
for Learning
The Problem/Task as the Vehicle
for LearningAction
Learning Set
Action Learning Set
Individual / Group Responsibility
for Action
Individual / Group Responsibility
for Action
Anticipated Learning
Anticipated Learning
Unanticipated Learning
Unanticipated Learning
Set CoachSet Coach
Alternative Ways of Working in Action Learning Sets
Each person brings his or her own organizational issue to the group
The work of the set focuses on one person at a time. When a set is working, what takes place is a dialogue with one person.
Between set meetings, the problem owner takes action and reports back on results at the next set meeting
Work of the set becomes an iterative process of questioning and action for each member
The Marquardt Approach:
Alternative Ways of Working in Action Learning Sets
The set as a whole works with an organizational sponsor on a difficult, intractable problem
The work of the set focuses on the problem. When a set is working, what takes place is a dialogue among group members.
Between set meetings, members take action that is reported on and discussed at the next set meeting
Work of the set becomes an iterative process of questioning and action for the group as a whole
The Dilworth & Willis Approach:
What Do the Two Methods Have in Common?
Each person takes turn talking and bringing up concerns to the group
Other set members ask questions: NO ADVICE-GIVING or solution offering
Set members commit to take action on their task issue in-between set meetings
Follow-up set meetings focus on actions taken and more questions
The set takes time to evaluate its learning after each meeting!!
What You Get From Being in an Action Learning Set
Time and space for your own reflections
Insights from / with others
Exchange of ideas with others
Being questioned by others
An opportunity to “hear” yourself think
Sharing confusions, as well as successes with others
Hearing yourself be helpful to others, and gaining confidence in your ability to tackle “unsolvable” problems
Inner Experiential Cycle in Action Learning
Unease / Uncertainty about the problem
Awareness of / Desire to Change
Risk-taking - i.e. Courage
and Responsibility
Understanding and Insight
Transformation – both personal
and organizational-
To next spiral of learning
Ground Rules for the Set Be honest and open-- say what you mean, mean
what you say Honor the rule, “Questions before statements” Give and receive feedback constructively Listen carefully to what is said (and not said)
Stick to agreed meeting schedule Come fully prepared and on time No set meetings without ALL members Follow-up action items
Respect client and set member confidentiality
Reg Revan’s Action Learning Formula
L = P + QLearning = Programmed Knowledge +
Questions
Programmed Knowledge
Facts, figures, dates, book knowledge or expert knowledge
Caution! Often based on what is known in the past
Questions
The ability to pose insightful questions
The heart of action learning
In set meetings, questions always come before statements
Who knows about what we are trying to do?
Who cares about getting it implemented?
Who has the power to get it implemented (who controls the resources that can make change happen?)
Follow-up Questions Focus Upon the Reality of a Situation
Stages in Action Learning Problem Solving
Stage 1. Understanding and Reframing the Problem
Stage 2. Framing and Formulating the Goal of the Project.
Stage 3. Developing and Testing Your Ideas.
Stage 4. Taking action and Reflecting on Action.
Checklist for Problem Reframing
What is the nature of the problem on which your set is working?
What is the organization’s level of commitment to the solving the problem?
Is the presenting problem the real problem or only a symptom of the problem?
In clarifying the nature of the problem, did we ask “fresh” questions?
Checklist for Strategy Development
Have the obstacles surrounding the problem been identified?
Are we, as a set, committed to innovative, high-quality solutions and strategies?
Have we tapped the sources of power, passion, and knowledge in the organization?
Have the impact and consequences of the strategies we are considering been considered? (i.e., are we thinking systemically?)
Checklist for Action Taking During our Set Meetings
Are actions to be taken part of each meeting?
Are the actions clear as to who, what, and when?
Are they recorded and reviewed at the next meeting?
What have we learned from the actions we have taken?
Are we devoting sufficient time to reflecting on our own processes, as well as learning?
Good Questions
Cause us to focus and to stretch
Create deep reflection
Challenge taken-for-granted assumptions
Lead to breakthrough thinking
Are questions raised in ignorance, risk, confusion, or when nobody knows what to do
Are supportive, insightful, and challenging
Are offered in a sharing spirit
Are selfless, not designed to illustrate the cleverness of the questioner
Open doors in the mind
Generate action