Scenario: Multiple Problems
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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Gary Liew
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The coach need to refocus the team on the problem statement, prioritise the aspects of the problem, break down the problem into smaller parts, identify potential actions, prioritise the potential actions, and develop an action plan. By doing so, the team can effectively address the problem within the limited time available and develop skills in problem-solving, prioritisation, and action planning.
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Agnieszka Olczak
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As a coach, I would lead the conversation towards: what is the essence of the problem, can the problem be broken down into smaller problems? To what extent is it possible to prioritize specific problems or prioritize actions? I would ask if, and if so, what are the different ways to organize work on solving the problem (maybe there is a way to divide tasks, use other resources or include external support). I would ask what we could do differently, new, what we haven’t thought of yet, if we tried to act in a non-standard way, if we could remove the obstacles we now see.
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Tala Ocampo
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It depends on when this realization comes up, if within 8-12 minutes I will go by the script. If beyond that I might ask again “Do we have an agreement on the problem – yes or no? Please write down in your own words what you believe the real problem we can help with today.” This hopefully allows the team to pause and reflect on what they think the real problem is given that they would need to help the problem presenter TODAY.
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Jean Eugene Injerona
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Given the limited amount of time to work on the different aspects of the problem, I will suggest to the team if it would be possible to consider making a shift to the initial Action learning session script (by shortening some activites and/or by deleting some), to enable to consider the following decision points:
1. by the end of the Action learning session – to come to a consensus on what the team want to achieve. The options could be:
o To stick to the initial Action learning plan, and revert back to the organization leadership on the “many aspects” finding and on any actions points or on any other outputs from the Action learning session
o To decide (or not) to prioritize only one aspect of the problem. And to decide (or not) if the team want to find solutions for the most urgent aspect or for the aspect easier to be tackled
o To decide (or not) to produce an action plan integrating all possible actions to resolve the different aspects of the problem – in a somewhat disparate way !
2. to think of adjustment to the current Action learning program: By looking back at how the Action learning sessions have been agreed with the organization. Knowing now that instead of a Single-Problem Action Learning program, maybe we ended having a more Multi- Problem Action Learning program that need an update and/or a different resolving programming/strategy
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Kemal Kaan Saner
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I try to ask some guiding and clarifying questions to help the team members focus on the immediate causes of the problem rather than the secondary ones. These questions can be as follows: – Which factor affects the problem most? – What is the most substantial part of the problem?- Which of the underlying causes can be neglected in terms of importance? Which of aspects of the problem do we need to consider more for a meaningful and impactful solution?
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Andrea Chow
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As action learning coach, I would intervene with the following question, “Team, what is happening?” and then towards “On a scale of 1 to 10, how would you rate the session?”. Thereafter to refocus on the problem ” What is the impact of focusing on multiple problems? ” and “How will the quality of solution be impacted?” so “Team, what can we do to improve?”
Perhaps also ask the team if they need a short break, once they gather themselves again, we can start again.
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Nipapun Poonsateansup
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I would intervene and ask the problem presenter to summarize the most important aspect into one sentence that he/she wants to work out in this session. Or I would intervene like ‘what I have heard from the problem presenter are aspect 1, aspect 2, aspect 3, etc., with a limited amount of time, what is the most important aspect that the problem presenter would like to work out in this session?’. And let the problem presenter choose that aspect.
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Tran Thuy
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As a coach, I will ask PP: If you could break down your problem, how would you break it down. Wait for the PP to list the minor issues. Then I asked, “If you had to prioritize the solution right now to get specific action, which issue would you prioritize first?
If the PP does not determine the priority. The coach will ask, “Which of your problems has the greatest urgency and importance?”
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Pieke Houben
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I would intervene and ask the team members that given this limitation, which aspect they think we should work on first now. For the aspect most named, I would ask the other team members to consent to working on this aspect in the remaining time.
Second I’d suggest adhering strictly to the action learning script to guard the available time frame.
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veerinyaorn Luangboriboon
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When team member has come to realization that the problem has many aspects but team have a limited time, as a Action Learning Coach, I will intervene by
1) Team, What is the situation of this session ?
2) On a scale of 1 to 10, how would you rate the session?
3) If you could break down your problem,
4) If you had to prioritize the solution right now to get specific action, which issue would you prioritize first?
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An Nguyễn
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– Hello team, if we were to prioritize the aspects of the problem, how would we arrange them?
– To make effective use of the remaining time, what aspects does the group decide to tackle?
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