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Action learning for adlt 636 overview for class 1 jan 2011

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Action learning for adlt 636 overview for class 1 jan 2011

  1. 1. Welcome to ADLT 636 the M.Ed. Capstone Course Class 1 January 18, 2011 Dr. Terry Carter [email_address]
  2. 2. Agenda <ul><li>Introductions / Expectations </li></ul><ul><ul><li>Small Group Exercise in Hopes and Fears </li></ul></ul><ul><li>Why “capstone” ? </li></ul><ul><li>An overview of the course </li></ul><ul><li>Introduction to Action Learning </li></ul><ul><ul><li>Action Learning Fundamentals </li></ul></ul><ul><ul><li>Overview of the Semester </li></ul></ul><ul><ul><li>Action Learning Sets as Consulting Teams </li></ul></ul><ul><li>Preparing for next week </li></ul>
  3. 3. Hopes and Fears <ul><li>What are your greatest hopes for this class? </li></ul><ul><li>What are your greatest fears about it? </li></ul><ul><li>On a scale of 1-10, how well do you think you will perform as an individual in a set? </li></ul><ul><li>On a scale of 1-10, how much do you think you will learn? </li></ul><ul><li>What barriers do you think you will need to overcome to be successful in this course, and how do you intend to approach them? </li></ul>
  4. 4. What is Action Learning? <ul><li>Action Learning is learning without teaching </li></ul><ul><li>Action Learning is a collaborative experience in group dynamics </li></ul><ul><li>Action Learning is a problem-solving process that involves asking questions of yourselves, as well as your client organization </li></ul>
  5. 5. In an Action Learning Program … <ul><li>The set works on an organizational problem that the organization has been unable to solve </li></ul><ul><li>The group (an action learning “set”) learns to work together in a constructive and effective way </li></ul><ul><li>The emphasis is as much on learning as it is on achieving visible results / recommendations for the organization </li></ul><ul><li>The organization commits to take action on your recommendations </li></ul>
  6. 6. Five Elements of an Action Learning Program: <ul><li>The Set: A small group between 4 and 8 who meet regularly in and outside of class </li></ul><ul><li>The Project: The organizational problem that is worked on during set meetings </li></ul><ul><li>The Process: The way the group works that differs from most task forces or groups work. In Action Learning, the focus is on asking questions , rather than problem solving </li></ul>
  7. 7. Five Elements, continued <ul><li>The Set Coach: A person who initially helps the group as it works and learn, intervening only when necessary </li></ul><ul><li>The Duration: Normally 2-3 months, depending on frequency of meetings </li></ul>
  8. 8. Organizing Framework The Problem/Task as the Vehicle for Learning Action Learning Set Individual / Group Responsibility for Action Anticipated Learning Unanticipated Learning Set Coach
  9. 9. Alternative Ways of Working in Action Learning Sets <ul><li>Each person brings his or her own organizational issue to the group </li></ul><ul><li>The work of the set focuses on one person at a time. When a set is working, what takes place is a dialogue with one person. </li></ul><ul><li>Between set meetings, the problem owner takes action and reports back on results at the next set meeting </li></ul><ul><li>Work of the set becomes an iterative process of questioning and action for each member </li></ul>The Marquardt Approach:
  10. 10. Alternative Ways of Working in Action Learning Sets <ul><li>The set as a whole works with an organizational sponsor on a difficult, intractable problem </li></ul><ul><li>The work of the set focuses on the problem. When a set is working, what takes place is a dialogue among group members. </li></ul><ul><li>Between set meetings, members take action that is reported on and discussed at the next set meeting </li></ul><ul><li>Work of the set becomes an iterative process of questioning and action for the group as a whole </li></ul>The Dilworth & Willis Approach:
  11. 11. What Do the Two Methods Have in Common? <ul><li>Each person takes turn talking and bringing up concerns to the group </li></ul><ul><li>Other set members ask questions: NO ADVICE-GIVING or solution offering </li></ul><ul><li>Set members commit to take action on their task issue in-between set meetings </li></ul><ul><li>Follow-up set meetings focus on actions taken and more questions </li></ul><ul><li>The set takes time to evaluate its learning after each meeting!! </li></ul>
  12. 12. What You Get From Being in an Action Learning Set <ul><li>Time and space for your own reflections </li></ul><ul><li>Insights from / with others </li></ul><ul><li>Exchange of ideas with others </li></ul><ul><li>Being questioned by others </li></ul><ul><li>An opportunity to “hear” yourself think </li></ul><ul><li>Sharing confusions, as well as successes with others </li></ul><ul><li>Hearing yourself be helpful to others, and gaining confidence in your ability to tackle “unsolvable” problems </li></ul>
  13. 13. Inner Experiential Cycle in Action Learning Unease / Uncertainty about the problem Awareness of / Desire to Change Risk-taking - i.e. Courage and Responsibility Understanding and Insight Transformation – both personal and organizational- To next spiral of learning
  14. 14. Ground Rules for the Set <ul><li>Be honest and open-- say what you mean, mean what you say </li></ul><ul><ul><li>Honor the rule, “Questions before statements” </li></ul></ul><ul><ul><li>Give and receive feedback constructively </li></ul></ul><ul><ul><li>Listen carefully to what is said (and not said) </li></ul></ul><ul><li>Stick to agreed meeting schedule </li></ul><ul><ul><li>Come fully prepared and on time </li></ul></ul><ul><ul><li>No set meetings without ALL members </li></ul></ul><ul><ul><li>Follow-up action items </li></ul></ul><ul><li>Respect client and set member confidentiality </li></ul>
  15. 15. Reg Revan’s Action Learning Formula L = P + Q Learning = Programmed Knowledge + Questions
  16. 16. Programmed Knowledge <ul><li>Facts, figures, dates, book knowledge or expert knowledge </li></ul><ul><li>Caution! Often based on what is known in the past </li></ul>
  17. 17. Questions <ul><li>The ability to pose insightful questions </li></ul><ul><li>The heart of action learning </li></ul><ul><li>In set meetings, questions always come before statements </li></ul>
  18. 18. Who knows about what we are trying to do? Who cares about getting it implemented? Who has the power to get it implemented (who controls the resources that can make change happen?) Follow-up Questions Focus Upon the Reality of a Situation
  19. 19. Stages in Action Learning Problem Solving <ul><li>Stage 1. Understanding and Reframing the Problem </li></ul><ul><li>Stage 2. Framing and Formulating the Goal of the Project. </li></ul><ul><li>Stage 3. Developing and Testing Your Ideas. </li></ul><ul><li>Stage 4. Taking action and Reflecting on Action. </li></ul>
  20. 20. Checklist for Problem Reframing <ul><li>What is the nature of the problem on which your set is working? </li></ul><ul><li>What is the organization’s level of commitment to the solving the problem? </li></ul><ul><li>Is the presenting problem the real problem or only a symptom of the problem? </li></ul><ul><li>In clarifying the nature of the problem, did we ask “fresh” questions? </li></ul>
  21. 21. Checklist for Strategy Development <ul><li>Have the obstacles surrounding the problem been identified? </li></ul><ul><li>Are we, as a set, committed to innovative, high-quality solutions and strategies? </li></ul><ul><li>Have we tapped the sources of power, passion, and knowledge in the organization? </li></ul><ul><li>Have the impact and consequences of the strategies we are considering been considered? (i.e., are we thinking systemically?) </li></ul>
  22. 22. Checklist for Action Taking During our Set Meetings <ul><li>Are actions to be taken part of each meeting? </li></ul><ul><li>Are the actions clear as to who, what, and when? </li></ul><ul><li>Are they recorded and reviewed at the next meeting? </li></ul><ul><li>What have we learned from the actions we have taken? </li></ul><ul><li>Are we devoting sufficient time to reflecting on our own processes, as well as learning? </li></ul>
  23. 23. Good Questions <ul><li>Cause us to focus and to stretch </li></ul><ul><li>Create deep reflection </li></ul><ul><li>Challenge taken-for-granted assumptions </li></ul><ul><li>Lead to breakthrough thinking </li></ul><ul><li>Are questions raised in ignorance, risk, confusion, or when nobody knows what to do </li></ul><ul><li>Are supportive, insightful, and challenging </li></ul><ul><li>Are offered in a sharing spirit </li></ul><ul><li>Are selfless, not designed to illustrate the cleverness of the questioner </li></ul><ul><li>Open doors in the mind </li></ul><ul><li>Generate action </li></ul>

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