1. Arthur M. Freedman, MBA, Ph.D. 11/10/09
How Action Learning Supports Organization Development & Change November 10, 2009 Center for Organizational Dynamics University of Pennsylvania Arthur M. Freedman, MBA, Ph.D. World Institute for Action Learning Carey Business School, Johns Hopkins University
Arthur M. Freedman, MBA, Ph.D. 11/10/09

2. Arthur M. Freedman, MBA, Ph.D. 11/10/09
OD&C is “a system-wide application and transfer of behavioral science knowledge to the planned development, improvement, and reinforcement of the strategies, structures, and processes that lead to organization effectiveness.”
Cummings, T. G., & Worley, C. G. (2005). Organization development and change, 8th edition. Mason, OH: Thomson/South-Western.
Arthur M. Freedman, MBA, Ph.D. 11/10/09

3. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Action Learning: developing executives and organizations while dealing effectively with critical, unprecedented, discontinuous organizational issues
Arthur M. Freedman, MBA, Ph.D. 11/10/09

4. The first step of any innovative process is an act of destruction
Arthur M. Freedman, MBA, Ph.D. 11/10/09

5. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Most contemporary organizational transformation projects are triggered by unprecedented and discontinuous events that originate in the external environment
Arthur M. Freedman, MBA, Ph.D. 11/10/09

6. Organizational Change is Stimulated Primarily by External Events
Legislation (e.g., AAP, EEOC, EPA
TERRORISM
Information: surveys, research, theoretical concepts, “best practices,” and “benchmarking”
Political conditions*
Social values*
Supra-System,
Organization,
Subsystem
or Team
Technological innovations
Climate, meteorological conditions*
Demographics, migration, and population growth patterns (customers & labor pool)*
Economic conditions*
Customers’ preferences or requirements*
Competition*
Pandemics*
* local, national, regional, and/or global
Arthur M. Freedman, MBA, Ph.D. 11/10/09

7. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Organizations typically respond to environmental changes with a technical or structural “solution.”
If internal resources are insufficient, organizations often secure external technical expert or techspert consultants (Freedman & Zackrison, 2001).
Arthur M. Freedman, MBA, Ph.D. 11/10/09

8. “Techsperts and OD&C Practitioners Should Be Friends”
(Sung to the tune of “Farmers and Ranchers Should Be Friends” (Oklahoma)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

9. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Existing
Organizational
System
Supported by “Tradition Bearers”
Arthur M. Freedman, MBA, Ph.D. 11/10/09

10. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Desired
organizational
system
Supported by “Crusaders for Change”
Arthur M. Freedman, MBA, Ph.D. 11/10/09

11. Arthur M. Freedman, MBA, Ph.D. 11/10/09
To function effectively in unprecedented, discontinuous conditions, a transforming organizational system must determine what to:
ADD ON
PRESERVE
LET GO
(with Respect
& Appreciation)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

12. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Techsperts focus on techno-structural-systems problems and solutions
Techsperts see themselves as masters of “hard” sciences (SMEs)
Techsperts typically do not anticipate collateral socio-emotional damage caused by techno-structural-systems change
Usually, techsperts are unskilled in dealing with socio-emotional problems
Arthur M. Freedman, MBA, Ph.D. 11/10/09

13. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Implicitly, techsperts seem to assume the power of their techno-structural interventions will force people, teams, and subsystems to adapt and accommodate
Techsperts see OD&C practitioners as “soft stuff”
But, “the soft stuff is the hard stuff”
OD&C practitioners and ALTCs are experts on the “soft stuff”
Arthur M. Freedman, MBA, Ph.D. 11/10/09

14. ONE VERSION OF THE ORGANIZATION DEVELOPMENT & CHANGE PROCESS
FUTURE
STATE
TRANSITION
STATE
PLANS
WHY
CHANGE?
CURRENT
STATE
Based on Richard Beckhard & Reuben T. Harris (1987)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

15. Project Integration or Coordination Team
The Basic Change Process is Scalable – from Incremental and Local to Transformational and Systemic
Create Task Forces or Action Learning Teams
Review &
Approve
Execute
Implementation
Plans
FUTURE
STATE
Future
State
Micro
Plans
MACRO
PLANS
Current
State
WHY
CHANGE?
CURRENT
STATE
Project Integration or Coordination Team
TRANSITION STATE
Arthur M. Freedman, MBA, Ph.D. 11/10/09

16. “The best way to understand an organization is to try to change it.”
No matter how precise, plans for complex system change rarely work out as expected
“The best way to understand an organization is to try to change it.”
Kurt Lewin
Arthur M. Freedman, MBA, Ph.D. 11/10/09

17. Today, organizations need to:
Adapt to unprecedented, volatile changes in their external environments
Deal with critical, emergent, unanticipated, trans-organizational issues
Find or create and apply effective solutions
Be anchored in real-time
Be responsive to cycle-time pressure
Arthur M. Freedman, MBA, Ph.D. 11/10/09

18. Arthur M. Freedman, MBA, Ph.D. 11/10/09
However, most existing organizational problem-solving strategies, mechanisms, and processes are:
More effective for dealing with precisely defined, well-known, historical issues
Less effective for “fuzzy” unprecedented issues
Arthur M. Freedman, MBA, Ph.D. 11/10/09

19. A. B. C. D. PATHWAY (SOLUTION) OUTCOME (GOAL) Action Learning
When and Why Action Learning?
OUTCOME (GOAL)
Uncertain, Ambiguous
Clear, Specific A.
Solution in Search of a Problem – e.g., strategic planning (AL may be beneficial) B.
Known, Clear Solution for a Puzzle
(Need: skilled task facilitator, techspert)
Well-known
Precise
PATHWAY (SOLUTION) C.
Action Learning D.
Action Learning
Controversial
Unknown
Arthur M. Freedman (1998)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

20. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Action Learning is an approach to leadership, team, and organization development and change
Originally conceived and developed by Reg Revans
Currently championed and refined by Mike Marquardt (1999, 2004) and WIAL (2009)
Boshyk, Y. (Ed.) (2002). Action learning worldwide: Experiences of leadership and organizational development. New York: Palgrave Macmillan.
Dotlich, D. L., & Noel, J. L. Action learning: How the world’s top companies are re-creating their leaders and themselves. San Francisco: Jossey-Bass.
Gasparski, W. W., & Botham, D. (Eds.) (1998). Action learning. London: Transaction Publishers.
Marquardt, M. J. (1999). Action learning in action: Transforming problems and people for world-class organizational learning. Palo Alto, CA: Davies-Black Publishers.
Marquardt, M. J. (2004). Optimizing the power of action learning: Solving problems and building leaders in real time. Palo Alto, CA: Davies-Black Publishers.
Marquardt, M., Leonard, E.S., Freedman, A.M., & Hill, C. (2009). Action learning for leadership and organization development. Washington: American Psychological Association.
Rothwell, W. J. (1999). The action learning guidebook: A real-time strategy for problem-solving, training design, and employee development. San Francisco: Jossey-Bass.
Arthur M. Freedman, MBA, Ph.D. 11/10/09

21. The elegant simplicity of Action Learning integrates:
Action Research (Lewin)
Laboratory education -- T-Groups (Bradford, Gibb & Benne)
Sociotechnical Systems Theory (Rice, Trist, Emery, Murray)
Adult (Andragogical) Learning (Knowles)
Double-loop learning (Argyris & Schön)
Participative Organization Development & Change theory and methodology (e.g., Cummings & Worley)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

22. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Action Learning supports project management teams that confront C- and D-type problems:
Coordinating activities of interdependent contractors
Resolving territorial disputes among involved parties
Developing commitment of end-users to support plans for complex system changes
Establishing priorities with which all involved parties agree and sustain
Arthur M. Freedman, MBA, Ph.D. 11/10/09

23. MULTI-DISCIPLINARY MANAGEMENT TEAM
Cost & Scheduling
Project Director
Quality Assurance
Action Learning Team
For Project Management
Action Learning Team Coach
OD&C Practitioner
Design Engineering
Stakeholder & Regulator Relations
Finance or Legal
Arthur M. Freedman, MBA, Ph.D. 11/10/09

24. Arthur M. Freedman, MBA, Ph.D. 11/10/09
A cadre of Action Learning Team members is created by selecting high-potential managers from different levels, departments, regions, or product groups
Arthur M. Freedman, MBA, Ph.D. 11/10/09

25. ALT Members Are Trained in Organizational Change Single-Loop Learning
Feedback Loop: Variance Analysis
Single-Loop
Learning
Pre-Entry
Entry
Data
Evaluating Progress and Results
Contact
Organization
Action
Agreements
and Preparation
Planning
PHASES OF THE CONSULTING PROCESS
Data
Data
Implementing the Action Plan
Termination
Collection
Feedback
or Recycle
Feedback Loop: Variance Analysis
Arthur M. Freedman, MBA, Ph.D. 11/10/09

26. ALT Members are Trained in Double-Loop Learning (Action Research)
“No action without research;
no research without action”
Kurt Lewin
1. DIAGNOSE
2. PLAN
ACTION
Content
Process
4. EVALUATE
EFFECTS
3. TAKE
ACTION
Premise
Arthur M. Freedman, MBA, Ph.D. 11/10/09

27. DESIRED STATE (Complete Execution) Context & Purpose CURRENT STATE
The Action Research Method as
Applied to Implementation Phase
DESIRED STATE (Complete Execution)
Evaluate
Act
Plan
“Reasonable,” Idealized Execution of
Implementation Plans
Diagnose
Act
Diagnose
Evaluate
Evaluate
Plan
Predictable Surprises
Context &
Purpose
Act
Evaluate
Act
Diagnose
Diagnose
Evaluate
Realistic Execution
Evaluate
Diagnose
Plan
Act
Plan
Plan
CURRENT STATE
(Goals & Plans Complete)
Based on Lewin (1948)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

28. “Predictable Surprises”
We may not know what specific surprises we will run into during implementation
We do know, with a high degree of certainty, that such surprises are inevitable; they cannot be avoided
First, when we deliberately change even one part of a system, the change will “perturbate” the entire system and affect it in unpredictable ways (side effects)
Second, implementation activities will cause previously existing, benign conditions to emerge and become visible; implementation will exacerbate these nascent issues
Arthur M. Freedman, MBA, Ph.D. 11/10/09

29. Arthur M. Freedman, MBA, Ph.D. 11/10/09
When predictable surprises inevitably occur, techsperts may ignore, avoid, cover up, or deny them – or how they lead to enduring consequences
Lost-time accidents
Shortages of essential supplies, resources
Competing demands of stakeholders
Resistance from end-users
Competing crises that divert attention, resources
Leadership changes
Questionable cost-benefit analysis
Arthur M. Freedman, MBA, Ph.D. 11/10/09

30. Arthur M. Freedman, MBA, Ph.D. 11/10/09
AL Project Structure
CHAMPION
Project
Manager
(PM)
SPONSOR
SPONSOR
SPONSOR
SPONSOR
Administrative
Assistant
(AA-Logistics)
Action
Learning
Team
Action
Learning
Team
Action
Learning
Team
Action
Learning
Team
Arthur M. Freedman, MBA, Ph.D. 11/10/09

31. Arthur M. Freedman, MBA, Ph.D. 11/10/09
The AL Project Manager may choose to convene a “Special Action Learning Team” (a S.A.L.T.)
One person from each AL Team is deployed to the S.A.L.T. for a full-time, temporary mission
An AL Team Coach is assigned to the S.A.L.T.
AL Teams continue their work
The S.A.L.T. is mandated to clarify, diagnose, analyze, and develop recommendations to deal with the Predictable Surprise
All relevant stakeholders and involved parties are identified and asked to participate in the process
The S.A.L.T. and its Predictable Surprise issue is treated as a short-term Action Learning session
Arthur M. Freedman, MBA, Ph.D. 11/10/09

32. ALT Members are Deployed to a SALT with an ALT Coach
ACTION LEARNING TEAM “A”
ACTION LEARNING TEAM “A”
SALT
AL Team Coach
ACTION LEARNING TEAM “A”
ACTION LEARNING TEAM “A”
Arthur M. Freedman, MBA, Ph.D. 11/10/09

33. The AL cadre is oriented & introduced to AL theory & methods
Arthur M. Freedman, MBA, Ph.D. 11/10/09

34. Arthur M. Freedman, MBA, Ph.D. 11/10/09
“No learning without action;
No action without learning”
Reg Revans
Arthur M. Freedman, MBA, Ph.D. 11/10/09

35. Opportunities-to-exploit
Executive managers (sponsors) select a number of significant, critical trans-organizational “issues”
Problems-to-solve
Opportunities-to-exploit
Dilemmas-to-manage
“What keeps them awake at night?”
Arthur M. Freedman, MBA, Ph.D. 11/10/09

36. 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
Establishing common priorities incorporating diverse vested interests of multiple stakeholders
Arthur M. Freedman, MBA, Ph.D. 11/10/09

37. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Critical issues are allocated to the AL cadre along with deadlines for expected results
The cadre is divided into four- to eight-person ALTs
Each ALT (“Set”) selects (or is assigned) an issue to investigate
Arthur M. Freedman, MBA, Ph.D. 11/10/09

38. A Coach is assigned to help the ALT learn how to:
Scope out the issue (consider context, culture, climate)
Develop strategy
Focus on Process
Focus on Individual, Team, and Organizational Learning
Arthur M. Freedman, MBA, Ph.D. 11/10/09

39. Two Ground Rules/Guidelines in AL
Statements only in response to questions; anyone can ask questions
Action learning coach has authority to intervene whenever he/she identifies learning opportunities
Arthur M. Freedman, MBA, Ph.D. 11/10/09

40. Questioning and Reflective Process
Questions tap into, surface preconscious information
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 to clarify, to open up new avenues, to unpack, to offer ideas and insights, to learn
Time and space is needed to reflect, share perspectives, unfreeze, and gain (synthesize) new perspectives
Arthur M. Freedman, MBA, Ph.D. 11/10/09

41. Questions are Essential to Understanding and Framing Problems
Assures ALT is working on the right problem (not symptom)
Clarifying, understanding, testing validity of assumptions
The blind men and the elephant – do we all see the problem the same way? Or do we see different aspects? Or do we see different problems?
Inquiry and reflection is a sure way to get agreement on the problem
Understanding the context as well as the content of the problem is essential
Seeds of solutions reside in responses to great questions
Arthur M. Freedman, MBA, Ph.D. 11/10/09

42. Questions and the Problem Solving Process
IDEATE
EVALUATE
NO JUDGMENT
YES JUDGMENT
DIVERGE
CONVERGE
Step 1
Step 2
Quantity
Imaginative
Free
Gut
Quality
Analytical
Restricted
Intellect
Problems
Solutions
CRITERIA
Focus of questions
Ratio of questions to assertions
Open vs. closed-ended questions
Arthur M. Freedman, MBA, Ph.D. 11/10/09

43. Questions Establish High Level Goals and Create Optimal Strategies
Questions encourage the team to expand thinking beyond common or traditional solutions
Asking what are our organization seeks to accomplish
Focusing on a compelling, desirable future creates energy and requires anticipation of the future
Questions search for root causes
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)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

44. Arthur M. Freedman, MBA, Ph.D. 11/10/09
ALTs work in both collocated and distributed modes
Individual ALT members take responsibility for various tasks, actions, activities & functions between meetings
Convene when and as needed in pairs, triads or total team
Face-to-face, voice-to-voice and/or virtual meetings
Arthur M. Freedman, MBA, Ph.D. 11/10/09

45. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Typically, ALT Coaches meet with the ALT when they convene for face-to-face meetings (every 2 or 3 weeks) :
Progress reviews
Data analysis
Emergent planning of next steps
(What? So what? Now what?)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

46. Commitment to Learning
Members take responsibility for their own, their team’s, and their organization’s explicit learning
Time is set aside to reflect on and discuss learnings and how they can be applied systematically elsewhere in the organization
Leveraging and linking of knowledge serves as a multiplier of Action Learning’s benefits
Arthur M. Freedman, MBA, Ph.D. 11/10/09

47. Arthur M. Freedman, MBA, Ph.D. 11/10/09
ALT Coaches enable ALT members to empower themselves by learning to ASK GREAT QUESTIONS
Arthur M. Freedman, MBA, Ph.D. 11/10/09

48. The Enablement-Empowerment Matrix
Level of technical competence, skill in managing power, and effectiveness when working autonomously & teams
EMPOWERMENT:
Level of personal and organizational authority (discretion to act)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

49. Arthur M. Freedman, MBA, Ph.D. 11/10/09
ENABLEMENT
LOW
HIGH
LOOSE
CANNONS
FULLY
EMPOWERED
HIGH
EMPOWERMENT
ENTRENCHED
IN BUNKERS
CAGED
EAGLES
LOW
Arthur M. Freedman, MBA, Ph.D. 11/10/09

50. Action Learning Team Coach
Trained
A member of the organization or external partner
Only asks questions related to learning
Ensures sufficient time for capturing learnings
Helps team members to reflect and learn
Helps ALT to set norms and monitor adherence (or relevance)
Creates an atmosphere of learning and reflective inquiry
Arthur M. Freedman, MBA, Ph.D. 11/10/09

51. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Mental models and evidence-based principles serve the purpose of INFORMING the ALT Coach re:
What questions to ask
How to ask questions
Arthur M. Freedman, MBA, Ph.D. 11/10/09

52. Action Learning Enables ALTs to become High Performance Teams (HPT)
Arthur M. Freedman, MBA, Ph.D. 11/10/09

53. Arthur M. Freedman, MBA, Ph.D. 11/10/09
ALTs and Coaches begin by focusing on the Task Achievement and Goal Attainment (WORK) Level.
As the ALT engages the work, indicators may emerge for the need to focus at the Group Dynamics, Individual or Interpersonal, and/or Boundary Management Levels.
Arthur M. Freedman, MBA, Ph.D. 11/10/09

54. Personal & interpersonal dynamics
Developing an HPT
A high
performing
team
Task accomplishment & goal achievement (participatory problem-solving and decision-making methods & skills)
Team Development: Phases & Stages
Personal & interpersonal dynamics
Boundary management (lateral interface transactions with significant stakeholders & constituents)
A collection
of individuals
Group dynamics
Arthur M. Freedman, MBA, Ph.D. 11/10/09

55. Arthur M. Freedman, MBA, Ph.D. 11/10/09

56. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Taking Action
Action is required after each ALT session & during implementation of strategies
Testing ideas in the real world determines if strategies are effective and practical
Merely recommending solutions diminishes creativity and commitment
Deep and real learning occurs when reflecting on real action
Arthur M. Freedman, MBA, Ph.D. 11/10/09

57. Arthur M. Freedman, MBA, Ph.D. 11/10/09
Teams present their results to executive decision-makers for approval to proceed with IMPLEMENTATION
Arthur M. Freedman, MBA, Ph.D. 11/10/09

58. Benefits derived from Action Learning
Increase executive bench strength
Identify & deal with real, consequential trans-organizational issues
Learn how individuals, teams & total systems can quickly grow & develop
Familiarize high-potential managers with different organizational perspectives
Develop consultative problem-solving and decision-making skills
Learn to build & develop high-performing team
Develop leadership capabilities & practical skills
Gain self-awareness, self-esteem
Influence executive decision-makers
Earn recognition, appreciation, respect
Arthur M. Freedman, MBA, Ph.D. 11/10/09