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It’s about shifting or changing the basic underlying assumptions. I recently reread Edgar Schein’s seminal book “Organizational Culture and Leadership”1. Schein identifies culture as “a pattern of shared basic assumptions learned by a group as it solved its problems of external adaptation and internal integration, which has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think and feel in relation to those problems”. Read More
It’s about shifting or changing the basic underlying assumptions  

What is culture?

I recently reread Edgar Schein’s seminal book “Organizational Culture and Leadership”1. Schein identifies culture as “a pattern of shared basic assumptions learned by a group as it solved its problems of external adaptation and internal integration, which has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think and feel in relation to those problems”.

Levels of culture

Schein (and other authors) distinguish three different levels through which culture can be looked at. The first level is the artefacts, all the easily observable elements of what goes on in the organization (office layout, meeting rituals, jargon used …). The second is the espoused beliefs and values, and encompasses how the organization wants to show itself and be seen both internally and externally. The basic underlying assumptions are the third level and according to Schein the essence of organizational culture. These assumptions are often unspoken and even unconscious. They have evolved from how the organization in the past dealt with challenges, and have stood the test of time. The basic underlying assumptions are “what works” and “the way things are around here”. They are – often unconsciously – accepted by all through the shared experiences and learning from the past. They are “the implicit assumptions that actually guide behavior, that tell group members how to perceive, think about and feel about things”.

What when we get stuck?

Culture is how an organization has solved its problems of external adaptation and internal integration over time. But what if the environment has changed and new ways to adapt to the external world are needed? What if there are new competitors, new business models, new customer needs, or needs that disappear? And what if the organization has grown from a single product or country to multiple products with business units around the world, requiring new ways of communicating, making decisions or building strategy? The culture for sure worked well in the past, but if the needs for external adaptation and internal integration change drastically, the ways in which the organization used to deal with these may no longer work. In other words, the organization’s culture no longer allows to deal with these external and internal challenges and even becomes an obstacle to change.

Let’s change the culture!

When leadership becomes aware that the existing culture is becoming a constraint for continued growth and success, a culture change initiative is often launched. With the help of external experts, the organization will come up with new artefacts (open space to improve communication and collaboration!) and new espoused beliefs and values (a new list of values or a new tagline). Rarely though will the underlying basic assumptions be addressed, because these are lived and felt, more than expressed and managed. And although the culture change initiative gets all the fanfare and visibility that is needed, very often the old assumptions – the essence of culture according to Schein – remain the same.

Action Learning to the rescue!

You cannot instruct your organization to “lay bare” its basic assumptions (they are often subconscious!) and change them where needed. That just doesn’t work. And that is why change programs often scratch the surface (artefacts and espoused values) but do not fundamentally shift the basic assumptions. “Basic assumptions tend to be non-confrontable and non-debatable, and therefore extremely difficult to change. To learn something new in this realm requires us to resurrect, reexamine and possibly change some of the more stable portions of our cognitive structure, what Argyris calls double-loop learning.” Action Learning is a great support to organizational change initiatives! First of all, Action Learning always deals with a real, complex, urgent and important problem. These problems are typically about external adaptation (competition, growth, market issues) or internal integration (communication, decision-making, collaboration, improving processes …). Very often when team members dive into what the “real” problem is, they will unearth (with double and triple-loop interventions) what really underlies the symptoms that is holding back the organization. Complex and important problems are often those that exist because of the underlying culture assumptions: if the existing culture would be able to deal with them, they would not be problems! Embed Action Learning in your change program to ensure that those underlying assumptions that need to change are identified and addressed! Peter Cauwelier Master Action Learning Coach, Thailand / September 2022
During an Action Learning Session, the team can get to a point that one or more persons discover how he/ she or they are part of the problem. In a fast changing environment around the organization and around the problem of the team, solutions are sometimes found in changing the perspective about the problem, instead of changing some parts of the chain of cause and effect in the environment of the organization. First,it is good to know that if a team can go this far and deep into the process of Action Learning. Two conditions then are fulfilled:
  • the members in the team feel emotionally and psychologically safe;
  • the members in the team can personally reflect about their behavior.
This is most likely due to openness by all persons present and to good Action Learning coaching. Second, it is good to acknowledge that through Action Learning, team members can develop their personal leadership skills. Asking open questions is not limited to Action Learning sessions. The course Leading With Questions from WIAL shows how personal leadership can be developed only by learning how to ask open questions. According to WIAL experience worldwide, there are four main reasons that make it difficult for you in general to ask questions: According to WIAL experience worldwide, there are f our main reasons that make it difficult for you in general to ask questions:
  1. You avoid questions out of a natural desire to protect yourself. How does that feel to you?
  2. You are too often and too much rushed and stressed. How is that right for you?
  3. You are not trained to ask and answer questions due to lack of examples, training, opportunities and experience. How does this fit for you?
  4. Your work environment discourages asking questions due to a corporate culture mainly due to adherence to existing assumptions and policies. How is or was this true for you?
The first one is the main reason for members in a team, not to open up for emotion and feeling in the team. And that should be possible, since opening up is t he main success factor for teams to become high performing. So, an Action Learning coach can enable performing teams by guiding the members in a team in their personal development and leadership. The basic conditions is the emotional and psychological safety in the team, during the sessions and outside the sessions. It is up to the Action Learning coach to personally intervene in the sessions whenever the team can learn how to secure safety only by asking open questions. So, any team, guided and coached to discover the benefits of asking questions the Action Learning way, will sooner or later be able to feel safe and to perform higher. Higher performance give access to coping with fast changing environments and highly complex problems. What personal development do you as a leader prefer to coach teams safely?   Prof.dr. Christoph Maria Ravesloot Professional Action Learning Coach (PALC) Director Action Research WIAL Netherlands CEO Action Learning WIAL Germany September 2022
This is the first time Action Learning was used as a tool for a succession planning project in an organization. One’s experience as a senior executive coach with more than 1,000 coaching hours is a good basis for becoming an Action Learning Coach. In addition, having worked in the Human Resource Development Department and Organization Development in a large organization for 20 years, and combining both one-on-one and team coaching with Action Learning in the whole development process are very beneficial for this successor development program. Read More
Leaders and managers are faced with competing objectives trying to satisfy all stakeholders. They need to innovate and prepare for the future and at the same time ensure this week’s performance is better than last week’s. They need to recruit talent and make sure it grows and thrives, but also retain existing talent and motivate teams. They need to handle unprecedented crises effectively and at the same time deliver on the top and bottom line, and pretty much everything in between. Read More
An organization is only as effective as its leaders. The Washington Post reported that 4.3 million people left their jobs in January of 2022. At the same time, hiring the right talent is competitive, so it’s important to create a sense of attraction that brings people to you and helps them want to stay in the organization. A 2022 LinkedIn Global Talents report found that professional development is a key driver in retention, and a December 2021 Gallup article opined leadership development as a critical part of helping organizations thrive. Read More
During an Action Learning Session, the team can get to a point that one or more persons discover how he/ she or they are part of the problem. In a fast changing environment around the organization and around the problem of the team, solutions are sometimes found in changing the perspective about the problem, instead of changing some parts of the chain of cause and effect in the environment of the organization. Read More

Ground Rule #1

If there’s anything a WIAL Action Learning coach remembers from their certification program, it is the power of WIAL’s Ground Rule #1: Statements can only be made in response to questions (and anyone can ask a question to anyone else). This ground rule is what makes WIAL Action Learning so powerful, and so different from other forms of Action Learning. A coach starts each session with a reminder of both ground rules, to ensure the team members are aligned with the rules necessary for a successful Action Learning session. And then, off we go !

Who has the next question ?

For sure the session starts off with a few questions (and sometimes a bit of hesitation) followed by some answers. All is good: Ground Rule #1 in full swing! Yet very often, and very quickly, questions tend to get longer. Some questions are preceded by an “introduction” or explanation about the question that is about to follow. “John, it seems that there is a bit of something going on and also maybe something else, so my question is, how do you feel about this ?” Or a question is followed by some sort of elaboration, as if the question needs to be put in perspective, clarified or expanded upon. When “because” slips into a question, the person asking is in fact about to answer their own question. “So Susan, how do you feel about this situation, because it seems from what you said earlier that something but maybe it could also be that there is something else ?”. At some point, I used to intervene about “long questions”. “Team, are we asking more short questions or more long questions ? What is the impact if we ask this or that kind of question …?”. It took me a while to realize that there are no long questions.

There are no long questions

There is no such thing as a long question. When a question gets long, it stops being a question. It may start off with a question word, but then the question gets killed off in a series of twists and turns and additions and explanations. By the time the long-winded so-called question comes to an end, the team member to whom it is addressed will likely ask “Euh … what was the question again ?”. Unfortunately, many coaches – I have been guilty, but getting better – are way too flexible with Ground Rule #1. The ground rule states that statements can only be made in response to questions. It does not state that one can elaborate, add, explain, clarify, expand without end, as long as there is a question somewhere in there, either at the start or at the end of the rambling. Quite often the coach will be listening closely and as long as a question word (who, what, how …) is uttered, will consider that there was a question there. There are many advantages of asking questions in Action Learning. One of the main reasons we ask questions is to develop genuine curiosity: putting oneself in others’ shoes, and exploring their problem and its context without judgment. Questions that are followed by long elaborations, explanations and clarifications are not genuine or curious questions. Same for questions that come at the end of a long- winded description. They may grammatically start off or get wrapped up as a question, but they are not questions in the spirit of WIAL Action Learning, and a WIAL coach should not allow them.

Intervene (aka interrupt)!

As a coach, you know after 15 seconds if someone is asking a question or not. Yes, you read that well: 15 seconds. In spoken language, 15 seconds corresponds to around 30 words. Try and ask a genuine question that is 30 words long: you will not succeed. There is no such thing as a long question. If you count the questions in Choon Seng Ng’s “What’s Your Question” book and add them to the number of questions in “Power Questions” by Andrew Sobel and Jerold Panas, you come to a total of 967 questions. I could not find any question amongst the 967 that has more than 20 words. As a coach, if a “question” goes on beyond 15 seconds or 30 words, you can be pretty certain that Ground Rule #1 is being broken. So intervene ! Yes, after 15 seconds … A coach should not be aggressive, but at the same time, why wait for the so-called “question” to end (after 30 ? 45 ? 60 seconds or more … ?) if you know after 15 seconds that Ground Rule #1 is being broken. If you do not intervene, the team members get into the habit of explaining, talking, clarifying or elaborating with a question somewhere thrown in at the end. They think they are asking questions. So after 15 seconds, and with the “question” still going on, I lean in, smile and ask “And so your question is … ?”. Sometimes I get a reaction like “Yes, but I am explaining why I am asking my question !” to which I answer – with a smile – “That’s OK, just ask your question !”. After a few times, team members learn (!) and see the power of asking real, curious questions, without explanations before or after. And then we can have a real Action Learning session !

Honor Ground Rule #1

Ground Rule #1 is what makes WIAL Action Learning powerful. As a coach, we need to ensure that the ground rule is really followed, not just “mechanically” or grammatically, but also in the spirit of asking curious questions. Interrupt so-called long questions after 15 seconds: the team will gain tremendously from it ! Peter Cauwelier, MALC / June 2022
If there’s anything a WIAL Action Learning coach remembers from their certification program, it is the power of WIAL’s Ground Rule #1: Statements can only be made in response to questions (and anyone can ask a question to anyone else). This ground rule is what makes WIAL Action Learning so powerful, and so different from other forms of Action Learning. Read More
“The first time I witnessed someone facilitating an action learning session, I felt this is what I really want to do. What I saw was everything that I believe in—people talking about different difficult things, people asking questions, people seeing each other as equal,” she said. And so, from a human resources consultant, traveling around the world and helping companies and their people, she has set into a new career path—one that has re-ignited her passion for people development and led her to a fulfilling venture more than anything else. Read More
For the last 2 years I’ve been studying for my Masters in Coaching and Mentoring with Oxford Brookes, which I completed and successful passed in September 2021. My research looked at the use of Action Learning within Team Coaching. I wanted to share with you some of the findings from my research. In this article I share with you what a team coaching model using action learning could look like. Read More
I see opportunity to implement Action Learning in K-12 education at the student level,teacher level, and administrative level. This brief article will cite recent researchWith a history in education since 2000, I see an enormous opportunity to implement Action Learning (AL) within K-12 education and Higher Education. In fact, my doctoral dissertation focused on educational leadership through the lens of AL. The guiding research question asked, What, if any, impact on a building level administrator’s leadership practices result after their participation in an Action Learning program? Read More