Scenario: Long Problem Statement(2024)
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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mariet Tonen
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I would intervent by saying that I hear that the person has a lot of knowledge about the issue and the context. The goal of the session is that we pick up all te context by asking questions at each other. So I suggest that we write down the problem en start te session, knowing that there is a lot to tell about the contextial details.
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Djoke de Schiffart
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I would intervene (shift towards the group) by using SID; (S) “The problempresenter is telling the group a lot about the situation.” (I)”How would this effects the process when we leave it like this? How does the group en and you (theproblempresenter) think about that when we leave it like this? Does the team have the opportunity to ask many strong questions?” Teamrespons (D) “What does the team and the problem presenter nead to go on in a Action Learning way?”
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Woei Ming Andrew Teo
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I would intervene by asking “ Team, what is the 2 ground rules ?”
** Team Respond **
The intent is for the team to recognise that only when questions are asked, then the response to the specific is required. Once someone state that, I would follow-up to emphasize the importance of being concise to allow sufficient time for the team to engage in questioning and problem-solving.
After redirecting the focus back to the short 2-3 mins of describing the problem statement, I would encourage team members to ask probing questions that can help clarify and explore the core problem. This approach allows the team to engage actively in the problem-solving process by eliciting relevant information.
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Eric Cruz
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I would intervene and say that the given 2 minutes is up. Then use SID and direct to the team by asking what impact would it make if we continue with the presentation of the problem after the allotted 2 minutes for it? Then, ask the team for their decision.
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Phuong Dao
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I would intervene by asking “Ms/Mr PP, what I have heard from you are ….(repeat key words or contents mentioned by her/him). So if in a very brief and concrete way, how can you restate your problem?
Another option I would suggest that “Mr/Ms PP, what I have heard from you are…(repeat key words/contents mentioned by him/her). As we have only 75 minute session, what would you like team to help and focus on?
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Katarzyna Toczek
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I would firmly but kindly interrupt the presenter and say: “Thank you , for introducing us to the details of the problem. How would you describe it briefly in 2 sentences so that we don’t lose the essence of the problem and could ask good questions?
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Ratchanee Teerawanitsan
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as an action learning coach, it’s important to bring the focus back to the main purpose of the discussion while maintaining respect and empathy. Here’s how I would handle it:
First, I would acknowledge the presenter’s efforts. This helps in building trust and ensuring the person feels heard. For example, “Thank you for sharing those details.”
Then, I would gently remind the presenter of the time constraints and the need to keep the statement brief, focusing on the core of the problem. “In the interest of time and to ensure we stay on track, could you briefly summarize the main issue you’d like us to work on?”
And to help the presenter refocus, I might ask a clarifying question that narrows the scope of their response. For example, “What is the challenge that you want the team to help you today?”
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Punyisa Buapud
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As an action learning coach, I would intervene by thanking the problem presenter (PP) and kindly asking them to summarize the problem in one brief sentence. Then, I would invite the team to begin asking questions right away to focus the discussion and move forward effectively.
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Paweł Jurek
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I would ask again to state the problem but with very precise instructions, by which I mean:
– please name the problem in 1 sentence
– while naming the problem please indicate present state and consequences
If it doesn’t help, I would ask the group to ask further questions that will help them to understand problem and then would come back to presenter 5-10 minutes later and ask him/ her the above question again.
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Thi Phuong Thao Nguyen
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Hi X,
– How many main points do you want to cover?
– What are they?
– Which one do you want the team to help you tackle first?
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Elaine Palmer
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It happened to me once and it work beautifully to ask the problem presenter immediatly after her long and confusing explanation if she could summarize in just one short sentence what was the problem that she wanted to solve in that session.
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Patcharasita Sakulwongsirichok
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• I would first address the situation from a systems perspective by gently interrupting and reminding the group of the process, emphasizing the importance of staying focused and concise in order to maximize the time for problem-solving. I would ask the problem presenter, “Can you please summarize the core issue so the team can dive into possible solutions?”, reinforcing the idea that the team needs a clear problem statement to address the challenge effectively. Then, I would inspire action by inviting the team to suggest strategies for helping the problem presenter stay on track in future sessions. Finally, I would focus on development by encouraging the group to reflect on how they can better manage time and communication in future discussions, fostering a learning environment where both the individual and the team grow in their ability to focus and solve problems efficiently.
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Nazeli Kirakosyan
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I would address this during the project design phase, as this preparatory stage is often underestimated. It is crucial to work closely with the presenter to ensure the problem is presented properly. Besides, it is important to meet with key people from the client or sponsor side to make sure the problem is both complex and relevant for AL.
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Trang Nguyen
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As an action learning coach, I would ask the following questions:
o If you were to summarize your issue in 2–3 sentences, what would that be?
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