1. ACTION LEARNING THEORY IN MANAGEMENT
Saule Smailova
Zhanat Syzdykov
Presentation
15th KIMEP Research Conference
13-14 April, 2018

2. AL and Learning Organisation
Reg Revans: Organisations cannot flourish unless their
rate of learning
is equal to or greater
than their rate of change!
(otherwise they do very quickly very stupid things )
Learning = Programmed knowledge Questioning insight

3. Action Learning (AL) Reg Revans: Real people resolving Real problems
In real time
And learning while doing so

4. Action Learning (AL)
From Boston to Brazil, from Finland to Tokyo, companies as diverse as Samsung, Dow, GE, Deutsche Bank, Boeing, Sodexho, Novartis and many others use Action Learning to solve complex problems, develop leaders, build teams and expand corporate capability.

5. Action Learning Problem Group Coach Questions Learning Action
Six Components of AL
Action Learning Problem Group Coach Questions Learning Action

6. Action Learning Communication in Teams
Statements only in response to questions
Once the problem has briefly been described, the members only ask questions
This changes the group dynamics, communication opens into a dialogue
AL team coach has the authority to intervene whenever s/he sees a learning opportunity
Coach is never involved in working on the problem
Coach keeps focus on learning + group process
Coach will temporarily stop the group and ask questions about the group process and learning
Coach also plans the times and helps the group to keep it

7. AL Problem
Should be of high importance to an individual or organization
Is complex in nature, has no easily identifiable solution
Should be the responsibility of the team (member) to solve
Should also provide opportunities for the group to generate learning and build knowledge and team and personal skills

8. What Kind of a Problem? 20th century: TECHNICAL PROBLEMS
The knowledge to solve them already exists, get it and apply it
21st century: ADAPTIVE PROBLEMS
No response already developed is adequate to solve them; people have to adapt their habits, attitudes, assumptions … to be able to define and resolve the problems → learning

9. How to Present the Problem
Presentation should be very short (a few sentences) – the need to understand it helps the group to get in the Q mood
In AL process, the group develop COMMON understanding and ownership of the problem
The problem presented is rarely the critical problem, the group by Q often find the real one
Q reduce unconscious biases both of the presenter and the group members

10. AL Team
4- 8 individuals
Diversity of background, personalities, age, gender, education… preferred → the problem and its context can be described in diverse ways through various questions
Teams may work with single or multiple problems
The team may include customers and/or suppliers

11. AL Team
Revans: „comrades in adversity“ – asking Q people show their vulnerability, ask for help and get it → trust
Individuals do not have to create the solution, the Q process will bring it
Team members have to participate in all the sessions related to the problem (better fewer sessions with everyone than many with absent members)
The most important expertise is asking good Q

12. AL Team Norms
AL teams create their norms/rules through reflecting their experience in the group
Q by the coach to trigger reflection: How are we doing as a group so far? What are we doing well? What could we do better?
The norms set in this reflection are easily adopted by the team members
Team members must be willing to learn and improve their competence

13. Questions
The main form of communication in AL is questions rather than statements or opinions
Questions first clarify the problem and create a common understanding
Then the questions explore the possibilities of solution, open space for creativity and support systems thinking
Questions build dialogue and group cohesiveness

14. Types of Questions Open Questions
Affective Questions: How do you feel about…
Reflective Questions: What do you think is the reason…
Probing Questions: Why do you think…
Fresh Questions: challenge the basic assumptions
Questions creating connections: What are the consequences of…“
Clarifying, analytical, closed (How many…)
Not helpful Questions: leading (to 1 answer), multiple Questions
A good Question is never fully answered, it brings in more Questions

15. An Action Taken on the Problem
At least one member of the team must have the power to take action
First the problem is reframed then goal of the action is set
Only after that strategies are developed on how to get there
The action is the basic source of learning
The action creates an anchor for the critical dimension of reflection

16. AL Coach
Keeps the group focused on learning as well as resolving the problem
Through questions the coach helps the group reflect how they listen, give feedback, plan their path or on what assumptions they believe
Coaching may be rotated or may be done by one person

17. Stages in AL Formation of the group
Presentation of problem – members ask Q to get more info
Reframing the problem – more Q to get consensus on what the problem really is; as a result they see the whole and relations of parts
Determining goals
Developing action strategies – reflective inquiry and dialogue
Taking action
Capturing learnings – throughout the whole process

18. Thank you for your attention