arthur m. freedman, mba, ph.d. 11/10/09 1 how action learning supports organization development...

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

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How How Action Learning Action Learning Supports Organization Supports Organization Development & ChangeDevelopment & Change

November 10, 2009Center for Organizational Dynamics

University of PennsylvaniaArthur M. Freedman, MBA, Ph.D.World Institute for Action Learning

Carey Business School, Johns Hopkins University

How How Action Learning Action Learning Supports Organization Supports Organization Development & ChangeDevelopment & Change

November 10, 2009Center for Organizational Dynamics

University of PennsylvaniaArthur M. Freedman, MBA, Ph.D.World Institute for Action Learning

Carey Business School, Johns Hopkins University


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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.

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.


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Action Learning: developing executives and organizations while dealing effectively with critical, unprecedented, discontinuous organizational issues


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The first step of any innovative

process is an act of destruction

The first step of any innovative

process is an act of destruction


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Most contemporary organizational transformation

projects are triggered by unprecedented and

discontinuous events that originate in the external

environment


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Organizational Change is StimulatedPrimarily by External Events

Organizational Change is StimulatedPrimarily by External Events

Supra-System,Organization,

Subsystem or Team

Information: surveys, research, theoretical

concepts, “best practices,” and “benchmarking”

Technological innovations

Demographics, migration, and

population growth patterns (customers

& labor pool)* Customers’ preferences or requirements*

Economic conditions*

Climate, meteorological

conditions*

Social values*

Political conditions*

Legislation (e.g., AAP,

EEOC, EPA

TERRORISM

Pandemics*Competition*

* local, national, regional, and/or global


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• 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).


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“Techsperts and OD&C Practitioners Should Be Friends”

(Sung to the tune of “Farmers and Ranchers Should Be Friends” (Oklahoma)


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ExistingOrganizational

System

Supported by “Tradition Bearers”


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Desiredorganizational

system

Supported by “Crusaders for Change”


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ADD ON

PRESERVE

PRESERVE

LET GO(with Respect

& Appreciation)

To function effectively in unprecedented, discontinuous conditions, a transforming

organizational system must determine what to:


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• 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


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• 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”


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Based on Richard Beckhard & Reuben T. Harris (1987)

FUTURESTATE

TRANSITION STATE

PLANS

WHY CHANGE?

CURRENT STATE

ONE VERSION OF THE ORGANIZATION DEVELOPMENT & CHANGE PROCESSONE VERSION OF THE ORGANIZATION DEVELOPMENT & CHANGE PROCESS


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The Basic Change Process is Scalable – from Incremental and Local to Transformational and Systemic

The Basic Change Process is Scalable – from Incremental and Local to Transformational and Systemic

MACROPLANS

FUTURESTATE

WHY CHANGE?

CURRENT STATE

FutureState

CurrentState

Review &Approve

ExecuteImplementation

Plans

TRANSITION STATE

Project Integration or Coordination Team

Create Task Forces or Action Learning Teams

MicroPlans


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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

“The best way to understand an

organization is to try to change it.”

Kurt Lewin


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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

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


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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


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When and Why Action Learning?

OUTCOME (GOAL)Uncertain, Ambiguous Clear, Specific

B.Known, Clear Solution

for a Puzzle (Need: skilled task

facilitator, techspert)

C.Action Learning

D.Action Learning

PA

TH

WA

Y (

SO

LU

TIO

N)

Un

know

nC

o ntr

over

sial

Wel

l-kn

own

Pre

cise

A.Solution in Search of a

Problem – e.g., strategic planning (AL may be

beneficial)

Arthur M. Freedman (1998)


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Action Learning is an approach to leadership, team, and organization

development and change

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)

• 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.


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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)

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)


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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


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Action Learning TeamFor Project Management

Project Director

Stakeholder & Regulator Relations

Finance or Legal

Design Engineering

Action Learning

Team CoachOD&C

Practitioner

Quality Assurance

Cost & Scheduling

MULTI-DISCIPLINARYMANAGEMENT TEAM


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A cadre of Action Learning Team members is created by selecting high-potential managers from different

levels, departments, regions, or product groups


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ALT Members Are Trained in Organizational ChangeALT Members Are Trained in Organizational Change

Pre-EntryEntry

ContactAgreements

Evaluating Progress

and ResultsAction

Planning

DataOrganization

and Preparation

DataFeedback

Implementing the Action Plan

Terminationor Recycle

Feedback Loop: Variance Analysis

Feedback Loop: Variance Analysis

PHASES OF THE CONSULTING PROCESSPHASES OF THE CONSULTING PROCESS

DataCollection

Single-LoopLearning


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ALT Members are Trained in Double-Loop Learning (Action Research)

ALT Members are Trained in Double-Loop Learning (Action Research)

3. TAKE ACTION

1. DIAGNOSE

4. EVALUATEEFFECTS

2. PLANACTION

Content

Premise

Process

“No action without research; no research without action”

Kurt Lewin

“No action without research; no research without action”

Kurt Lewin


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Predictable Surprises

Realis

tic E

xecutio

n

Realis

tic E

xecutio

n

Based on Lewin (1948)

Context &Purpose

Diagnose

ActEvaluate

Plan

PlanEvaluate Evaluate

Act

Evaluate Plan

Evaluate

Diagnose

DiagnoseAct

Act

Diagnose

Plan

Evaluate

Diagnose

PlanAct

CURRENT STATECURRENT STATE(Goals & Plans Complete)(Goals & Plans Complete)

““Reasonable,” Idealized Execution of

Reasonable,” Idealized Execution of

Implementation Plans

Implementation Plans

DESIRED STATE DESIRED STATE (Complete Execution)(Complete Execution)

The Action Research Method asApplied to Implementation PhaseThe Action Research Method as

Applied to Implementation Phase


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“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


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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


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Project Manager

(PM)

AdministrativeAssistant

(AA-Logistics)

ActionLearning

Team

ActionLearning

Team

ActionLearning

Team

ActionLearning

Team

CHAMPION

SPONSOR SPONSOR SPONSOR SPONSOR

AL Project Structure


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• 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

The AL Project Manager may choose to convene a “Special Action Learning Team” (a S.A.L.T.)


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ACTION LEARNING TEAM “A”




SALTAL Team Coach

ALT Members are Deployed to a SALT with an ALT Coach


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The AL cadre is oriented & introduced to AL theory & methods


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“No learning without action;No action without learning”

Reg Revans

“No learning without action;No action without learning”

Reg Revans


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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?”


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• 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

• 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

Examples of Action Learning ProblemsExamples of Action Learning Problems


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• 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

• 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


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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


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Two Ground Rules/Guidelines in ALTwo Ground Rules/Guidelines in AL

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


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Questioning and Reflective ProcessQuestioning 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


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Questions are Essential to Understanding and Framing Problems

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


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Questions and the Problem Solving

Process Questions and the Problem Solving

Process

IDEATE

IDEATE EVALUATE

EVALUATE

NO JUDGMENT

NO JUDGMENT YES JUDGMENT

YES JUDGMENT

DIVERGEDIVERGE CONVERGECONVERGEStep 1 Step 2

QuantityImaginative

FreeGut

QualityAnalyticalRestrictedIntellect

Problems Solutions

CR

ITE

RIA

Focus of questionsRatio of questions to assertionsOpen vs. closed-ended questions


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Questions Establish High Level Goals and Create Optimal Strategies

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)


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• 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

• 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


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Typically, ALT Coaches meet with the ALT when they convene for face-to-face meetings (every 2 or 3 weeks) :

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?)


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Commitment to LearningCommitment 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


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ALT Coaches enable ALT members to empower

themselves by learning to ASK GREAT QUESTIONS

ALT Coaches enable ALT members to empower

themselves by learning to ASK GREAT QUESTIONS


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The Enablement-Empowerment Matrix

ENABLEMENT:

Level of technical competence, skill in managing power, and effectiveness when working autonomously & teams

EMPOWERMENT:

Level of personal and organizational authority (discretion to act)


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ENABLEMENT

LOOSE CANNONS

ENTRENCHED IN BUNKERS

CAGEDEAGLES

FULLYEMPOWERED

EM

PO

WE

RM

EN

T

HIGH

LOW

HIGHLOW


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Action Learning Team CoachAction 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


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Mental models and evidence-based principles serve the purpose of INFORMING the ALT Coach re:

• What questions to ask

• How to ask questions

Mental models and evidence-based principles serve the purpose of INFORMING the ALT Coach re:

• What questions to ask

• How to ask questions


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Action Learning Enables ALTs to become High

Performance Teams (HPT)


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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.

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.


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A high performing

team

A collection of individuals

Boundary management (lateral interface transactions with significant stakeholders

& constituents)

Developing an HPTDeveloping an HPT

Task accomplishment & goal achievement (participatory

problem-solving and decision-making methods & skills)

Group dynamics

Personal & interpersonal

dynamics

Team D

evelo

pment: P

hases &

Stages


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Taking ActionTaking 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


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Teams present their results to executive decision-makers for

approval to proceed with IMPLEMENTATION


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Benefits derived from Action LearningBenefits 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

• 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 1 how action learning supports organization development...

Documents

change slide

external environment

kurt lewin slide

friends oklahoma slide

basic change process

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act of destruction slide

organization effectiveness