Scenario: Emotional moment(2025)
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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Rachel Wang
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As the coach, it is crucial to create an environment where the participant feels accepted and supported, while also ensuring the group feels safe and comfortable to offer support.
As a general approach, I would first pause the conversation to acknowledge the participant’s emotions. Then, I would check in with them to understand their needs at that moment, including their level of comfort in exploring the emotion, or if they prefer not to address it. It is important to leave the autonomy with the participant to guide the next steps.
I encountered a similar situation in an Action Learning group session. In that instance, the participant agreed to explore her emotions after taking a moment to calm down. Reflecting on the events earlier in the day, I identified a potential link between her emotions and a previous discussion with another participant, during which they had differing opinions. I brought this up and validated it with the participant. Following this, I facilitated a brief reflection on what happened and what the group could learn from the situation. This process not only helped resolve the underlying conflict but also strengthened trust within the group.
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Dale Forkner
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Initially, I would call for a 5-minute break, so that I could privately speak to the upset team member and determine what the problem is. If the problem is perceived negativity within the group or specific team member, I would assure them that the team is there to help, and that no one is judging them. When the team reconvenes, I would make sure to reiterate that point to the group. That is one of the primary rules of effective group interaction.
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Anna Solak
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If during the Action Learning session a participant would start to cry, I would pause the discussion and would address the whole group saying that this is normal that emotions come into play. This would hopefully give the crying participants some time to catch a breath. Then I would ask them what they need. If they need a short break, after it I would ask them if they want to continue or if they want to stop the session. If they decide to stop the session, I would ask them if it would be ok, to discuss this situation with the group. But would leave the decision on what to do next with the person in question.
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ANGELINA ALICEA
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If a participant became emotional while responding to a question, my first instinct as a coach would be to pause and acknowledge what’s happening in a calm, respectful way. I would let them know that it’s okay to feel whatever they’re feeling and offer them the option to take a break or continue. Whatever feels right to them in the moment.
I see emotions as part of the real work of learning and problem-solving, not something separate from it. So I would also reassure the group that this is a safe space where people can show up as they are. When everyone feels comfortable again, I might invite reflection with a question like, “How do our emotions show up in our decision making or team dynamics?”
After the session, I would check in with the participant privately to make sure they felt supported and respected throughout. To me, intellectual empathy means staying attuned not just to ideas, but to the human experience behind them and helping the group grow from those moments instead of moving past them too quickly.
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ET
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I would ask the participant who became emotional: Would you like to take a moment, or would you prefer to continue?
In addition to having a quiet moment, I would ask the whole group: would you like to take a break? or what do we as a team need to do now to support each other?
Then I would respect the team’s decision to proceed.
At the reflection stage, I would also ask the team: on a scale of 1-10, how do you feel we have done as a team today? What have we done well?
What have we learned about supporting each other specially during emotional moments?
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Valentino Baguios
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This actually happened to me in one of my sessions. I did not need to make any intervention because the group actually allowed the space to happen naturally and they waited for the person to continue.
In any case, as the Action Learning coach, I would first allow space for the emotion without interrupting or rushing to fix it. Emotion is part of the learning process, and as long as it is safe and the group is respectful, it can lead to deep insight.
I would gently pause the session and, with a calm tone, ask the participant, “Are you ok to pause or do you want to continue?”
If the participant chooses to take a moment, I might ask the group, “What are we learning about ourselves as leaders when strong emotions arise?” or “How do leaders hold space when emotions show up in a conversation?” This reframes the moment as a leadership learning opportunity.
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Wenyue He
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I will first observe without intervening to see how the team responds. If the team notices and takes action on their own without affecting the discussion quality, I will document their response and during the reflection phase, ask, “Everyone, you’ve just experienced a significant team moment with various responses. If this happens again, what can we do to support natural emotional expression while keeping the discussion effective?”
If no action is taken within three minutes, I will step in. I’ll hand a tissue to the affected person and say, “I’ve noticed a change in our discussion energy. Let’s have a break.” This stops the discussion, giving the person a moment to adjust and making the team aware of the situation. Then I’ll ask, “When dealing with complex or important topics, strong emotions can surface. As a team, how can we respect all experiences here and still continue our exploration as we want?”
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Loan Do Thi
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1. Immediate Response
I would stop the session, approach the team member with empathy, and ask:
“Do you need a moment alone?” or “Do you want to continue, or should we pause for a bit?”
At the same time, I would observe the reactions of the entire group to ensure a safe space.
2. Assess and Decide
• If the team member wants to pause, I would suggest they step out to calm down, possibly with another team member offering support.
• If they want to continue, I would confirm it’s truly their wish: “We’ll continue if you’re ready. Please let me know if you need to stop at any point.”
• If the team member’s emotions are too overwhelming and affecting the entire group, I might pause the entire session for everyone to regain composure. I would ask the team, “Can we take a short break for everyone to calm down, and resume in 5 minutes or at another session?”
3. Post-Session Support
After the session or once the team member has calmed down, I would have a private conversation with them to understand the cause, emphasizing the safety and trust within the group. If necessary, I might subtly suggest additional professional support. My goal is to ensure that all members feel supported and safe, while still maintaining the progress of the Action Learning session as effectively as possible. Emotions are a natural part of being human, and acknowledging and addressing them appropriately is crucial for an Action Learning Coach.
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Sherlyn May Tiglao
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I haven’t encountered this situation yet in any of my sessions, but if a participant started to cry while responding to a question, I would first acknowledge the emotion with empathy and care. I might say, “I see that this question has brought up some strong emotions.”
I would give the participant space and gently check in by asking, “Would you like to take a moment, or would you prefer to continue?” My goal would be to support them without pressure, while also maintaining a safe space for the rest of the team.
Depending on how the group is responding, I might also ask, “As a team, how do we want to support each other when emotions come up during our discussions?” This invites reflection and reinforces psychological safety, which is essential in Action Learning.
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Rickey Collado
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As an Action Learning Coach, one of my key responsibilities is to create and maintain a psychologically safe environment for all participants. This kind of environment encourages openness, trust, and vulnerability—elements that are critical for meaningful learning and effective problem-solving.
Equally important is the ability to demonstrate emotional intelligence when navigating sensitive or challenging moments within the group. In a scenario where a participant becomes emotionally impacted, the first step I would take is to acknowledge the situation with care and respect. I would check in with the individual privately or ask if they need a moment to step away.
Once the session resumes, I would gently remind the group of the powerful breakthroughs that can occur when we allow ourselves to be open, honest, and vulnerable in a safe and supportive setting. I would reinforce the value of compassion and confidentiality in our shared learning process.
As a coach, it’s essential to strike a balance between being empathetic and ensuring the session stays on course. By addressing emotional moments with sensitivity—without allowing them to derail the group’s progress—I help foster a respectful, productive, and growth-focused experience for everyone involved.
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