Scenario: Multiple Problems

As an action learning coach, how would you handle the following situation: The problem presented has a multitude of aspects to it.

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

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Comments (6)

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    Marcel Geraeds

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    In this scenario I would ask the presenter to give a brief introduction of the environment of the problem, pointing out that the problem probably has multiple elements. Maybe the group can solve them all, but during questioning the most urgent problem will get the most attention. During an intervention we can decide to focus on that one problem from now, knowing that the other problems will need an extra session with this team.

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    Lance Feliciano

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    In my understanding of the situation, the scenario will entail many interventions in getting to a consensus of the problem. During the second and possibly succeeding interventions, I will ask about the present situation and check with them what is happening. I will then relate it to the first and even previous intervention(s) and check with the group as to what is going on – “Where are we getting stuck? / Why are we getting stuck?” When the aspects of the problem arise, I will ask the PP, who has ownership and authority over the problem, which would require priority.

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    Andrew Rahaman

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    In complex organizational challenges that cross enterprise boundaries, it would not be uncommon for one problem to have several sub-problems or challenges. During the session when questions were being asked and statements made, it would become apparent. At the intervention, I would ask each person to to write out the answer to “What problem is being solved today?” Then, I would ask the problem presenter ” if the responses were part of the same bigger problem” If so, how would he/she like to proceed going froward today. As the group was finishing the action learning meeting and work being identified for action, the sub-problems could be identified as part of the action as determined by the group so that when the group met again, those issues could be raised as action learning problems

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    Vera van der Sluijs

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    In this situation I will ask the presenter to explain the problem very clearly. After a few moments I’ll ask the team if they understand the problem and if they think this is just one problem or if there are more problems surrounding this topic. If they think it is just one problem we’ll start the session. I would intervene more if I notice there is a misunderstanding.

    When the team decides there are multiple problems I’ll ask the presenter to rewrite the problem and to try focus on one aspect of the problem.

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    Devaki Seijmonsbergen

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    As an Action Learning Coach I would as the group if we all ask questions about the same problem and if there is a concensus. I would let the group write the problem down. Then I would ask the participants the read out loud what they’ve written. Then I wou;d let the group proceed with asking questions. If the group ask questions about different problems. I would aks the group Is the have noticed that the questions are asked about different problems? I would also ask the group Wich of the problem is the most urgend to give more attention to, so the group has to choose one problem.

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    Benjamin Cerny

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    My response would depend based on the extenuating circumstances. If I were to be able to work with the group over an extended period of time and the problems were all things that needed to be addressed by the group over time, I would offer the option to tackle the problem in its component parts over multiple sessions. However, if that were not the case, I would first approach the presented problem in the regular way, checking in for consensus after a short period of time. If the problem presenter thought that the group covered multiple aspects of the problem accurately, but did not come to a consensus on one identifiable and solvable problem, I would ask the problem presenter how they would like to proceed, which of the many problems would they like to achieve action steps on by the end of this session. At the end, based on how the first session went, we could reconvene to determine if this exercise were worth trying again with the other parts of the problem.

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