Scenario: Opposite Behavior
As an action learning coach, how would you handle the following situation:
A participant does something in direct contradiction to their chosen leadership skill.
Tags: Action Learning Coach, WIAL Action Learning
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William Teo
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Applying the “BS” Intervention approach:
Broad Intervention Approach: On a scale of 1-10 (1 being low and 10 is high) how is everyone practising the leadership skill that you have chosen?
Specific/Direct Approach: I observed that one member is doing something in direct contradiction to their chosen leadership skill. What is the impact on the team?
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fidesabad
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I would ask the following questions: “Has everyone been able to practice his/her competency? “ and get a response from each one. I would ask a follow-up question:
“ What can we do to support each other to practice his/her chosen competency?” Then I would remind them that at the end of the session I will ask each one if they have all practiced their competency.
In addition to this, I would say “Mr./Ms. X, at the end of the session, I will ask you to comment on how Mr. /Ms. Y is practicing his/her competency”.
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Monthon
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If only one member practices a contradict behaviour from the chosen one, I would ask the group
– How would rate your self from 1 to 10 on your practicing the chosen leadership skill?
Then, I would follow with question to the one that performs the contradiction by
– Can you share how you practice the chosen leadership skill?
Then, another follow up question to the team
– Team, Can you share what XXX did practice his leadership skill ?
– How we as a Team could help everyone practice the chosen leadership skill?
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azri amin b.basir ahmad
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“Team, I noticed that one of the team member is not practising or demonstrating his/her leadership skill. What would be the impact to the team learning at the end of the session?”
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DrBea
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I would start with the 3 standard questions – hoping someone from the team brought it up. (How are we doing as a team? What are we doing well? What can we do better?)
The situation I was thinking of when I wrote this scenario was a participant selected the skill – Respect the perceptions of others, then started belittling everything that did not conform to his thinking.
Assuming no one brought it up – I would think of the behavior I wanted to see more of – in this case – respect the perception of others. My question would then be –
How are we doing respecting the perception of others? (I suspect this would bring some lively discussion)
Why is it important that we respect the perception of others? (discussion)
How can we be more open to the perception of others? (discussion)
This had the impact of reminding the participant of his chosen skill without calling him out. Followed by reinforcement of the importance and agreed norms for making it happen.
Happy Coaching
Bea
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DENISE DUMAS-KOYLASS
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As the Action Learning Coach, I recognize that it is important for the environment to be safe and non-judgmental.
I would therefore ask the person, at the appropriate stage of the intervention, “You were working on – how do you think you did? OK or not OK? Please give an example?”
I would then ask the group for feedback by asking:” When did we see demonstrate their leadership skill? What is the impact of applying or not applying that leadership skill?”
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Mario Paiva
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First I ask how he is available his acting in the skill he has chosen. Then I would ask if any of the participants have any contributions. Finally I would ask what is the impact of developing this skill.
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