Scenario: Pre-existing Condition(2025)
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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HOANG VIET
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I would intervene with questions like:
– “How is our current team dynamic impacting our ability to collaborate effectively?”
– “What can we do to ensure a respectful and productive discussion?”
If the behavior persists, I might ask privately if they need support in resolving their conflict, reinforcing that Action Learning thrives in a respectful and open environment.
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Hanh Dam
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Before starting the session, I will check in with the team on the emotion “How do you feel right now before we start the session – one or two words and why?. This will help them to express their feelings in a group context (controllable) and reduce the pressure. Then next question, “Anything we need to leave it out of the door to make this session the best for us?”. This will prepare themselves for the session.
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Pei chun Lin
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As an Action Learning (AL) coach, I ensure psychological safety and encourage mutual support, respect, and listening. If I sense conflict before the session, I’ll check with the individuals:
“I overheard some tension. How are you both feeling? Are we ready to proceed?”
If they agree, I remind them of expected behaviors. During the session, if conflicts arise, I’ll prompt reflection:
“How can we describe our discussion so far?”,“What went well? What can be improved?”
“How can we handle disagreements under AL guidelines?”
This helps the team recognize dynamics and improve their interactions.
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Dale Forkner
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I would interrupt the argument in a non-confrontational manner and ask what the problem is. I would find out if the argument is in any way connected to our session. If so, I would then remind them that this is a professional environment, and all opinions are to be respected. If not connected, I would instruct them to set aside this dispute and focus on the matter at hand.
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ANGELINA ALICEA
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If I noticed tension between team members, especially if it affected the group dynamic I would stay calm, without reacting to the behavior in a way that adds to the disruption. I would pause the session and state what I am observing in a neutral, non-judgmental way, such as, “I am noticing some tension. How might this be impacting the team’s ability to work together effectively?”
Rather than focusing on who’s right or wrong, I would steer the group toward reflection on group dynamics, trust, and communication. My role isn’t to mediate the conflict directly but to create space for the team to learn from what’s happening. If needed, I might ask the individuals if they’re willing to continue the session or if they need a few minutes to reset.
After the session, I’d check in privately with each person. Not to take sides, but to ensure they feel heard and to encourage any follow-up needed outside the action learning space. For me, this approach reinforces the idea that learning includes how we show up with one another, not just how we solve problems.
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Sherlyn May Tiglao
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As an Action Learning Coach, I would begin by calmly acknowledging the tension without taking sides. I might say something like, “Before we begin, I noticed there was some tension earlier. Am I correct?” I will then ask the participants about what would be the impact of this tension to our session. Finally, I will ask them how they would like to proceed.
“How might this behavior impact our ability to work together and learn as a group?” This invites reflection without blaming anyone.
My goal would be to help the team recognize the impact of their behavior on group dynamics and re-establish a safe environment for open dialogue. If it continues to affect the session, I would ask the group whether they feel we can proceed productively or if we need to take a moment to address the issue more directly.
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Sherlyn May Tiglao
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As an Action Learning Coach, knowing that the argument happened before the session and the team may not be fully aware of the tension, I would begin by gently checking in with the group:
“How is the energy of the team coming into this session?”
This gives space for any underlying concerns to surface naturally. If the two members involved don’t raise the issue, I would follow up with:
“I’m noticing some tension—am I picking that up correctly?”
Once acknowledged, I’d guide the team through reflection using these questions:
“What might be the impact of this tension to our session”
“How would you like to proceed so we can move forward productively?”
My goal is to help the team become aware of how interpersonal dynamics affect group learning, and to support them in creating a safe, open space for dialogue and collaboration.
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Min Ge
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As an Action Learning Coach, before I start the session, I might say something like this, “I have just observed some tension between the members of the two teams, is that right?” When I get a clear confirmation from the members, I would say, “In the next action learning session, each member of the team will be required to work together and fully express his/her own ideas, what impact will this tension have on our meeting?” If the members say it will have no impact, then I will ask, “In that case, what can we do when a member expresses his or her ideas?” If the members say it will have an impact, then I ask, “What can we do next to reduce the impact?” If the members insist that there is no way to reduce the impact, I will let them choose today’s action learning topic is to address the PP issue or the team’s current situation.
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Jeanette Penninga
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I would not intervene immediately. It depends on the heat of the argument and how much emotions are involved (in other words does it becomes an obvious unsafe situation for one of the team members?).
If it looks like an argument without it becoming a unsafe situation, I would leave it, but notice it for myself and keep it in mind when the action learning session starts. In that moment I am outside of the context of being in the role of action learning coach and I feel I need to respect the space and time in between. I would start the session with a check in for all members and see how the two team members respond. If one or both do not feel so good. A follow up question could be what they need from the team during the action learning session in order to feel supported. When the team is working together the guidelines of action learning or applicable. If they are not followed I will intervene within the session.
However if it seems that the argument turns into an unsave situation for one of the team members as a person I would step in and share my observation and offer my help; To me it seem there is an argument with quite some emotions going on here. How do you feel if I offer my help to you? Depending on the answer I will see how to continue. I would mention the time period, because the action learning session will probably start within a reasonable amount time. I would investigate what both people need at a minimum in order to be able to attend the session and/or if they are able to postpone their needs to a later point in time where there is enough time and room to get into the matter. And see how it goes from there.
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Gitanjali Naidoo
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My role as the action learning coach is guide the team throughout the process. Before beginning a session, it is important to establish a set of ground rules around respect and creating a safe space regardless of what titles are present in the room. It is important for people to acknowledge their preconceived notions and unconscious bias present to work through their judgments and attitudes of individuals or groups outside of their awareness. It is important to understand that the problems presented should be given utmost respect and confidentiality as the team asks questions to deepen the understanding of the problem to guide the problem presenter toward action plans needed to tackle the problem(s) at hand. I would emphasize on the significance of the team working together to explore and strengthen their leadership skills both during and at the end of the session and to keep an open mind. However, if it gets to the point where it disrupts the process of learning, it would be my role to interject and ask the team what they would like to do work effectively together and how they would like to proceed.
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Lam Vo Be Hoi
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As the action learning coach, as soon as I notice the eye-rolling or mumbling behavior, I would pause the process and ask “What is happening in the team right now?”
After that I bring the issue to the team for self-awareness by asking:
– What does respectful communication look like in our team?
– How can we ensure everyone feels heard and respected?
Then refocus on the shared goal of the AL session by asking:
– What do we need to do to work effectively as a team during this session?
– How can we move forward in a way that supports our learning and problem-solving?
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Trista Wang
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If I notice eye-rolling or tension carrying into the session, I’d pause gently and mention what I see in a neutral way: “I notice some tension – how might this be affecting our team right now?” And I’d ask, “What does respectful communication look like for us?” and “How do we want to move forward so everyone feels heard?”
In this way, I’m not taking sides, but giving the team space to reflect and reset, while keeping psychological safety and learning at the center.
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Nazeli Kirakosyan
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Well, rolling eyes were an issue in one of my recent sessions. It was quite disruptive, and what really worked was intervening and asking participants to name the preconditions for a constructive session. Most of them highlighted tolerance and respectful language—including body language—which proved very helpful.
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Anj
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Situation: “What is happening in the team right now?” – to help the group acknowledge the tension
Impact: “What could be the impact on our collaboration and learning if this continues?” – to surface to the team how unaddressed conflict affect the process
Decision: “What would the team like to do to ensure we continue working effectively?” – to give them space to decide how we will move forward
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