Scenario: Non-responsive(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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Sarah Tennyson
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My intention would be to use the observation as information to help the group learn about the impact of this pattern on the process and the different ways it might have affected their perception of ‘value’ of the process.
During the session I might have intervened to ask if anyone has noticed that many of the questions are getting a response about confidential information. What is the impact of this? What might you do differently?
If this came up at the end in the learning review, I would ask the problem presenter to say more about how they were helped by the questions even though they could not answer. I might also also the problem presenter what they think the effect of their response might have been on the group members. How might it affect their engagement in the process?
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Yi Wei
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I would ask the members to reframe the question, without involving the confidential data.
If it doesn’t work I would emphasize that this is a unique learning opportunity, solving a problem wasn’t the only purpose of Action Learning.
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Thu DO
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Hello team, Did you observe there is a question that did not answers yet? If we continue, what will happen to the team? What can we do to improve it
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Kathy Zhang
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As an action learning coach, I would adopt a balanced approach to address the conflicting perspectives of the members and the problem presenter. First, I would acknowledge their feelings and viewpoints, recognizing the problem presenter’s need for confidentiality and understanding that certain issues may indeed be sensitive. Next, I would facilitate an open conversation among the team members, creating a safe space where everyone can express their thoughts. As a coach, I would also ask probing questions to explore the underlying reasons behind the presenter’s confidentiality stance. Additionally, I would reiterate the purpose of action learning, emphasizing that it’s not solely about solving immediate problems but also about learning and developing as a team. Encouraging the team to explore solutions without delving into confidential specifics, while focusing on providing general insights or process recommendations, would be my approach.
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Linda Robles
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Kathy this is spot on. Creating a safe space and allowing everyone to express their thoughts will give people the trust they need and hopefully listen to the problem presenter with an open mind. Confidentiality is always a hard thing to work around as you go higher up in a corporation. I know from personal experience I have to deviate away because I have signed a non-discloser agreement with the company or just say at this time, I do not have that information available to share.
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sudesh prabhakaran
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As an action learning coach, it’s crucial to address the tension between confidentiality and collaboration. Acknowledge the valid concerns of both the problem presenter and the team members. Facilitate a dialogue to find a balance, emphasizing the objectives of collaborative inquiry and learning. Encourage exploratory questions that respect confidentiality while fostering problem-solving insights. Highlight the value of the learning process itself, even when full disclosure isn’t possible. After the session, encourage reflection on insights gained and improvements for future sessions, ensuring a constructive and valuable experience for all involved.
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Beata Pluta
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Sadzę, że samo zadanie pytania ma czasami większe znaczenie niż usłyszenie odpowiedzi. Zwłaszcza jeżeli dotyczy to spraw poufnych. Jeżeli prezenter problemu uważa, że sesja mu pomogła to zapytałabym na ile zadane pytania, na które nie udzielił odpowiedzi były pomocne dla rozwiązania problemu. Na etapie podsumowania sesji i refleksji wykorzystałabym to do pokazania wartości uczenia się przez działanie dla członków zespołu: czego nauczyłam się o sobie, o swoich reakcjach kiedy działam w obszarze nie pełnych informacji? Jaka jest waga pytań retorycznych lub pytań na które nie uzyskuję odpowiedzi? Komu mają służyć pytania- prezenterowi problemu do znalezienia rozwiązania czy zadającemu pytanie do zaspokojenia ciekawości? Co to dla mnie znaczy kiedy nie otrzymuję odpowiedzi jak to wpływa na moje zaangażowanie. Jak można przeformułować pytanie aby pominąć informacje poufne a uzyskać informacje potrzebne do kontunuowania procesu.
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Joanna Sosnowska
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I would refer to the goal of the Action Learning method:
1) Support in problem-solving
2) Learning and development within the team
Ad 1) One goal has been achieved – the presenter has gained value.
I would focus on the second goal:
Ad 2) I would show empathy and ask:
“I hear that the lack of response to some of your questions has upset you. (Emotions are children’s needs). What would you need in this regard? How could you take care of yourselves next time, while also ensuring the well-being (decision) of the presenter?”
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Woei Ming Andrew Teo
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As a learning coach, i would like first use BS approach of using scale 1 to 10, how are they feeling about the level of discussion – ask “ On the scale of 1 to 10, what is the level of the discussion?”
The intent is to start by acknowledging the valid concerns of both the problem presenter and the team members. It’s important to recognize that confidentiality is a crucial aspect in some situations, but also understand the team members’ need for information to effectively help.
Next, i would re-iterate the goal of this session is not only just fix a problem but also the importance for everyone to have opportunity to practise their listed learning competency. I would ask how we can facilitate a respectful dialogue between the problem presenter and the team members. Encouraging an open conversation about what information can be shared without compromising confidentiality can help bridge the gap and find a middle ground.
Highlight how the process of asking insightful questions, active listening, and offering perspectives can still provide value to the problem presenter in gaining new insights and perspectives on the issue. Even if specific details cannot be disclosed. Ask “. How do you think this mode of learning can help you individually, with your team and with your organisation”
Offer support to all participants after the session. Check in with the problem presenter to see if they found the session beneficial and explore ways to further assist them. Probe the team members on how they can navigate similar situations in a collaborative and respectful manner.
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