1. Action Learning - A Powerful New Tool for Developing Leaders, Solving Problems, Building Teams and Transforming Organizations Dr. Michael J. Marquardt Professor, George Washington University President, World Institute for Action Learning

2. 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 learn and innovate
Acting your way to learning

3. Action Learning - Worldwide
Sodexho
Novartis
Siemens
Boeing
Caterpillar
Microsoft
Nokia
UN Trade Organization
Hong Kong Transit
General Electric
DuPont
Samsung
American University
Constellation Energy
Goodrich
Business School of Mauritius

4. Power and Benefits of Action Learning
Solves complex problems
Develops leadership competencies
Builds powerful teams
Generates continuous, valuable learning by individuals
Creates a corporate culture that can handle change and learns
Enhances systems thinking and creativity

5. Components of an Action Learning Program
Project, challenge, task, or problem
Group of 4-8 people with diverse perspectives
Reflective questioning and listening
Development of systemic strategies and implementation of agreed-to actions
Commitment to learning
Action Learning coach

6. Two Ground Rules/Guidelines in Action Learning
Statements only in response to questions; anyone can ask questions
Action learning coach has authority to intervene whenever he/she identifies learning opportunities

7. Demonstration of Action Learning

8. Problem Presenter
Take just 1-2 minutes to highlight the key elements of the problem/challenge/task for which you would like to receive some help
Trust that the group will ask the important information and details
Be brief. If you take too long to present, the group may (a) have difficulty coming up with questions and (b) be bored or impatient with your details
When you provide too much detail, you may create unnecessary or irrelevant “brush” which slows down or gets in the path which the group is seeking to find
Answer the questions asked of you as concisely as you can
You do not have to answer questions that (a) you do not have the answer for (“I don’t know”) or (b) for which you have not yet formed an opinion (“I need to think about that question;” “I’m not sure”)
Feel free to ask questions of other group members

9. 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 other’s 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

10. How Action Learning Differs from Other Problem-Solving Groups
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

11. 1. Problems/Challenges for Actions Learning
Important to the organization or individual - not a made-up exercise
Difficult, challenging problems generates creativity, commitment and learning
The more complex a problem, the more likely that only an action learning group can develop a systemic, successful strategy
Problems should be feasible and within the authority and/or responsibility of group

12. Examples of Problems for Action Learning
Recruiting high tech workers
Developing training programs for leaders
Improving information systems
Sony Music and revenue from singers
Improving customer service
Resolving conflict between departments
Developing a new performance appraisal system
Establishing work schedule

13. 2. 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

14. Attributes of Group Members
Committed to solving problem
Carefully listening to one another
Willing to develop and learn
Respectful of others
Constructive and supportive
Group rather than individually focused

15. 3. Questioning and Reflective Process
Questions to clarify, to open up new avenues, to unpack, to offer ideas and insights, to learn
Time and space needed to stand back, reflect, unfreeze, and gain new perspectives
Questions enable us to diverge and examine from a systems perspective before we converge towards solution
Questions allow us to reflect, to listen, to be creative, and to learn

16. Questions are Essential for Understanding and Reframing the Problem
Assures working on the right problem and not symptom
Fable of the blind men and the elephant
Questioning each other is only way to get agreement on the problem
Understanding the context as well as the content of the problem
Seeds of solutions reside in questions

17. Power of Questions Creative problem solving and systems thinking
Build group cohesiveness, listening and respect
Increase reflection, learning and change

18. 4. Strategies and Action Holistic problem-solving
Great goals and creative solutions
Commitment to implementation

19. Holistic vs. Reductionist Approaches to Problem Solving
Seeks broad context in which to understand a problem and its potential solutions
Aims to find unique, novel ideas that provide solution that can endure
Puts solutions in a systems framework, recognizing interdependencies
Employs many mental models – intuitive, analytical & creative
Future oriented; focuses on creating solutions that may solve other problems
Limits context to the problem itself
Aims to find a single, immediate solution that “fixes” the problem
Specifies changes only in terms of the parts of the problem
Employs rational, empirical thought processes
Past oriented; focuses on solving this problem

20. Establishing High Level Goals and Creating Optimal Strategies
Expand the possibilities of solutions
Asking what are we seeking to accomplish
Focusing on the future creates energy and requires anticipation of the future
Enlarges your creative space
Elevates thinking beyond obvious first answers
Actionable strategies are built on the three questions of:
Who knows what we are trying to do? (facts)
Who cares about getting it accomplished? (interest)
Who can get it implemented? (power)
Use of systems thinking in developing powerful strategies
Utilize various project management methodologies

21. Taking Action
Action learning requires action after each session and implementation of strategies
Testing ideas in the real world determines if strategies are effective and practical
Merely recommending diminishes creativity and commitment
Deep and real learning occurs when reflecting on real action

22. 5. Focus on Individual, Team and Organization-Wide Learning
Members take responsibility for own, group’s, and organization’s learning
Time set aside to talk about learnings and how they can be applied systematically elsewhere
Leveraging and linking of knowledge serves as a multiplier of action learning’s benefits

23. Learning Quickly and Continuously
Learning = Existing Knowledge + Questions + Reflection
Skill development requires (a) commitment to skill, (b) practice, (c)feedback (d) self-reflection and awareness
Learning how to learn
Alters beliefs, values and basic assumptions

24. 6. Action Learning Coach
Ensure sufficient time for capturing learnings
Help members to reflect on interactions and implications of actions to be taken
Assure norms and processes are followed
Create an atmosphere of learning and reflective inquiry
Only asks questions related to learning and problem and goal clarity
May be group member or “external” partner although a trained, certified coach will enable the group to identify great actions and achieve great learning in a much quicker, more efficient manner

25. Coach Accelerates Performance and Learning
Problem Framing Questions
Action Strategies Questions
Group Effectiveness Questions
Individual Learning Questions
Organizational Application Questions

26. Action Learning Coach Describe the two ground rules
Identify the leadership skills
Question to begin action learning session
(To problem presenter) Could you take a minute or so to tell us the problem or task that you would like the group to help you with?
Questions at first intervention (8-10 minutes into session)
How are we doing as a group thus far? (Ask each member for a 1-2 word assessment; i.e., okay, not okay, great, etc.)
What are we doing well?
What could we do better?
Do we have agreement on the problem – yes or no? Why don’t we all write it down? Is there agreement? Continue.
Questions at conclusion of session
(To the presenter) What action are you going to take as a result of this session? Were you helped? How?
(To the entire group) What did we do best as a group? Let’s explore how each of us demonstrated our leadership skills. What did we learn that we could apply to our lives/organizations?

27. Power of Action Learning based on Multiple Disciplines and Theories
Simple actions built on numerous disciplines and theories
Action learning uniquely able to interweave divergent perspectives
Key theoretical disciplines:
Learning/education
Sociology/anthropology and groups
Organizational behavior
Leadership/management
Physics, systems thinking, engineering and chaos theory
Psychology and biology
Economics, ethics, and others 27

28. Benefits of Action Learning
Develops leaders and teams of leaders
Solves complex and important problems
Develops systems thinking and creativity
Builds teams
Creates learning cultures and learning organizations

29. Leadership Development
Every leadership competency can be developed when working with a group over whom one has no control on a problem with no know solution
Opportunities for self-reflection as well as supportive feedback from peers who are committed to helping us develop
Everyone is here to learn and become a team of leaders
Action learning coach is perfect model of 21st century leader
Action learning diminishes blind spots and expand capabilities

30. Framing and Solving Problems
Gaining fresh perspectives and new ways of seeing issues
Macro and micro views
Generate “breakthrough” insights, solutions, and effective strategies
Complement and contribute to other organizational operations

31. Systems Thinking
Skill of seeing: “wholes ” rather than parts; relationships rather than linear cause-effect patterns; underlying structures rather than events; patterns of changes rather than snapshots
Knowing when and how to leverage
Identifying underlying causes and impacts

32. Building and Guiding Teams
Action learning builds team performance, team learning, and individual satisfaction
Sharing responsibility and accountability on real problems builds strong team unity and success
Questions and shared learning build powerful caring and cohesion
Working on agreed-to problems develops clearness of task, strong communications and commitment

33. Creating Organizational Change and Building Learning Organizations
Organizations are now able to adapt to change more quickly
Action learning groups are models of learning organizations
Leaders assure that knowledge is captured and transferred
Every event is a learning opportunity
Learning is connected to all business goals

34. Questions/Learnings/Ideas