Scenario: Facilitator

As an action learning coach, how would you handle the following situation:

Someone decides they should start capturing what the team is saying on a flip chart and moves to the front of the room to do so.

Tags: Action Leaning, Action Learning Coach, WIAL, WIAL Action Learning, WIAL Talk

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Comments (18)

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    xiaotsing ma

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    Coach ask team:”What is the purpose to capturing words?” and then “What we can do to help ourselves to think and focus on the points we get now at this moment?”

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    xiaotsing ma

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    Meanwhile, coach should asking questions before team start to move, because once there is one guy stand up, it tells else people “we made a decision, let’s do it!”, will be hard to call them back to table.

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    Jessica Panazzolo

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    I would ask them, “I noticed that someone left the group and is positioned at the front of the room writing the group speeches on the flip chart. As a group, how do we want to deal with this?” According to the answers, I would go deeper with the questions “How important is it to stay in a group?” and “How do we want to do this?”

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    Velma Morton

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    As the Coach, I would state my observation to the group. I noticed that someone has started capturing notes on the flip chart. Is that ok with the group, and is that the best way for the group to capture what is being said? This allows the group to stay involved and engaged in the process. By including the team they have an input on the way the information is being captured and allows each member to contribute to the learning process.

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    Ana Paula Alfredo

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    I would intervene by asking: I´ve noticed that X stand up and is taking notes in the flipchart. As a group, what is the impact of this action? How does the group want to handle this? Why is it important that everybody stays in the group?

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    Michelle Lim

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    I would intervene by reflecting my observation to the Team (‘Someone has stood up to record on the flip chart”), and ask the Team the impact this action has on them. I would also ask if the Team is collectively agreeable this manner of capturing notes continues — if there is collective agreement, I would not intervene thereafter. But if there isn’t consensus on how notes should be captured, I would continue to support the team in reflecting how they would like to resolve the difference in preferences.

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    Ana Carolina Ferreira

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    I would intervene by saying to the group : I ‘ve noticed that ___ is gathering the information in the Flip Chart. After this, I would use some of these questions : What impact does it have in the group work ? What the importance to work as group sitting in a circle ? As a group, do you agree with this? What is the impact in the balance of participation ? What do you want to decide as a group?
    If the group understands that it’s ok to continue so, I would let them going on, paying attention on the process, on the balance of participation, on the connection and communication among participants. if there’s any remarks , I would do another intervention , asking them to compare the work in a circle and the group work with a person who’s taking notes in a flip chart.

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    Yixuan Liu

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    As an action learning coach, I would ask all of the team members how did they feel about the suggestion and how would they do after that.

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    Thadsamon Namsiri

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    As an Action Learning Coach , I will intervene by “I’ve noticed that . Ms/Mr……is capturing the information in the flip chart, How is it impact on team working to help problem presenter if all member do not ask question ?”

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    Pattranee Jullakasewee

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    I would ask them what are the pros and cons of doing so at that moment. If the pros overweighed the cons. I would ask them whether they are certain that doing so would lead to a better outcome. If they were certain about it, I would let them do so until I believe the process is certainly not leading to a proper direction.

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    Pascal Milhous

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    I would intervene immediately. Please sit down, I would like to ask you to follow the script as explained prior to the session. The script facilitates a good proces of asking questions about the problem. In the end we will focus on actions to solve the problem. Thank you.

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    Elena Goryacheva

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    I would intervene with the question: “How X leaving the table and capturing everything the team is saying on the flip chart affects the team dynamics?” If everyone would seem to be happy with it, I would proceed with “Who has the next question?”, if not, I would deal with it by asking “What do we need to do right now in order to get back to the constructive discussion?”

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    Yixuan Liu

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    As an action learning coach, I would ask my team members, “What do you think of the suggestion just made by this team member?
    What impact do you think we will have on the achievement of our learning objectives in this action by recording our opinions on the flip chart?
    What are we going to do next to let us finish our task better? ”

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    Sariya Prawong

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    As an action learning coach, I would intervene, “Now there is one of the team members standing out of the group and writing on the board, what do the team think of this action? What could be the impact from this action? What would we do to support our team learning?

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    Alexandra Shevchenko

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    To my mind, coach’s role is about helping a team to decide whether they consider this kind of initiative helpful.
    I will make interventions:
    • How are we doing as a team?
    • Are you OK with your colleague making notes on a flipchart?
    • How does it affects the goal achievement process?
    If the team members response that this is OK and this format does help them to advance forward, I will ask: “Who will ask the next question?”
    If team members state that this format rather causes discomfort, or it doesn’t help them to advance forward, I will clarify: “What are you going to do then?”
    In case the person working at the flipchart actually doesn’t participate in discussion, I will make interventions:
    • How are we doing as a team?
    • Do we all actively participate in a group discussion?
    If participants notice that one person is excluded from the discussion, I will ask:
    • How does it affects the goal achievement process?
    • What are we going to do about it?
    • Who will ask the next question?
    If participants don’t notice that one person is excluded from the discussion, I will ask:
    • One of the participants doesn’t play an active role. How does it affects the goal achievement process?
    • What are we going to do about it?
    • Who will ask the next question?

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    Mark Kookushkin

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    • I would build a strategy for this case based on the assumption that main coach’s role is to facilitate the progress of a team: ensure, that team takes every opportunity for learning, bearing in mind ultimate result achievement. In other words, coach should give team a space to find a solution independently
    • Another important criterion – inclusion of all team participants in a teamwork – this means that a person making notes on a flipchart should not be excluded from the group dynamics (problem solving process)
    • As a coach, I would ask a question: “How are we doing as a team?”
    • I would wait until all participants exchange opinions (including a person standing at the flipchart)
    • If team members consider making notes on a flipchart as a part of collaborative work, which supports teamwork, I’d suggest to continue the discussion: “Who will ask the next question?”
    • If team members feel discomfort about this way of discussion, I’d ask participants: ”How does it affect the teamwork?” After a following discussion and reassembling a team I would ask: “Who will ask the next question?”
    • In further discussion, I’d observe attentively and assess activity level of a “person at the flipchart: and having noticed his “loss”, I’d make an intervention, like: “I’ve noticed, that one of participants is making notes on a flipchart but doesn’t participate in discussion”

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    Alexander Belov

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    I would ask a question: “How do you feel about the fact that your colleague has left the table to be able to make notes on a flipchart?” If team members response: “That’s OK, someone should take responsibility for that anyway”, I’ll clarify: “In what way it will help the team?” If the team provides arguments, like: “It will help us not to lose our ideas and this is important for us” I will proceed with observations.
    If the team objects colleague’s decision or actively rejects this initiative, I’ll ask: “How this situation does affect the teamwork? And what could we do about it?” After getting team members’ suggestions, I’ll clarify, how are they going to put their suggestions in practice. Then I will ask: “Who is going to ask next question?”

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    Elena Goryacheva

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    From my point of view, coach’s main task is to help team members to decide whether they actually need that kind of assistance. It is likely that it will help, but again, it’s up to them to decide.
    I’ll make an intervention, asking: “How are you going as a team?” Then I‘ll ask: “Will it help, if someone works at flipchart making notes?” If team decides that it moves them towards the result, I’ll ask: “Who is ready to ask next question?”
    If the team decides that it makes team’s work ineffective, I’ll ask: “What are you going to do about it?”
    However, if team decides that everything is fine ( meaning that making notes on a flipchart helps them) and soon after I notice that “participant at the flipchart” drops out of the discussion I will ask: “How are you doing as a team?” If team members answer that everything is OK, I will ask next question: “One of the participants doesn’t participate in a discussion. How does it affect the team work effectiveness?”

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