Action Learning for Problem Solving*
Action Learning is used increasingly in the workplace to
solve problems, to develop teams, and leaders, and to enhance organizational
learning. Its unique approach borrows
insights from many fields, including: group dynamics, adult learning theory,
sociology, psychology, management science, open systems and engineering (chaos
theory), political science, appreciative inquiry, ethics, biology and life
science and anthropology.
One
of the remarkable features of Action Learning is that it models the view of the
world represented by quantum physics, in contrast to the majority of approaches
to problem solving, which model a view of the world represented by Newtonian
Physics.
Logical, linear thinking is associated with and perhaps
works best in a world described by Newtonian physics. For nearly three centuries the world and the
workplace have been modeled on Newtonian physics – the physics of cause and
effect, of predictability and certainty, of distinct wholes and parts, of reality
being what is seen. Newtonian physics is
a science of quantifiable determinism, of linear thinking and a controllable
future – in sum, a world that does not change too fast or in unexpected ways.
In
the Newtonian mind-set, people engage in complex planning for a world that they
believe is predictable. They
continually search for better methods of objectively perceiving the world. Thus, many problem solving approaches use
techniques that are based in linear thinking.
That is to say, the path along which people travel is a logical
progression, from one idea to another, from cause to effect, from effect to
cause.
Quantum physics, on the other hand, deals with the world at
the subatomic level. The quantum
universe is an environment rich in relationships; it is a world of chaos, or
process, and not just of objects and things.
With an understanding of quantum physics, organizations and teams
realize that they cannot predict with certainty, that chaos is part and parcel
or reality.
Quantum Physicist, Dr David Bohm in his
book 'The Implicate Order,' states that “primary physical laws cannot be
discovered by a science that attempts to break the world into its parts.”
Yet this is the exact methodology of
contemporary Western science which still taught in most of our educational
institutions today.
A perception of reality modeled on quantum physics requires
us to change the way we think and the way we attempt to solve problems as well
as the way we deal with order versus change, autonomy versus control, structure
versus flexibility, planning versus flowing.
The Components and
Rules of Action Learning
Action Learning is a powerful problem solving tool that has
the amazing capacity to simultaneously build successful leaders, teams and
organizations. It involves a small group
working on real problems, taking action, and learning both as individuals and
as teams.
Action has six components.
- A Problem (project, challenge,
opportunity, issue or task). The
problem should be urgent and significant and should be the responsibility
of the team to resolve.
- An Action Learning group or team. Ideally composed of 4-8 people who
examine an organizational problem that has no easily identifiable
solution. The group should be diverse in background and experience
- A process of insightful questioning
and reflective listening.
Action Learning tackles problems through a process of first asking
questions to clarify the exact nature of the problem, reflecting and
identifying possible solutions, and only then taking action. Questions build group dialogue and
cohesiveness, generate innovative and systems thinking, and enhance
learning results.
- An action taken on the problem. There is no real meaningful or practical
learning until action is taken and reflected on. Action Learning requires that the group
be able to take action on the problem it is addressing. If the group makes recommendations only,
it loses its energy, creativity and commitment.
- A commitment to learning. Solving an organizational problem
provides immediate, short-term benefits to the company. The greater, longer-term multiplier
benefits, however, are the learnings gained by each group member and the
group as a whole, as well as how those learnings are applied on a
systems-wide basis throughout the organization.
- An Action Learning Coach. The Action Learning coach helps the team
members reflect on both what they are learning and how they are solving
problems. The coach enables group
members to reflect on how they listen, how they may have reframed the
problem, how they give each other feedback, how they are planning and
working, and what assumptions may be shaping their beliefs and actions. The Action Leaning coach also helps the
team focus on what they are achieving, what they are finding difficult,
what processes they are employing, and the implications of these
processes.
Action Learning is most effective when all six of these components are
in operation.
The Two Ground Rules of Action
- Statements may be made only in
response to questions. This
rule helps group members make the transition from advocacy to
inquiry. Putting questions before
statements opens the way to listening and reflecting and transforms the
dynamics of the group. It sets
personal agenda aside and promotes dialogue, shortening the time required
for problem solving and deepening the learning of the team members.
- The Action Learning coach has the
power to intervene. The Action
Learning coach focuses her attention on helping the group learn; she in
not involved in problem solving.
When the action learning coach intervenes, the group stops to focus
on how they are doing as a group, how well they are framing the problem,
the quality of their questions, and the extent to which they are listening
and reflecting. The Action Learning
coach also controls the ending of a session and provides time to help the
group reflect on what it has learned and how it can apply its learning.
