Scenario: Left out

As an action learning coach, how would you handle the following situation: A participant offers to collect information/agreements on a white board. All members are in agreement with this. After a short while the scribe is no longer being included in the conversation.

Tags: Action Learning, ActionLearning Coach, Team Coach, WIAL, WIAL Action Learning, WIAL Talk

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Comments (8)

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    Jeremy Gwee

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    As a coach, we must be on the lookout for such situations. All participants should be given the opportunity and encouraged to participate. including the participant collecting the information on the board. There are several ways of dealing with such situations. First, if it is just several points then as a coach, I would intervene and ask the scribe what he or she thinks about the comments he or she has written down. Second, the scribe will ask the scribe what additional points that he or she can add. Third, if the session is more than five minutes then after 5 minutes change the scribe. Fourth, whoever is the scribe must give the first point and summarise at the end. Which of these I would use would depend on the complexity of the inputs being asked and the level of participation in the group,

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    Mon Wong

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    As a coach, I will observe if the scribe still has lively and engaged body language. If yes, I will intervene by asking the members to rate their own participation from 1-10, 1 being not answering or asking questions and 10 being asking and answering a lot of questions. It is possible the scribe still feels he is able to contribute and participate by listening and jotting down notes. If the participation rate is mixed or not consistently near 9 or 10, I will still intervene by asking what the impact of that is on the team and then ask how the team would like to move forward.

    If body language suggests the scribe already feels demotivated or isolated, I will intervene and reflect back to the team that “I noticed that the discussion is lively, but not everyone in the group is currently able to ask or answer questions.” Then I will confirm if the team notices that as well. I will follow up with, “What would be the impact of that on the team if we continue on this way?” Then after a round of reflections, I will close the intervention by asking, “Ok, so how would we like to improve?” Or if someone identifies Mr. Scribe as being the only one being left out, I could also ask, “How would the team like to support [Mr. Scribe]?”

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    Ulla Willner

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    If I would observe whether the scribe would seem uncomfortable and the process be negatively impacted, If I would get that impression, I would intervene quickly and ask the group for their feedback on participation levels and how theyfelt that this action was affecting the problem solving. Otherwise, if the scribe seemed fine and engaged and the non-inclusion merely brief, I would wait a little longer before intervening at bringing up it as an example for the group, i.e ”how did you feel it affected the process/participation levels that xxx was asked to take note?”, ”How well did we do on ensuring everybody was included?”

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    katia soares natalicchio

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    I would intervene as follows: I am observing that there is only one person in the group in the record of the information on the whiteboard. How does the group feel about this? Is there any other form of contribution that the colleague could make besides his role in the newsroom? How can we ensure that everyone in the group can participate in the discussions? ”

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    Ronaldo Paulo Villamarzo

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    I would probably observe the dynamics of the team as it relates to the scribe. Have they just forgotten about him or are there signs that they are deliberately excluding him from the conversation? If they have forgotten about him, in a very light tone, I will point out that having one team member dedicated to writing on the white board may have deprived us of one team member’s point of view. I will ask the team how this might impact the discussion and ask them what they think should be done about it. However, if I get the sense that they are deliberately ignoring him, I might use a more formal tone of voice. I will still use the SID format, and ask them how the group might want to benefit from the point of view that he might bring to the table?

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    YUE TAN

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    I would say: “I observed that A has been busy in helping everyone to record the comments and views while has no chance to express his own. Do we need to give him a chance to express it?” Let the team learn to observe the involvement of the discussion.

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    YUE TAN

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    YUE TAN: I would say: “I observed that A has been busy in helping everyone to record the comments and views while has no chance to express his own. Do we need to give him a chance to express it?” Let the team learn to observe the involvement of the discussion.

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    Jeremy Gwee

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    In this situation I should inytervene and say “I notice that xxx is not involved in this conversation, what is happening? This is to draw their attention to the situation. Then I would ask “What would happen to the team if we continued?” This is to cause them to think about how they cand do better. Then to ask the obvious, “What can we do to improve?

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