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

2. Workshop Objectives Gain an overview of the principles and practices of action learning and examine how action learning differs from other organizational tools Gain an overview of the principles and practices of action learning and examine how action learning differs from other organizational tools Explore the power of action learning in solving problems as well as develop leaders, build high performance teams and create learning organizations Explore the power of action learning in solving problems as well as develop leaders, build high performance teams and create learning organizations

3. What is Action Learning? A process that involves a small group working on real problems, taking action, and learning while doing so 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 reflect, learn and innovate A powerful management tool that creates dynamic opportunities for individuals, teams, leaders and organizations to successfully reflect, learn and innovate

4. Action Learning - Worldwide Sodexho Sodexho Novartis Novartis Siemens Siemens Boeing Boeing Caterpillar Caterpillar Baxter Baxter Singapore Polytechnic Singapore Polytechnic Fairfax Schools Fairfax Schools Organization of American States Organization of American States General Electric General Electric DuPont DuPont Samsung Samsung American University American University

5. Power and Benefits of Action Learning Ongoing questioning and reflection dynamics optimizes any learning, decision-making and action programs Ongoing questioning and reflection dynamics optimizes any learning, decision-making and action programs Solves complex problems Solves complex problems Builds powerful teams Builds powerful teams Enables continuous, valued learning by individuals Enables continuous, valued learning by individuals Creates a corporate culture that can handle change and learns Creates a corporate culture that can handle change and learns Develops leadership competencies Develops leadership competencies Enhances systems thinking and creativity Enhances systems thinking and creativity

6. 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 agreed-to actions  Commitment to learning  Action Learning coach

7. Two Ground Rules/Guidelines in Action Learning 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

8. How Action Learning Differs from Other Problem-solving Groups 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

9. 1. Problems/Challenges for Actions Learning Important to the organization or individual - not a made-up exercise Important to the organization or individual - not a made-up exercise Unimportant problems diminishes creativity, commitment and learning Unimportant problems diminishes creativity, commitment and learning The more complex in nature, the more powerful and valuable is the action learning The more complex in nature, the more powerful and valuable is the action learning Problems should be feasible and within the authority and/or responsibility of group Problems should be feasible and within the authority and/or responsibility of group

10. Examples of Problems for Action Learning Recruiting high tech workers Recruiting high tech workers Developing training programs for leaders Developing training programs for leaders Improving information systems Improving information systems Six Sigma projects Six Sigma projects Improving customer service Improving customer service Resolving conflict between departments Resolving conflict between departments Developing a new performance appraisal system Developing a new performance appraisal system Establishing work schedule Establishing work schedule

11. Two types of Action Learning Programs Single- problem, in- company program Single- problem, in- company program Multiple problems of one or more organizations Multiple problems of one or more organizations

12. 2. Action Learning Group 4-8 members to maximize creativity 4-8 members to maximize creativity From within and outside the organization From within and outside the organization Diverse so as to obtain fresh viewpoints (Pizza man) Diverse so as to obtain fresh viewpoints (Pizza man) May be familiar or unfamiliar with roles and situations May be familiar or unfamiliar with roles and situations May include external resources when needed May include external resources when needed

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

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

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

16. Power of Questions 1. Creative problem solving and systems thinking 2. Build group cohesiveness, listening and respect 3. Increase reflection, learning and change

17. 4. Strategies and Action Holistic problem- solving Holistic problem- solving Creative solutions Creative solutions Commitment to implementation Commitment to implementation

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

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

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

21. Structure and Timing of Action Learning Meetings Time Frame Time Frame Distribution of time Distribution of time 1.Reframing the problem 2.Formulating and setting goals 3.Developing and analyzing alternatives and strategies 4.Taking action

22. 5. Focus on Individual, Team and Organization-Wide Learning Members take responsibility for own, group’s, and organization’s 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 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 Leveraging and linking of knowledge serves as a multiplier of action learning’s benefits

23. Learning Quickly and Continuously L = P + Q + R L = P + Q + R Learning how to learn Learning how to learn New knowledge and information New knowledge and information Improve relevant skills and competencies Improve relevant skills and competencies Reasoning and behaving differently Reasoning and behaving differently Alters beliefs, values and basic assumptions Alters beliefs, values and basic assumptions Self-awareness Self-awareness

24. 6. Action Learning Coach May be group member or “external” partner May be group member or “external” partner Ensure sufficient time for capturing learnings Ensure sufficient time for capturing learnings Help members to reflect on interactions and implications of actions to be taken Help members to reflect on interactions and implications of actions to be taken Assure norms and processes are followed Assure norms and processes are followed Create an atmosphere of learning and reflective inquiry Create an atmosphere of learning and reflective inquiry Only asks questions related to learning and problem and goal clarity Only asks questions related to learning and problem and goal clarity

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

26. General Guidelines/Tips for Successful Coaching Balance between too-few and too-many interventions Balance between too-few and too-many interventions Remember the subconscious and conscious power of the words you use; e.g., sorry versus opportunity Remember the subconscious and conscious power of the words you use; e.g., sorry versus opportunity Remember that previous questions continue to influence the group Remember that previous questions continue to influence the group Provide verbal and non-verbal support and encouragement Provide verbal and non-verbal support and encouragement Try to catch them doing something well Try to catch them doing something well Use pre-announcements to prepare and get the subconscious working Use pre-announcements to prepare and get the subconscious working

27. What the Coach Does While the Group is Working Prepare questions for the interventions and end of session Prepare questions for the interventions and end of session Monitor the questions and responses Monitor the questions and responses Note the quality of questions, and whether they are building on each other Note the quality of questions, and whether they are building on each other Write down good questions that are being asked Write down good questions that are being asked Note conflict, dysfunctional behavior, low energy, etc. Note conflict, dysfunctional behavior, low energy, etc. Note demonstration of leadership skills Note demonstration of leadership skills Note if group does what it says it needs to do better Note if group does what it says it needs to do better Show interest and enthusiasm Show interest and enthusiasm

28. Demonstration of Action Learning

29. Guidelines for Various Roles in Action Learning 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 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 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 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 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 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”) 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 Feel free to ask questions of other group members

30. Team Members Seek to gain a group-agreed understanding of the problem by asking questions 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 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 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 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 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

31. Action Learning Coach Focus is on helping the group and individuals learn/improve, and not on helping to solve the problem Focus is on helping the group and individuals learn/improve, and not on helping to solve the problem Only ask questions Only ask questions Question to begin action learning session 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?(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) 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.)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 are we doing well? What could we do better?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.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 (20-25 minutes) Questions at conclusion of session (20-25 minutes) (To the presenter) What action are you going to take as a result of this session? Were you helped? How?(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? Did any of us demonstrate any leadership behaviors? What was the quality of our questions? What did we learn that we could apply to our lives/organizations?(To the entire group) What did we do best as a group? Did any of us demonstrate any leadership behaviors? What was the quality of our questions? What did we learn that we could apply to our lives/organizations?

32. Questions/Learnings/Ideas

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

34. 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 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 Opportunities for self- reflection as well as supportive feedback from peers who are committed to helping us develop Action learning diminishes blind spots and expands capabilities Action learning diminishes blind spots and expands capabilities

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

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

37. Building and Guiding Teams Sharing responsibility and accountability on real problems builds strong team unity and success Sharing responsibility and accountability on real problems builds strong team unity and success Questions and shared learning build powerful caring, collaboration and cohesion Questions and shared learning build powerful caring, collaboration and cohesion Working on agreed-to problems develops clearness of task, strong communications and commitment Working on agreed-to problems develops clearness of task, strong communications and commitment Results-driven structure Results-driven structure Team synergy and team thinking emerges Team synergy and team thinking emerges

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

39. Questions/Learnings/Ideas