Scenario: Leadership Behaviors
Tags: Action Leaning, Action Learning Coach, WIAL, WIAL Action Learning, WIAL Talk
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Tags: Action Leaning, Action Learning Coach, WIAL, WIAL Action Learning, WIAL Talk
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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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Darwin Grein
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I would interfere asking a question like: “Group, I’ve noticed that the participant’s behavior is an exemple of leadership (or an specific skill). Does any one else noticed it?” “What is the importance of recognizing exemples of our leadership model?”/ “What is the impact on the group when we recognize positive leadership behaviors?” / “How can we improve our recognition capacity of role models?”
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Rohini Chopra
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I would intervene and state the second ground rule of a coach being able to intervene at if a learning opportunities comes up. Ask the person what skill they had chosen to develop and ask how they did on that skill in the last 5 mins. Would then ask the group it’s impact and the importance of working on key skills.
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Tomasz Pachoł
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This kind of situation you can use in many different ways depending on how the group works.
During the process (it I found it useful for the team) or after the process I would ask:
Participant:
Does the participant see in himself/herself this competence (if it wasn’t the competence that he or she had chosen for opportunity for growth)
How in his opinion, does it influence finding the cause of the problem and solution?
How does he or she use this competence at work?
How does this competence influence the group?
Group:
How can they benefit from this competence as a group?
What does is exactly help with? Can you give examples?
How does it help them to find cause or solution for the problem?
If they had this competence would it help them during the next session?
What can they changer/ improve in themselves or in their performance to develop this competence?
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Grace Brelje
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Personally, I wouldn’t want to disrupt the group’s flow and I would wait until an intervention to share, specifically, what leadership skill that individual modeled really well. At that point, I might ask the rest of the team what was the impact of this leadership skill on the rest of the team? Then I might ask, how they could benefit from leaning on this leadership skill with their own teams?
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Arlene McComie
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As the AL Coach I can take two actions. First, find an appropriate time for an intervention that is close to the time when he exemplifies the leadership skill. I can create a short intervention by asking the group a general question, for example “what leadership skills have been demonstrated so far in the process”? this will help to group to reflect on each other’s behavior. I will entertain some discussion/statements in response to the question. If the behavior exemplified is not highlighted, I will then ask the question “What are the benefits of (“name the leadership skill’) – effective decision making – in creating solutions”
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Delong Chai
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Intervene: Team, did anyone observe good leadership skill been demonstrated in this learning? If the answer is yes, what is it and who demonstrated it? If no, I will say, I observed a good leadership skill demonstrated, would you want me to share?
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THU HUONG NGUYEN
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As an Action Learning Coach, I trust that leaderships are developed in action learning. In such situation raised above, I think this is a learning opportunity for team earned from the Coach intervention. The Coach can intervene as following:
– The Coach asks “Hello Team, what have you practiced your leadership competences in terms of verbal language, body language and behaviors? on the scale from 1 (the least) and 10 (the most), please mark your performance.” Each members provide their answers.
* Situation 01: if that team member realizes her/his performance, then the Coach can ask her/him “What could you do better?”
* Situation 02: if that team member does not realize her/his performance and insisting that she/he is at the best.
– The Coach asks “Team, from your observation, in terms of practicing leadership competences of our team, on the scale from 1 (the least) to 10 (the most), please mark team performance. Each member answers “…”
– The Coach clarifies ” How is the “3” look like?”. Member answers
– The Coach explores ” What could we do better?”
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THU HUONG NGUYEN
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Coach asks Team:
-“Hello Team, how are we doing as a team so far? On the scale of 1 ( the least) to 10 (the most), how would you rate your participation in team?”
– ” How would you scale your contribution of leadership competence application in teamwork? from 1 (the least applicable) to 10 (the most applicable)”
– “What is the impact of teamwork if we continue?”
– “What can we prevent this from happening again?”
– “Who has the next question?”
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