2. Action Learning A problem solving process that involves:
Small team and coach
Working on real problems and taking action
Group and individual learning
questions, questioning insight, and curiosity as the foundation of action learning. L = P + Q + R. “The power of action learning comes
from the many ways it develops the skills and habits of questioning, listening, and
reflection. The term action learning implies intentional learning; Revans famously described learning (L) as the result of “programmed knowledge” (P)
and questioning insight (Q). Skillful and frequent question asking begins with awareness as well as curiosity. from answer-driven problem solvers to
more thoughtful, strategic, collaborative, and inquiry-based ones—
Draws on concrete experience & reflection on that

3. W-A-I-T
Why Am I
Talking?

4. Discourse: Conversation; verbal exchange
Dialogue
Discussion
Monologue
Talking is also referred to as discourse – or verbal exchange. While most discourse can be entertaining or informative – it isn’t always useful in creating ideas, getting to the root cause or resolving differences. Monologue is one-way transmission – great for experts to provide information not for exchange of ideas; Discussion is involves two way transmission, but it doesn’t necessarily mean that information was received (for various reasons); Dialogue involves respectful listening with empathy and full exchange of ideas, but may not necessarily have a clear purpose beyond understanding the issues;

5. Dialectic:
Dialectic (also dialectics and the dialectical method) is a method of argument for resolving disagreement that has been central to Indian and European philosophy since antiquity. The word dialectic originated in ancient Greece, and was made popular by Plato in the Socratic dialogues. The dialectical method is dialogue between two or more people holding different points of view about a subject, who wish to establish the truth of the matter by dialogue, with reasoned arguments.[1] Dialectics is different from debate, wherein the debaters are committed to their points of view, and mean to win the debate, either by persuading the opponent, proving their argument correct, or proving the opponent's argument incorrect – thus, either a judge or a jury must decide who wins the debate. Dialectics is also different from rhetoric, wherein the speaker uses logos, pathos, or ethos to persuade listeners to take their side of the argument
Purposeful dialogue with a goal of examining thinking, creating knowledge and fostering deeper understanding

6. Questioning and Reflection
Questions help us to:
learn new information and to clarify issues
diverge and examine problems
discover new ideas and insights
listen, to stand back, reflect, and gain new perspectives

7. Attributes of Great Questions
Do not have a preconceived answer in mind
Are fresh questions to evaluate the same data in new ways
Are supportive, insightful, and challenging
Create clarity - open doors in the mind and get people to think more deeply
Challenge and test assumptions - explore why and how
Are open ended
Great questions send the message that other peoples ideas are welcome and maybe better than yours. Help people to think analytically and critically . Help people to see things is new ways. Helps create clarity – explain what happened.

8. How Action Learning Differs from Other Problem-solving Groups
Questions precede answers; dialogue over discussion and debate
Learning and team development as important as solving the problem
Membership not reserved to experts or involved people
Coach works learning opportunities
Consensus on problem
Skill Development
Urgent and complex problems requiring unique systems thinking
Groups charged with implementing the solution as well as solving the problems

9. Action Learning Process
Formation of the group
Presentation of the problem or task to the group
Reframing the problem
Consensus on the problem
Capturing the learning points
Implementing the plans & assessing the results
Developing the action strategies & plans
Determining the goals

10. Action Learning Team Small group (4-8 participants) Learning Coach
Problem Presenter
Team Members
Learning Coach
Focus on Individual Skill Development
Each member uses questions from critical thinking model
Other members note demonstrated skill
Focus on Group Learning
Reflect on actions to improve future sessions
Reflect on learning to identify insights

11. PMT-401: Action Learning
Purpose: Use of action learning as a problem solving method with PMT-401 case studies
Students conduct an 80-minute action learning set in small group:
Triton
Natoma
THAAD
Faculty are Action Learning coaches
Guide the activity
Enforce the rules
Focus attention to the power of questions as being at the source of answers and solutions
Provide practice of another tool for problem solving
Respond to students feedback on wanting small group time for case study

12. 2 Ground Rules
Statements only in response to questions; anyone can ask questions of anyone else
Action learning coach has authority to intervene at anytime to identify a learning experience

13. Action Learning Outcomes
Action Types
Action Criteria
Strategies or next steps
Specific
Gather additional information or resources
Measurable
Achievable
Recommendations
Realistic
Implementation steps
Time Bound

14. Seven Questions Exercise
Goal: Ask and answer seven questions in a row about today’s Quincy case `
Questioner: Asks the first question about the last case study you had today. Follow-up questions build exactly on the last statement made by the responder.
Observer: Keeps count of the questions. Interrupts if the question does not build on the statement made or if the responder answers more than the question asked or answers something other than the question asked. If the rules are broken – the question count goes back to one.
Responder: Only responds to the question asked.

15. The Power of Questions
“Asking questions is not only a quest for solutions, but also an opportunity to explore.”
MARQUARDT
Open-ended Questions
In action learning, questions are not only seeking answers. Rather, they are seeking to go
deeper, to understand, to respond to what is being asked, to give it thought. Asking
questions is not only a quest for solutions but also an opportunity to explore.”
(Marquardt, 1999, pp )
Closed Questions
Yes/No Question

16. Critical Thinking Elements of Thought
Purpose: What are we trying to accomplish? What is our central aim? Purpose?
Information: What information are you using in coming to that conclusion? What experience have you had to support this claim? What information do we need to settle the question?
Assumptions: What are we/you taking for granted? What assumption led to that conclusion?
Questions: What question are you raising? What question are you addressing?
Implications/Consequenc es: If someone accepted your position, what would be the implications? What are you implying?
Inferences/Conclusions: How did you reach this conclusion? Is there another way to interpret the information?
Points of View: From what point of view are you looking at this issue? Is there another point of view we should consider?
Concepts: What is the main idea here? Could you explain this idea?

17. Critical Thinking Intellectual Standards
Clarity: Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example?
Accuracy: Is that really true? How could we check that? How could we find out if that is true?
Depth: How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that deal­ing with the most significant factors? 
Breadth: Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint? What would this look like from the point of view of...?
 Precision: Could you give me more details? Could you be more specific?
Relevance: How is that connected to the question? How does that bear on the issue?
Logic: Does this really make sense? Does that follow from what you said? How does that follow?

18. Back-ups
Text

19. Action Learning in Action
Government
Industry
Defense Intelligence Agency (DIA)
Microsoft
Prince William County, VA
Dupont
Dept. of Commerce
Boeing
Dept. of Energy GE
NASA
Samsung
Northrop Grumman

20. applebyandassociates.com/videos/