INTRODUCTION TO ACTION LEARNING

Skipton Leonard, Ph.D.

Executive Director, WIAL

Arthur Freedman, Ph.D., MBA

Director of Research, WIAL

October 18, 2007

What is Action Learning?

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

Kurt Lewin Germany/USA

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

Contemporary Action Learning

Action Learning Worldwide

Sodexho Novartis Siemens Boeing Caterpillar Baxter Singapore Polytechnic Fairfax Schools Organization of American States General Electric DuPont Samsung American University

Copyright WIAL, 2007. All rights reserved

Components of an Action Learning Program

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

Two Ground Rules

1.

2.

Statements only in response to questions; anyone can ask questions Action learning coach has authority to intervene whenever he/she identifies learning opportunities

Copyright WIAL, 2007. All rights reserved

Action Learning Process

Problem / Challenge presentation (2-3 minutes) Statements can only be made in response to questions Coach works learning opportunities Consensus on problem Strategies Actions

Copyright WIAL, 2007. All rights reserved

Guidelines for Various Roles in Action Learning

Problem Presenter

Defines the problem in 2-3 minutes

What are we trying to do? What are the issues/concerns? What are the roadblocks? Why is this problem urgent?

Copyright WIAL, 2007. All rights reserved

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

Copyright WIAL, 2007. All rights reserved

Learning Coach
Focus

on helping the group become more effective Help members achieve clarity and optimize learning Only ask questions

Copyright WIAL, 2007. All rights reserved

Action Learning Demonstration

Power and Role of 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

Copyright WIAL, 2007. All rights reserved

Kolb Learning Cycle (1984)

Experiencing

Immersing yourself in the task

What will happen next? What do you want to change?

Planning

What did you notice

Reflecting

What does it mean?

Copyright WIAL, 2007. All rights reserved

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

Copyright WIAL, 2007. All rights reserved

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

Often generate a thats a great question response

Copyright WIAL, 2007. All rights reserved

Questions about Facts, Interests, & Power

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)

Copyright WIAL, 2007. All rights reserved

Questions should be Tailored to the Stages of the Problem Solving Process

Problem Identification Problem Acceptance Problem Definition Problem Analysis Generating Solution Ideas Critiquing Ideas Selecting Best Ideas Implementing Best Ideas Evaluating Results Identifying New Problems
Copyright WIAL, 2007. All rights reserved

The Importance of Taking Action

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?

Copyright WIAL, 2007. All rights reserved

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

Copyright WIAL, 2007. All rights reserved

Lets do some more learning and problem solving

Contrast with typical Problem-solving Groups

1. 2.

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

Task Facilitator vs. Learning Coach (1)

Great power and a central role Focus on group process and norms Focus on what has happened and what needs to be done Makes statements based upon expertise Focus on the present/past Offers answers and provides suggested behavior Fosters group dependence/dependent 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

Task Facilitator vs. Learning Coach (2)

Employs single-loop learning examines the difference between expected and obtained outcomes to understand most effective and efficient way how to get the job done Power/use of statements often generates dysfunctional reactions - fear, distrust and/or defiance Added value is group dynamics expertise and cleverness People and group grow in the manner desired by facilitator
Copyright WIAL, 2007. All rights reserved

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

The Right Kind of Problem

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

Copyright WIAL, 2007. All rights reserved

Two types of Action Learning Programs

Single-problem,

incompany program problems of one or more organizations

Multiple

Copyright WIAL, 2007. All rights reserved

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 appraisal system Establishing work schedule

Copyright WIAL, 2007. All rights reserved

When to use or not use Action Learning

Pathway to Solution
Specific UnKnown & Uncertain

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?

Copyright WIAL, 2007. All rights reserved

Action Learning Group

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

Copyright WIAL, 2007. All rights reserved

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

Copyright WIAL, 2007. All rights reserved

Action Learning and Leadership Development

35-40% of leaders fail in the 1st 18 months of promotion or appointment Rate of failure is increasing turnover rate for CEOs doubled from 1999-2004 1996-2006 CEO turnover for performance increased 318% 1996-2006 CEO tenure decreased from 9.5 to 7.8 years

Copyright WIAL, 2007. All rights reserved

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

Copyright WIAL, 2007. All rights reserved

New Skills for Effective Leadership

Rapid personal learning be a quick study 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 as well as follow Collaborate as well as compete with each other
Copyright WIAL, 2007. All rights reserved

Leadership Development Propositions

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

Copyright WIAL, 2007. All rights reserved

The Necessary and Sufficient Conditions for Development

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 new capabilities to improve performance and results?
(Hicks & Peterson, 1999)
Copyright WIAL, 2007. All rights reserved

PDI Development Pipeline

The Necessary and Sufficient Conditions for Development

(Hicks & Peterson, 1999)
Copyright WIAL, 2007. All rights reserved

Common Leadership Development Strategies

Individual Development Plan (IDP) 360-degree feedback + IDP Traditional Leadership Programs (Instructor provides knowledge) Experiential Leadership Programs (instructor facilitates knowledge transfer from training curriculum) Coaching/Mentoring Action Learning Working on a real problem with a coach that requires people to learn new leadership skills

Copyright WIAL, 2007. All rights reserved

Effectiveness of Leadership Development Programs

Type of Program IDP IDP + 360 Traditional Training Program Experiential Training Program Coaching/ Mentoring Action Learning Insight Motivation Capabilities Opportunities for Real-World Practice W W W Accountability M S S M M M W W W M M W

S S

S S

S S

M S

M S

Copyright WIAL, 2007. All rights reserved

S=Strong, M=Moderate, W=Weak

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

Copyright WIAL, 2007. All rights reserved

Want to Learn More about Action Learning?

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

Copyright WIAL, 2007. All rights reserved

Thanks,
For being such a great group of learners!
Skip.leonard@wial.org, 703.349.3019 Arthur.freedman@wial.org, 202.466.3921

Copyright WIAL, 2007. All rights reserved

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.

Copyright WIAL, 2007. All rights reserved