As an action learning coach, how would you handle the following situation:
You are doing a leadership development program with 8 peers in a consulting firm. One of the participants reports that her boss brought an issue to her yesterday that she had discussed in the action learning group a week ago. She is very upset. (The problem centered around not being given the responsibility that her boss had promised her when she was hired a year ago.) As it turns out one of the other team members decided she could help by going to talk to the boss. The team had agreed to keep what was said during the Action Learning confidential. Consequently, the trust has been shattered for this team member.
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As an Action Learning Coach, encountering a situation of “broken trust” is challenging but also an opportunity to reinforce the principles of Action Learning and help the group rebuild trust. What the coach can do may include:
1. Acknowledge the situation and create a safe space by facilitating a group discussion and validate emotions.
2. Reinforce confidentiality and regain commitments.
3. Address the team member who breached trust through private conversation.
4. Provide support to the affected member. Discuss her she would like to move forward and what support she needs from the group.
5. Use the situation as a learning opportunity by asking reflective questions like:
“What have we learned about trust and confidentiality from this situation?”
“How can we ensure that our actions align with our commitments as a group?”
In a situation like this, I would first acknowledge the emotional weight of what happened. If a participant feels betrayed, especially after trusting the group with something personal and vulnerable, that’s not something to brush past. I would pause the session and bring the group together to address what happened, not to place blame, but to reflect on the breach of the confidentiality agreement we committed to.
I would ask a question that helps the group reflect on both the impact and the values at stake. Something like, “What does confidentiality mean in this space, and what happens when it’s broken?” or “How do we rebuild trust when it’s been compromised?”
My goal wouldn’t be to fix the relationship in the moment, but to help the group take responsibility for the dynamic and think about how they want to move forward. I would also make sure the participant who was affected has the chance to speak, if and when she’s ready, without being pressured. I would check in with both parties afterward to support their individual processing.
For me, trust is foundational. Without it, real learning and growth doesn’t happen. How the group navigates this could actually be an important learning opportunity.
As the Action Learning coach, since this happened outside of the session, I would raise the concern at the beginning of the next session and gently invite the group to reflect. I might say, “Let’s take a moment to check in—what’s happening in the group right now?” This opens space for awareness without assigning blame. I would then guide the team to revisit their initial agreements, especially the commitment to confidentiality, and ask, “Why is that important in Action Learning?” This reminds them that trust is foundational not only for psychological safety, but also for meaningful learning.
Without focusing on the individuals involved, I would facilitate a reflective dialogue around leadership—exploring how good intentions, like wanting to help, must still be exercised within agreed boundaries. Questions like, “How do leaders handle information that is sensitive or not theirs to act on?” and “What does accountability look like in this team?” help the group process the situation as a learning moment.
In the session as well, I would ensure that the team member who felt betrayed is supported, and if appropriate, offer her space to share what she needs to feel safe again. I would also encourage the group to co-create next steps—perhaps revisiting group norms, reaffirming trust, or acknowledging the impact of the breach. The goal is not to punish, but to enable the team to reflect, recalibrate, and grow as leaders—grounded in WIAL’s principles of learning through questioning, shared responsibility, and real-time leadership development.
That’s a very sensitive situation, and I would start by acknowledging the participant’s feelings and the importance of what was shared:
“Thank you for bringing this forward. I can see this has had a deep impact, and it’s important that we address it as a team.”
Before moving further, I would aim to verify the observation with the group in a neutral, non-judgmental way:
“One of the agreements we made as a team was to keep what’s shared in our Action Learning sessions confidential. It’s been raised that something discussed here may have been shared outside the group. Before we continue, can we take a moment to check in—have others noticed or experienced anything that might be related to this?”
This gives space for others to share their awareness and opens the door for honest dialogue. Once the team confirms the situation or adds more context, I’d gently move the discussion toward reflection and learning by asking:
“What is the impact of this situation on our group’s trust and learning environment?”
“What does this say about how we hold ourselves accountable to the agreements we make?”
“How might we move forward as a team from here?”
“What do we need to re-establish or change in our team norms to rebuild trust?”
The goal is not to call anyone out, but to encourage shared responsibility and learning from the breach.
As an Action Learning Coach, navigating a breach of trust among participants is one of the most challenging situations to manage. Trust is foundational to the success of any Action Learning session, and without it, the integrity of the process is significantly compromised.
In a scenario like this, my first step would be to remind the group of the confidentiality agreement that was established at the beginning of the engagement. I would also highlight the importance of maintaining a safe and respectful space for open dialogue and learning, and the potential impact that broken trust can have on the effectiveness of the team and the learning process.
In addition to addressing the group, I would meet privately with the individuals involved. With the participant whose trust was compromised, I would acknowledge their experience and express empathy for how the situation has affected them. I would assure them that I take the matter seriously and that, as a coach, I am committed to creating an environment where this kind of situation does not recur.
With the individual who broke the trust, I would seek first to understand their perspective, allowing them to share their intentions and context. Once I’ve heard them out, I would clearly explain how their actions—intentional or not—have impacted the group, undermined psychological safety, and potentially diminished the willingness of others to engage fully moving forward.
Ultimately, my goal in this situation would be to restore trust, reinforce the values and structure of Action Learning, and guide the group back to a place where effective learning and collaboration can occur.
This actually is a suitable situation for an Action Learning session; the problem of broken trust is important, it is urgent, the goal is clear (trust needs to be regained), but eventhough some elements on the path are clear (acknowledgement by the one who broke trust, for instance) the precise steps that are needed depend on factors within and outside the team and therefeore the problem is complex.
I would ask the participant whose trust was broken to be problem presenter. As coach it would be important to ensure that the one who broke the agreed confidentiality gets space to share how she came to the decision to take that step. By using an Action Learning session with the complete team, the team cohesion and development is strengthened.
As an Action Learning Coach, I would approach this breach of confidentiality as both a crisis and a critical learning opportunity for leadership development. I would:
1.Private Check-in: First, meet individually with the participant: “I hear how betrayed you feel. How would you like the team to address this?”
2. Separate Conversation with the Member: “Help me understand what motivated you to share this with her boss. What outcome were you hoping for?”
3. Team-Level Restoration
• Reaffirm Confidentiality Non-Negotiables: “Our agreement to keep discussions confidential wasn’t just a rule—it was the foundation of our trust. How does this incident impact on our ability to work together now?”
• Guided Reflection: Use questions to transform the breach into insight:
o “What assumptions might a member have made about ‘helping’ in this way?”
o “How could we intervene differently if we see a teammate struggling?”
3. Re-contracting with Accountability
• Revise the Team Contract Collaboratively:
o Have the team proposed amendments (e.g., “What explicit ‘helping’ protocols should we add?”).
o Include a “Trust Repair” clause (e.g., “If confidentiality is broken, we commit to certain steps to rebuild trust”).
4. Systemic & Leadership Lens
• Explore Power Dynamics:
“How might reporting structures in our firms influence how we handle sensitive topics here?” (Surfaces unspoken hierarchies affecting psychological safety.)
This situation is quite sensitive as it involves a violation of the confidentiality principle in Action Learning — a core element in building trust within the team.
As an Action Learning Coach, I would:
1. Help the team see the consequences of breaking trust without directly blaming any individual by asking questions:
– What impact might breaking confidentiality have on the team?
– How does this situation affect our ability to work and learn together?
2. Encourage the person who broke the rule to share their perspective and the affected person to express their feelings in a safe, non-confrontational way by asking questions:
– What was your intention when you decided to speak to the boss?
– What would help you feel more comfortable and supported moving forward?
– What could we do as a team to rebuild trust?
– How can we ensure confidentiality is maintained moving forward?
3. Reinforce the confidentiality principle and commitment by members:
– What agreements did we make as a team regarding confidentiality?
– Why is confidentiality important in Action Learning?
– As a team, how can we ensure confidentiality is maintained from now on?
First, I would immediately pause all activity and honestly acknowledge the gravity of the issue. I would directly address the person who was hurt, expressing my sincere concern: “This has caused you a lot of pain. How are you feeling right now?”
Next, I would gently but firmly guide the team to explore the situation. I would invite the person who broke confidentiality to speak, exploring their “helpful” motivation, and prompt the team to reflect: “When a promise of trust is broken, how does that impact our sense of trust?” I would be transparent that this is a challenge for me as a new coach and ask for their help in repairing it.
Finally, I would work with the team to establish a new set of commitments. My goal is to transform this crisis into a pivotal lesson in building genuine trust and leadership responsibility.
As an Action Learning coach, I would first acknowledge the feeling of this participant with an intervention like “I notice how this has upset you – Is there anything we can do right now?”
My next step would be to assess the state in the group. “How psychologically safe are each of you feeling right now?” If psychological safety is low (which would not surprise me) I would pause the original work and call out: “We had an agreement and it was breached – no matter how good intentions were. Are we as a team in the position to do any team work?”
If everyone says “Yes”, then I would explore “How can we start rebuilding psychological safety in this group?”. This is important because the depth of any discussion will be impaired if psychological safety is absent. Rebuilding safety becomes the most urgent problem to solve.
If the answer is “No”, there is a need for a more private conversation. This might be only with the person who breached the agreement or with both of them together – that is something I would consult with the person affected.
Lastly, new group agreements must be formulated, including “What should happen when someone breaks one of these agreement?”. And to stress their importance, I could ask: “What are the consequences when such a breach in psychological safety happens in your teams?”
First, I would pause the action learning process and acknowledge the emotional impact: “I hear how upsetting this feels, and I want to recognize that something important has been broken here.” This validates the participant’s experience and signals that trust and psychological safety matter.
Second, I would restate and reaffirm the core principle of confidentiality in action learning. I would clarify that action learning is not advisory or problem-solving on behalf of others, and that going outside the group—especially to a participant’s boss—without explicit permission violates both confidentiality and role boundaries.
Third, I would address the breach directly but constructively. I would invite the team member who spoke to the boss to reflect, not defend, by asking questions such as:
“What assumption led you to believe intervening was helpful?”
“What impact did your action have on trust and learning in this group?”
This keeps the focus on learning and accountability rather than blame.
Fourth, I would give space to the affected participant to express what she needs in order to feel safe continuing in the group. This may include an apology, clarification to the boss, or agreed-upon safeguards going forward. Her needs take priority in restoring psychological safety.
Fifth, I would guide the entire group to revisit and explicitly recommit to their working agreements—especially confidentiality, role clarity, and the discipline of questioning rather than rescuing. If necessary, I would have the group redefine consequences for future breaches.
Finally, after the session, I would follow up individually with both participants. With the person whose trust was broken, I would assess whether she feels able to continue. With the person who broke confidentiality, I would coach on boundaries, ethical leadership, and the difference between intent and impact.
I would treat this incident as a “real-time problem” for the Action Learning group itself. Rather than acting as a judge, I would use the AL process to help the group confront this fracture directly, understand the impact of the breach of commitment, and collectively find a way to restore psychological safety.
Questions:
For the participant whose trust was broken
“To continue this leadership development journey, what do you need from the group right now to feel safe again?”.
“How does this incident impact your belief in the power of sharing within the organization?”
For the member who broke confidentiality
“Between the intent to ‘help’ and the actual impact of ‘breaking trust,’ what lesson do you learn about the boundaries of a peer or a leader?”
“How can we support someone without compromising their autonomy and right to confidentiality?”
For the whole group
“If trust is the foundation of Action Learning, where do we stand on that foundation after yesterday’s event?”
“How will we change our ‘ground rules’ or the way we commit to one another to ensure this never happens again?”
Rachel Wang
| #
As an Action Learning Coach, encountering a situation of “broken trust” is challenging but also an opportunity to reinforce the principles of Action Learning and help the group rebuild trust. What the coach can do may include:
1. Acknowledge the situation and create a safe space by facilitating a group discussion and validate emotions.
2. Reinforce confidentiality and regain commitments.
3. Address the team member who breached trust through private conversation.
4. Provide support to the affected member. Discuss her she would like to move forward and what support she needs from the group.
5. Use the situation as a learning opportunity by asking reflective questions like:
“What have we learned about trust and confidentiality from this situation?”
“How can we ensure that our actions align with our commitments as a group?”
Reply
ANGELINA ALICEA
| #
In a situation like this, I would first acknowledge the emotional weight of what happened. If a participant feels betrayed, especially after trusting the group with something personal and vulnerable, that’s not something to brush past. I would pause the session and bring the group together to address what happened, not to place blame, but to reflect on the breach of the confidentiality agreement we committed to.
I would ask a question that helps the group reflect on both the impact and the values at stake. Something like, “What does confidentiality mean in this space, and what happens when it’s broken?” or “How do we rebuild trust when it’s been compromised?”
My goal wouldn’t be to fix the relationship in the moment, but to help the group take responsibility for the dynamic and think about how they want to move forward. I would also make sure the participant who was affected has the chance to speak, if and when she’s ready, without being pressured. I would check in with both parties afterward to support their individual processing.
For me, trust is foundational. Without it, real learning and growth doesn’t happen. How the group navigates this could actually be an important learning opportunity.
Reply
Valentino Baguios
| #
As the Action Learning coach, since this happened outside of the session, I would raise the concern at the beginning of the next session and gently invite the group to reflect. I might say, “Let’s take a moment to check in—what’s happening in the group right now?” This opens space for awareness without assigning blame. I would then guide the team to revisit their initial agreements, especially the commitment to confidentiality, and ask, “Why is that important in Action Learning?” This reminds them that trust is foundational not only for psychological safety, but also for meaningful learning.
Without focusing on the individuals involved, I would facilitate a reflective dialogue around leadership—exploring how good intentions, like wanting to help, must still be exercised within agreed boundaries. Questions like, “How do leaders handle information that is sensitive or not theirs to act on?” and “What does accountability look like in this team?” help the group process the situation as a learning moment.
In the session as well, I would ensure that the team member who felt betrayed is supported, and if appropriate, offer her space to share what she needs to feel safe again. I would also encourage the group to co-create next steps—perhaps revisiting group norms, reaffirming trust, or acknowledging the impact of the breach. The goal is not to punish, but to enable the team to reflect, recalibrate, and grow as leaders—grounded in WIAL’s principles of learning through questioning, shared responsibility, and real-time leadership development.
Reply
Sherlyn May Tiglao
| #
That’s a very sensitive situation, and I would start by acknowledging the participant’s feelings and the importance of what was shared:
“Thank you for bringing this forward. I can see this has had a deep impact, and it’s important that we address it as a team.”
Before moving further, I would aim to verify the observation with the group in a neutral, non-judgmental way:
“One of the agreements we made as a team was to keep what’s shared in our Action Learning sessions confidential. It’s been raised that something discussed here may have been shared outside the group. Before we continue, can we take a moment to check in—have others noticed or experienced anything that might be related to this?”
This gives space for others to share their awareness and opens the door for honest dialogue. Once the team confirms the situation or adds more context, I’d gently move the discussion toward reflection and learning by asking:
“What is the impact of this situation on our group’s trust and learning environment?”
“What does this say about how we hold ourselves accountable to the agreements we make?”
“How might we move forward as a team from here?”
“What do we need to re-establish or change in our team norms to rebuild trust?”
The goal is not to call anyone out, but to encourage shared responsibility and learning from the breach.
Reply
Rickey Collado
| #
As an Action Learning Coach, navigating a breach of trust among participants is one of the most challenging situations to manage. Trust is foundational to the success of any Action Learning session, and without it, the integrity of the process is significantly compromised.
In a scenario like this, my first step would be to remind the group of the confidentiality agreement that was established at the beginning of the engagement. I would also highlight the importance of maintaining a safe and respectful space for open dialogue and learning, and the potential impact that broken trust can have on the effectiveness of the team and the learning process.
In addition to addressing the group, I would meet privately with the individuals involved. With the participant whose trust was compromised, I would acknowledge their experience and express empathy for how the situation has affected them. I would assure them that I take the matter seriously and that, as a coach, I am committed to creating an environment where this kind of situation does not recur.
With the individual who broke the trust, I would seek first to understand their perspective, allowing them to share their intentions and context. Once I’ve heard them out, I would clearly explain how their actions—intentional or not—have impacted the group, undermined psychological safety, and potentially diminished the willingness of others to engage fully moving forward.
Ultimately, my goal in this situation would be to restore trust, reinforce the values and structure of Action Learning, and guide the group back to a place where effective learning and collaboration can occur.
Reply
Eric Kamst
| #
This actually is a suitable situation for an Action Learning session; the problem of broken trust is important, it is urgent, the goal is clear (trust needs to be regained), but eventhough some elements on the path are clear (acknowledgement by the one who broke trust, for instance) the precise steps that are needed depend on factors within and outside the team and therefeore the problem is complex.
I would ask the participant whose trust was broken to be problem presenter. As coach it would be important to ensure that the one who broke the agreed confidentiality gets space to share how she came to the decision to take that step. By using an Action Learning session with the complete team, the team cohesion and development is strengthened.
Reply
SIYI YAO
| #
As an Action Learning Coach, I would approach this breach of confidentiality as both a crisis and a critical learning opportunity for leadership development. I would:
1.Private Check-in: First, meet individually with the participant: “I hear how betrayed you feel. How would you like the team to address this?”
2. Separate Conversation with the Member: “Help me understand what motivated you to share this with her boss. What outcome were you hoping for?”
3. Team-Level Restoration
• Reaffirm Confidentiality Non-Negotiables: “Our agreement to keep discussions confidential wasn’t just a rule—it was the foundation of our trust. How does this incident impact on our ability to work together now?”
• Guided Reflection: Use questions to transform the breach into insight:
o “What assumptions might a member have made about ‘helping’ in this way?”
o “How could we intervene differently if we see a teammate struggling?”
3. Re-contracting with Accountability
• Revise the Team Contract Collaboratively:
o Have the team proposed amendments (e.g., “What explicit ‘helping’ protocols should we add?”).
o Include a “Trust Repair” clause (e.g., “If confidentiality is broken, we commit to certain steps to rebuild trust”).
4. Systemic & Leadership Lens
• Explore Power Dynamics:
“How might reporting structures in our firms influence how we handle sensitive topics here?” (Surfaces unspoken hierarchies affecting psychological safety.)
Reply
Lam Vo Be Hoi
| #
This situation is quite sensitive as it involves a violation of the confidentiality principle in Action Learning — a core element in building trust within the team.
As an Action Learning Coach, I would:
1. Help the team see the consequences of breaking trust without directly blaming any individual by asking questions:
– What impact might breaking confidentiality have on the team?
– How does this situation affect our ability to work and learn together?
2. Encourage the person who broke the rule to share their perspective and the affected person to express their feelings in a safe, non-confrontational way by asking questions:
– What was your intention when you decided to speak to the boss?
– What would help you feel more comfortable and supported moving forward?
– What could we do as a team to rebuild trust?
– How can we ensure confidentiality is maintained moving forward?
3. Reinforce the confidentiality principle and commitment by members:
– What agreements did we make as a team regarding confidentiality?
– Why is confidentiality important in Action Learning?
– As a team, how can we ensure confidentiality is maintained from now on?
Reply
yuhuey kao
| #
First, I would immediately pause all activity and honestly acknowledge the gravity of the issue. I would directly address the person who was hurt, expressing my sincere concern: “This has caused you a lot of pain. How are you feeling right now?”
Next, I would gently but firmly guide the team to explore the situation. I would invite the person who broke confidentiality to speak, exploring their “helpful” motivation, and prompt the team to reflect: “When a promise of trust is broken, how does that impact our sense of trust?” I would be transparent that this is a challenge for me as a new coach and ask for their help in repairing it.
Finally, I would work with the team to establish a new set of commitments. My goal is to transform this crisis into a pivotal lesson in building genuine trust and leadership responsibility.
Reply
Eduardo FL
| #
As an Action Learning coach, I would first acknowledge the feeling of this participant with an intervention like “I notice how this has upset you – Is there anything we can do right now?”
My next step would be to assess the state in the group. “How psychologically safe are each of you feeling right now?” If psychological safety is low (which would not surprise me) I would pause the original work and call out: “We had an agreement and it was breached – no matter how good intentions were. Are we as a team in the position to do any team work?”
If everyone says “Yes”, then I would explore “How can we start rebuilding psychological safety in this group?”. This is important because the depth of any discussion will be impaired if psychological safety is absent. Rebuilding safety becomes the most urgent problem to solve.
If the answer is “No”, there is a need for a more private conversation. This might be only with the person who breached the agreement or with both of them together – that is something I would consult with the person affected.
Lastly, new group agreements must be formulated, including “What should happen when someone breaks one of these agreement?”. And to stress their importance, I could ask: “What are the consequences when such a breach in psychological safety happens in your teams?”
Reply
taweepong pawachalotorn
| #
First, I would pause the action learning process and acknowledge the emotional impact: “I hear how upsetting this feels, and I want to recognize that something important has been broken here.” This validates the participant’s experience and signals that trust and psychological safety matter.
Second, I would restate and reaffirm the core principle of confidentiality in action learning. I would clarify that action learning is not advisory or problem-solving on behalf of others, and that going outside the group—especially to a participant’s boss—without explicit permission violates both confidentiality and role boundaries.
Third, I would address the breach directly but constructively. I would invite the team member who spoke to the boss to reflect, not defend, by asking questions such as:
“What assumption led you to believe intervening was helpful?”
“What impact did your action have on trust and learning in this group?”
This keeps the focus on learning and accountability rather than blame.
Fourth, I would give space to the affected participant to express what she needs in order to feel safe continuing in the group. This may include an apology, clarification to the boss, or agreed-upon safeguards going forward. Her needs take priority in restoring psychological safety.
Fifth, I would guide the entire group to revisit and explicitly recommit to their working agreements—especially confidentiality, role clarity, and the discipline of questioning rather than rescuing. If necessary, I would have the group redefine consequences for future breaches.
Finally, after the session, I would follow up individually with both participants. With the person whose trust was broken, I would assess whether she feels able to continue. With the person who broke confidentiality, I would coach on boundaries, ethical leadership, and the difference between intent and impact.
Reply
Rosie Dao Hanh Giang
| #
I would treat this incident as a “real-time problem” for the Action Learning group itself. Rather than acting as a judge, I would use the AL process to help the group confront this fracture directly, understand the impact of the breach of commitment, and collectively find a way to restore psychological safety.
Questions:
For the participant whose trust was broken
“To continue this leadership development journey, what do you need from the group right now to feel safe again?”.
“How does this incident impact your belief in the power of sharing within the organization?”
For the member who broke confidentiality
“Between the intent to ‘help’ and the actual impact of ‘breaking trust,’ what lesson do you learn about the boundaries of a peer or a leader?”
“How can we support someone without compromising their autonomy and right to confidentiality?”
For the whole group
“If trust is the foundation of Action Learning, where do we stand on that foundation after yesterday’s event?”
“How will we change our ‘ground rules’ or the way we commit to one another to ensure this never happens again?”
Reply