Scenario: Leadership Behaviors

As an action learning coach, how would you handle the following situation: A participant does something that strongly exemplifies their leadership skills.

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

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Comments (7)

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    Joern Moeller

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    I would notice it and ask the participants to reflect on what kind of leadership skills they have noticed and what it does to the work in the action learning team.

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    Thadsamon Namsiri

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    As an action learning coach I would notice and invite the group to reflect on how they observed the participant demonstration, what kind of selected leadership competencies and how is it impact on team working ?

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    Adam Kwiecień

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    Practicing leadership skills and giving feedback about it by the group is a very strong tool. We do it so rarely in a real life. Standard way to deal with it in AL is to choose the skills at the beginning and reflect and give feedback at the end of the session. And in this situation the word “strongly” tells me it’s worth a stronger reaction. I would check with the group whether they observed the behavior as well. If so – great 🙂 Then I would try to look at it, with the group, as a learning possibility, from as many perspectives as possible (or at least two or three). The skill may somehow involve other participants or their skills or behaviors or not. It may be associated with the problem directly or not. My reaction would depend on all that and some possible questions I may ask (as AL coach asks questions 😉 are as follows:

    – How this helps you (other participants) practice your skills?
    – How this enhances us as a group?
    – Based on this behavior what else can we do to learn even faster/better/more effectively? How can we build on that?
    – As a group what could we do to make far better use of such a skill?
    – How could you use this situation or the person to motivate yourself throughout the learning process?
    – What reactions on this do you have? How may it help us, personally or as a group, in solving our problem?
    – What can we do to make use of such a strong skill to find a better solution?
    – How important is this skill in our organization? How can we use it even today?

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    June Carter

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    At the conclusion of the session, I follow the standard process of reminding each participant which skill they were working on, then ask them how do they think they did, asking for an example. I would then ask the team when they saw the participant demonstrate the leadership skill. I would then add my own observation with an example of strongly demonstrating the skill. Then proceed to ask the team about the impact of applying that leadership skill. Depending on how effective the team is about discussing application, I might add a comment of my own here to reinforce the positive impact.

    If we have a particularly long session (full day), I might have the group pause and reflect on leadership skills before breaking for lunch, for example. (Same process as described above.) Then upon returning from lunch, I might ask each participant to confirm the leadership skill they want to work on for the afternoon (offering an opportunity to refine or change based on feedback and self-assessment). I would check in again at the end of the day (same as above).

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    Monica Teófilo

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    I think I will ask to group what kind of competency the participant was shown right now and after listen the answers ask why is important exercise the Leadership behaviors that they were sign to work in this session.

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    Lance Feliciano

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    This situation will not warrant an intervention. My understanding of the 2nd ground rule, which states that an “AL coach has the authority to intervene when he/she identifies learning opportunities” is really more for scenarios that is not beneficial to the team in relation to the 6 components. For a coach to immediately praise a member’s action will unnecessarily disrupt the flow of the engagement. The best for the coach is to note down the observation. There will be an appropriate time to acknowledge this matter during “Reflections on Learning”.

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    Joanna Lee

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    I might not intervene unless the other members are not practicing their skills. If so, I would ask the team how they have been practising their skills? I observed someone practising his/her skill, did they notice it? At this point, there could be an example of how that person did so; how it impacted the discussion. Once the awareness is raised, the team should continue with the process.

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