American Psychological Association PRESENTATION TITLE Skipton Leonard, Ph.D., Chair Joanne Irving, Ph.D., Presenter Arthur Freedman, Ph.D., Discussant World Institute for Action Learning Date: August 7, 2009 Presenter Logo

American Psychological Association Agenda Slide Introduction to AL history and principles Single versus Multiple Action Learning models Multiple problem Action Learning demonstration Q&A and application to participant client situations

American Psychological Association Copyright WIAL, All rights reserved 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

American Psychological Association Copyright WIAL, All rights reserved Historical Roots Reg Revans – UK “Father” of Action Learning Unsinkable Titanic Cambridge physicist National Coal Board/ Royal Infirmary Marquardt Integration of European and US approaches to action learning Six components and two ground rules Kurt Lewin – Germany/USA “Father” of Action Research Inspired founding of NTL and experiential learning movement as well as group dynamics USA Argyris & Schön/organizational learning OD and General Systems Theory Welch – GE Workout Program WIAL Action Learning Trist & Emery/Socio-technical Systems/Tavistock

American Psychological Association Copyright WIAL, All rights reserved Action Learning - Worldwide Microsoft General Electric DuPont Samsung Toyota Glaxo SmithKline Sodexho Novartis Siemens Boeing Caterpillar Business School of Netherlands Singapore Polytechnic Fairfax Schools Organization of American States

American Psychological Association Widely used in leadership development programs in the US – estimated 65-75% Leadership development programs contain an Action Learning component Very popular as a development methodology around the globe – especially in Asia Leadership Development

American Psychological Association Copyright WIAL, All rights reserved Power and Benefitsof Action Learning Solves complex problems and challenges in a systems-thinking approach Promotes holistic rather than reductionist thinking Builds powerful teams Enables individuals and teams to learn while working Creates a corporate culture that can handle change and learns Develops leadership competencies Develops systems thinking and creativity

American Psychological Association Copyright WIAL, All rights reserved Components of an Action Learning Program  Project, challenge, task, or problem  Team of 4-8 people with diverse perspectives  Reflective questioning and listening  Developing Strategies and taking action  Commitment to learning  Action Learning coach

American Psychological Association Copyright WIAL, All rights reserved Two types of Action Learning Programs Single-problem, in- company program Multiple problems of one or more organizations

American Psychological Association Copyright WIAL, All rights reserved Two Ground Rules 1.Statements only in response to questions; anyone can ask questions 2.Action learning coach has authority to intervene whenever he/she identifies learning opportunities

American Psychological Association Copyright WIAL, All rights reserved Multiple Problem Action Learning Demonstration 1.Problem Presenter 2.Action Learning Team 3.Action Learning Coach 4.Observers – the audience

American Psychological Association Copyright WIAL, All rights reserved 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?

American Psychological Association Copyright WIAL, All rights reserved Instructions for 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 team members as well Try to build on each other’s questions rather than just on getting your questions answered Listen carefully to the questions of the Action Learning team coach and do not resume working on the problem until he/she asks you to continue

American Psychological Association Copyright WIAL, All rights reserved The Role of the Action Learning Team Coach Focus on helping the group perform better Intervene when there is a learning opportunity Ask questions that will enable the group to gain clarity and to improve their individual and team capabilities

American Psychological Association Demo

American Psychological Association Copyright WIAL, All rights reserved Contrast with Typical Problem-solving Teams 1.Learning and team development as important as solving the problem 2.Groups charged with implementing as well as solving real problems 3.Membership not reserved to experts or involved people 4.Questions precede answers; dialogue over discussion and debate 5.Learning coach with power 6.Actions and strategies requiring systems thinking

American Psychological Association Copyright WIAL, All rights reserved Choosing a Problem Should be important and urgent – ideally “mission-critical” Not redundant – i.e., no other group working on Have clear outcomes and/or expectations Assure that effort will be made to implement good solutions Appropriate scope and scale Should be a problem not a “puzzle” Problems are often proposed by the organization – if so, the coach needs to work closely with senior leadership

American Psychological Association Copyright WIAL, 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

American Psychological Association Copyright WIAL, All rights reserved Team 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

American Psychological Association Diversity of team – A cadre of Action Learning participants is created by selecting high-potential members from different functions, departments, regions, product groups, and levels Copyright WIAL, All rights reserved

American Psychological Association Enable us to diverge and examine problems from a systems perspective before we converge towards solution Allow us to listen, to reflect, to be creative, and to learn Questions help to clarify, to open up new avenues, to unpack, to offer ideas and insights, to learn Creates time and space needed to stand back, reflect, unfreeze, and gain new perspectives Questioning and Reflective Process Copyright WIAL, All rights reserved 21

American Psychological Association Is it possible to improve an action without learning? Is it possible to learn deeply without reflecting? Is it possible to reflect without a question? Power of Questions Copyright WIAL, All rights reserved 22

American Psychological Association Creative problem solving and systems thinking What would enable the 6 blind men to discover they were touching the elephant? What proceeded every invention in the history of the world? Build group cohesiveness, listening and respect How do you feel towards someone who asks you a question that gives you an opportunity to shine? How do you converse with your best friend? Questioning Build Systems Thinking and Cohesiveness Copyright WIAL, All rights reserved 23

American Psychological Association Are often very simple yet seem profound– e.g. Is this the best use of our time? Observe everything – don’t just listen to the words: non-verbal, timing, mood, unusual/unexpected behaviors. Etc. – “listen to the melody as well as the lyrics” Brings to light the obvious: the elephant in the room Listen carefully to responses Build on response to previous question Great Questions often generate a “that’s a great question” response Great Questions Copyright WIAL, All rights reserved

American Psychological Association Copyright WIAL, All rights reserved Skills and Personal Style of an Effective Action Learning Team Coach 1.Ability to ask good questions 2.Courage and authenticity 3.Timing in interventions 4.Confidence and trust in the process and the people in the team 5.Openness, patience, honesty, humility, non- judgmental, reflective 6.An understanding of dynamics of team and individual development

American Psychological Association Two, 2-day workshops (CALC1 and CALC2) More intensive coaching training, practice, and application Each participant completes an Action Learning project (paid or pro bono -- single problem or multiple problem) Intensive training on OD issues – Dealing with group and organizational issues – Embedding the program in organization – Organizational and logistical issues – Building a learning culture and organization WIAL Certification 26 Copyright WIAL, All rights reserved

American Psychological Association Thank you for being a great group of learners! Skipton Leonard, Ph.D. Joanne Irving, Ph.D. Arthur Freedman, Ph.D. World Institute for Action Learning