Scenario: Consensus?
Tags: Action Learning, ActionLearning Coach, Team Coach, WIAL, WIAL Action Learning, WIAL Talk
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Tags: Action Learning, ActionLearning Coach, Team Coach, WIAL, WIAL Action Learning, WIAL Talk
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Nabih Jabr
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If the team agrees on the real problem, it does not matter if the coach disagrees, as long as he/she is satisfied that the team is working well together and has a real consensus. If not, then more probing questions could be asked to try to uncover the underlying problem
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Marina Nizar
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As the Action Learning coach, I would respect the team’s decision and proceed further with the questioning process. I would further observe to see how the team progresses from there, if they unravel further insights to the problem or about themselves and intervene where appropriate.
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Agnieszka Olczak
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As an action learning coach, I don’t judge, I just observe and intervene when necessary or when I see an opportunity to learn. If I want to help the group to verify that everyone really understands the problem in the same way, you can ask each participant to write down on a piece of paper how they understand the problem, and then you can compare the answers. Then you can ask the presenter how much he feels the group has understood his problem.
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Magdalena Stefanska
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Being an Action Learning coach I am not a member of the team so my personal opinion on the problem presented does not matter. I respect the team’s opinion and do not interviene when there is no need for that. Having a consensus does not mean that the team does not continue the discussion – there are still more questions that its members can ask so the problem presenter can formulate an action to be taken after the session in more detailed manner. It may happen that the team dynamic will change and the coach may use it as a learning opportunity.
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Nazeli Kirakosyan
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As a learning coach, I do not have the role of agreeing or disagreeing. It is important that the team themselves have the consensus. If I am aware of the problem (as I work for the same organization) and do not agree that there is a consensus, I can ask the problem presenter for his/her separate opinion. Besides the actions, that the team will commit to, will once again challenge the group to look to the problem.
As a learning coach, and if the planned time allows, I can always run another circle of questions for confirming or questioning the consensus.
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Michał Kowalczewski
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I do not judge the group’s decisions, I observe and look for opportunities to learn. I can ask each of the participants to write down what the problem is and then everyone reads on the forum. After reading, I check if the group has a common understanding of the problem. If they say so, I continue the session if I don’t ask, “What can we do as a group to better understand the problem?”
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Austin DENG
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I would invite the participants to write down the real problem based on their understanding and speak it out to check whether they have reached agreement. Then let them decide what to do next.
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Liliia Bilous
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My focus as an Action Learning coach will be on facilitation of learning opportunities for the group rather than on the problem content.
To avoid personal opinion on the problem not only during the session but also between the sessions is a learning opportunity for the personal growth as a coach as well as development the moderation skill
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Serdar Gunel
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The team itself should decide on a common problem statement while the coach facilitates the discussion and allows the team to have consensus.
As action learning coaches, we intervene when we capture learning opportunities or to improve the performance of the team. Keeping this nature of action learning in mind, I don’t see any reason for the coach to disagree with the problem statement. Besides, the coach may find it helpful to ask some complementary questions such as the following rather than sharing individual disagreement.
– Without a given solution yet, how important and urgent do you think the problem is?
– Is the team/organization able to address the problem relying on currently available knowledge and expertise?
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Kemal Kaan Saner
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I think the coach should not declare his/her opinion about the problem definition. The coach should stay neutral. However, the coach should check if the problem definition reflect the outcome of discussion. If not, the coach ask some quiding question to team members to help them identify missing elements through appraoching the problem from the different angles
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Nipapun Poonsateansup
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As an Action Learning coach, I respect the team members’ consensus and their decision making. However, I would check by asking them to write down the real problem based on their understanding and read it out. After reading the statement, I would let the team decide again that they really see the same problem. Then, I would follow the Action Learning process.
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SHAN ZHOU
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I would check how much consensus the team has achieved by asking the member to rate their consensus. I would also invite them to share their thinking behind the marks they give.
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Tomasz Stangret
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It is not in my rolę (AL Coach) to agregaty or disagree witam what the problem is. I’m continuing the process
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Nhan Nguyen
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As an Action Learning Coach, we are expected to be neutral and trust the team. Only the team knows what works best for them. In my opinion, there will be two scenarios here:
Scenario 1: Let the team continue to work and intervene to learn if the opportunity arises.
Scenario 2: After the team agrees, but there are still members questioning another aspect of the agreed problem, I will continue to intervene:
– Hello team, I observed that one member asked a question about an aspect other than the team’s agreed problem. Has anyone else observed the same?
– What impact does asking questions beyond the agreed problem have on the team?
– What can we do as a team to ensure that all members understand the problem?
– -> Following the process
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An Nguyễn
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– On a scale of 10, how would you rate your certainty about the real problem?
– If it’s high, it’s ok
– If it’s low, I will intervene further:
What will happen to the group if we continue?
What can we do to improve?
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Panchali Kiratiruchirawong
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As an Effective Action learning coach, I must avoid making judgments as they will cause the group to become dependent, defensive, or defiant; rather, encourage independence and self-determination. However, I ensure it is the real problem by thinking and analyzing the conversation among the team that it is a Problem, Solution, or Cost.?, the word used in the problem statement similar or different from the original PP statement, Is the problem statement sound helpful for the PP? and does the problem statement suggest clear actions the PP could take?
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Tran Thuy
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As an Action Learning coach, I believe in team’s capabilities and respect the team. Group consensus is the result after a period of time the group has worked. Coach reinforces the consensus by asking the group to evaluate the consensus again on a scale of 1 to 10. If the score is high, Coach continues ask the group to make questions to help PP get actions clearly.
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Piyanut Sangpattarachai
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As an AL coach, my responsibility is to ensure participants follow the process, identify the real problem, and participants can reflect on their learning. It’s not my job to agree or disagree with the real problem as I do not possess the team members skills or experience.
I would ask the team to do the final evaluation of the real problem again by asking “Team. Just to make sure we have arrived at the real problem do you think by solving this problem, it will eliminate the issues the problem presenter is facing right now? Please write your answer on the paper and read what you wrote after everyone is done.”
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Yin Mun Yue
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As an Action Learning Coach, it is important to allow team members empower themselves, refraining from expressing disagreement, even non-verbally through facial expression.
Following the Coach Guide, which involves asking if there is agreement on the problem, having them write down and read out, and confirming consensus, I will then have the team continue with the process. Subsequently, I will be vigilant for intervention opportunities which will facilitate learning.
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Elena Ernst
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I would remember that I am the coach and it is not my role to decide what the real problem is. Gauging how the group is functioning, how much time is left, and considering the temperature in the room, I would ensure that the consensus was not reached out of a need to be compliant, or just be done with that. If that were the case, I would ask the group if they would like to schedule another session, giving them time to ruminate.
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Janine Clarke
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It would not be appropriate for me to disagree with the group or voice my opinion that I disagree with the group.
There are things I can do such as invite them to each write down how they see the problem, and after everyone has had the opportunity to write their perception down, have them look at all of them to see if they are indeed in agreement.
Other than that, I have to trust the process. If the group progresses and they later voice that they do not feel like they are on the same page in their next steps, identifying actions, then this will come to light, and I can ask the group how they feel they are doing as a team, and they will respond which will be their discussion to move forward, or back up. But this is the group’s process. They are in the process of solving a real problem, and learning through their interaction. I can intervene to ask a question that would further the group’s learning, but it is not my part to try to take ownership of the refined problem statement– it is my role to facilitate their process and their learning.
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Nelson Bolonhini Junior
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As an Action Learning coach, I must have a systemic view of how the group is performing and progressing towards a solution. In this situation, I would apply the procedure: ask them to write down what they think the problem is, read the statements outloud and ask again if the confirm there is consensus. The odds are that they will realize that there isn’t.
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Namith Swarnasinghe
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As a coach I must remain impartial and refrain from influencing the groups discussion with my own opinions. However in order to ensure that the best results are achieved by the group I would intervene to ask if the group has consensus on the problem and then I would ask the group to write down what the problem is and to read it to the group one by one. After each member has read the problem I would again ask the group if there is consensus and if they group is in agreement about the problem I would continue the session.
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