Scenario: One on One

As an action learning coach, how would you handle the following situation: A single team member is asking all the questions of the problem presenter, the remainder sitting back observing.

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

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Comments (31)

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    Monika Kantowicz-Gdanska

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    I would intervene saying: “I can see only one person asking the questions and all the questions are asked only to the presenter. How do you feel about that?” I can imagine these would be great questions, helping in problem solving and the rest of the group would be happy to only listen for a moment. If the answer was different (the group seeing the situation as problematic) – the next question could be “What can we do to ensure balance within the group and make everybody participate?”

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    Brittany Hartman

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    Hello DRBEA,
    We were taught in our coaching session to take a break and ask the participants- “I’ve noticed that one person is asking all the questions, has anyone else observed this?” if the participants agree, then you can ask “What can we do to make sure the entire team is providing feedback?” if the participants feel that the conversation is equal, then you allow the team to continue. You may also ask “How is the balance of participation”

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    Rachel Goodwin

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    I would ask the group how they think they are performing and ask them to write down a number between 1 and 10 as a measure. Once they had shared their scores I would ask them what they’re doing well and what they could do better. I would hope that team members would note that one team member was addressing all the questions to the problem presenter and I would ask them what the impact was of that behaviour and what they would like to do to address it to elevate the performance of the the group – more people asking questions directed at different members of the group to broaden out the discussion. If that observation was not made I would share my observation and ask them about the impact and what they could do differently.

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    Roxette Lam

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    I wouldl intervene in the session with the question to evaluate via number of participation in asking questions during the session. After the members evaluate different levels (eg 2,4,8 …); I will continue with the question: What will we do next to bring the participants’ level of questioning to a higher level (eg 8,9..) and then the session will continue with the solution given. If after that, in case only one member continues to ask and the members observes, I will use the SID method to intervene (assuming the previous solution suggested that everyone would ask questions): The last intervene, as a result of the Team solution, everyone should asked each other. Now, I was observing that there was only one member asking, Question: According to you, what would happen if only one member asked and asked PP. Question: so what are we going to do next?

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    Beata Pluta

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    during the intervention I would ask the question “I noticed that all questions are from one person and are directed only to the presenter of the problem. Did you also notice this?” Further steps would depend on the answer of the group. If the group thinks the questions are very helpful and move the work forward, I would ask, “How can you build further questions and statements on these questions,” “What could we gain if more people actively participated in the work?”

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    Lai Yin Yong

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    I would intervene and ask ” Team, on the count of 10, how is the level of participation from the team ?” ” Do you think we should improve this?” “What can we do to improve?” What is the benefits if we have a balance participation?”

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    katia soares natalicchio

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    I could intervene in the group by saying: “I realize that not everyone in the group is expressing questions to support the presenter in his ideas. How does the group feel about this? Is there anyone who would like to ask the next question? I remember that one of our rules is that anyone can ask anyone at any time.

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    Carmem Rocha

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    In this scenario I understand two paths. 1. I would say “Thank you for helping us emphasize our first rule: Anyone can ask anyone at any time.” I would expect the person to ask their question. 2.Depending on the situation, if I realize that there is a subliminal complaint in this question, I could also intervene saying, “I realize that there is an opportunity to have a balance between the participations in the group. What can we do about it?”

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    Carmem Rocha

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    I’m sorry I made a mistake in the comment above…. response from another scene….please consider the answer below…
    I would make the following intervention: “How can we as a group facilitate the participation of all members in a balanced way?”

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    Giovanni Friso

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    I could ask to the group the sequence:
    1. “How is the balance of participation? Write down a number from 1 to 10”
    (it’s important to make them write down because they may have different perceptions and I want to avoid the influences)
    After they read their answers
    2. “What is the impact on the team?”
    3. “How do we want to handle it?”

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    Katrina Dickson

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    I would intervene. The intervention would be based on several questions: My first question (which starts with a non-judgmental observation) would be “I am noticing a pattern of questioning in the group – What are others noticing about this pattern?” My second question would be “What may be the impacts of this pattern? My third question would be “What, if anything, do we want to do about this?… What else?…what else?…anything else?” I would look from person to person to encourage each to contribute.

    If the pattern continued in the responses to these questions (with only one person responding), depending in the timing, I would ask them to individually write down a score out of 10 to indicate how we feel we are performing as a group (like the first intervention), then read out these scores, talk about what they have noticed in the scores, what are we doing well,? what may we do better?

    At the closing intervention, I would ask them “What did we learn about patterns of questioning?”

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    nadia estirini

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    As action learing coach I will ask following these questions to the team:
    1. “What is happening right now?”
    2. “What is the level of participation from team member?”( on a scale of 1 to 10; 1 – poor, 10 – excellent)
    3. “What is the impact to the team?”
    4. “What could we do better to improve the balance of participation?

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    Retno Susilo Wardani

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    As action learing coach, I would intervene by asking “what is the team level of participation?” (on a scale of 1 to 10; 1 – poor, 10 – excellent) then continue asking “what we can do to make each team member to be actively participated?”

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    Angeline Yong

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    (Approach 1)

    I would intervene and ask the Team:
    “Team, how are we doing in terms of our team participation? On a scale of 1-10 (with 1 being poor and 10 being excellent), how would you rate the level of team participation?
    (they would give their rating…3, 4 or 5 etc)
    How will happen to the team if this continues?
    I would then ask, “What can we do to improve?”

    (Approach 2)
    “Team, what do you notice about the balance of participation?
    What can we do involve others more?”

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      Joop van Nierop

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      I would intervene as follows. X, you do very well with your questions, but it would be good if you included the team. I ask the others to ask follow-up questions by going deeper into the interesting points of view that X raises with his questions.My suggestion is that we do this just like in the relay running athletics. We pass the relay baton to each other until everyone has asked a question once. Then we give the problem presenter the opportunity to formulate a problem statement.Agreement ? Or does someone have a better suggestion? The time for a response to this proposal is very short. If another suggestion does not come quickly, I give the person sitting next to X a marker that serves as a relay stick and ask him / her to ask a follow-up question. With the remark that there are no bad questions.

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    Joop van Nierop

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    I would intervene as follows. X, you do very well with your questions, but it would be good if you included the team. I ask the others to ask follow-up questions by going deeper into the interesting points of view that X raises with his questions.My suggestion is that we do this just like in the relay running athletics. We pass the relay baton to each other until everyone has asked a question once. Then we give the problem presenter the opportunity to formulate a problem statement.Agreement ? Or does someone have a better suggestion? The time for a response to this proposal is very short. If another suggestion does not come quickly I give the person sitting next to X a marker that serves as a relay stick and ask him / her to ask a follow-up question. With the remark that there are no bad questions.

    Reply

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    Jouw Wijnsma

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    I would intervene by asking the group: ‘how is the balance of who is asking and who is answering questions?’ I would then follow with: ‘why is it important to have balance in asking and answering questions’ and close with ‘how will we make it happen?’

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    YUE TAN

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    I would say “I have observed only one participant is asking questions, and I want to ask, what impact would this situation bring on our seminar?” Then let everyone express their views, and ask “Since all of us have shared the possible impact, what should we do as a team for the next step? ” Let the team values the diversified perspectives.

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    YUE TAN

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    YUE TAN:I would say “I have observed only one participant is asking questions, and I want to ask, what impact would this situation bring on our seminar?” Then let everyone express their views, and ask “Since all of us have shared the possible impact, what should we do as a team for the next step? ” Let the team values the diversified perspectives.

    Reply

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    Antonio Nadres

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    Team, the conversations seems to be limited to 2 members, do you agree, yes or no? After they reply, “What would happen if only 2 members are involved in the conversation?” Finally, will ask, “What can we do differently to make our discussion better?”

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    Jeremy Gwee

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    I would intervene and draw the group’s attention to the situation. I would ask, “What is happening?” Then I would draw them to the implication of the situation and ask, “how would the quality of the solution be impacted if only X asked all the questions?” And then to start them on a fresh round I would ask “How do we prevent this from happening?”

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    ROBERTO ROTENBERG

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    I would make an intervention and would ask: “How do we think is the participation balance?” “Why is this important?” “How will we make it happen?” “How would we want this to happen in this group?”

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      Alicja Pawlaczuk

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      I would intervene after the participant ‘has shot’ max four questions, with the question ‘how are we doing as a team’, if the answers are ‘OK’, I would continue ‘how are we doing in terms of the team engagement’ followed with the question: ‘why do you think the engagement of all participants is important?’.

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    Yanbo Hu

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    I will ask the team:
    Let’s pause, if we let everyone give the team’s participation score, 1-10 points, How many points would you score? What do you think will improve this score?

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    Kristi Alcouffe

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    I would say….”I’m going to intervene here. I’m observing that one member is asking all the questions to the Problem Presenter. What’s the impact on the Team? How might we manage this situation?”

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    Doreen Wei

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    I would ask the team, “How are we doing as a team on a scale of 1 – 10? What are we doing well? What can we do better?”
    If no one mentioned it, I would ask the team, “How are we doing with everyone’s participation? Why is everyone’s participation important? How do we make sure it will happen?”

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    Phi Angelina

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    The 1:1 discussion will surely make other members less productive. I will intervene and ask the team:
    – On a scale of 1 – 10, how are we working in team members?
    – How to get involved at the team level?
    – Do you think we should improve this?
    – What can we do to improve teamwork?
    – What are the benefits if we have more questions from all team members?

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    Vo Huu Loc

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    As an action learning coach, I will intervene with the following questions for the team:

    “On a scale of 1-10, how many will each of you ask yourselves about participating in asking questions?”
    “What would happen if we keep doing like the way we did in the last few minutes?”
    “As a team, what should we do to improve our team performance?”

    Then, “Who has the next question?”

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    Shirley Loh

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    I would intervene and ask the Team, “Team – how are we doing as a group in terms of participation? Ask them from 1 –10 how they feel they are doing. Once they have shared, I will ask how can we do better as team ? Is there anyone who would like to ask the next question ?

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    Sanne Schwarte

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    I will intervene and inform the group that I have found that all questions have been asked by ‘Piet’ in the past x minutes. Then I will ask if this is okay for everyone. If not, I will tell them: try to give each other space. Who wants to start with a question?

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    Barry Hellings

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    If the first question round is almost at the end I would stop this round ans ask everybody a question about the groupproces: “On a scale of 1 to 10: What grade do you give the team redefining our problem together? I think this makes the members realise that not everybody is participating equaly. Which is more effective as noticing and mentioning this to the group being the coach.

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