Scenario: Rabbit Hole
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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Giuseppe Casella
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As a coach I would probably interrupt the discussion and to a group check, asking the team if they think we are on track, eventually asking to describe in one word the themes emerging from the problem statement and seeking confirmation from the problem owner if we are moving in the right direction.
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Jean Eugene Injerona
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I would raise a hand and I would intervene to redirect discussions and reflections back to the central Action Learning problem.
First, I will put forward the reasons for my intervention. In compliance with the second ground rule which gives me the authority to intervene whenever there is opportunity for learning. And taking the opportunity of a concrete illustration of an off-topic team discussion as an example of a practice to avoid if you want to have productive team collaboration sessions.
And I will ask questions. I will shed light on the fact that as that they are deviating from the central problem to be tackled by asking questions such as “Does everyone remember my role as a Action Learning coach as it was explained at the very beginning of our Action Learning session?” – “What are we discussing now? Do someone can explain how it relates with our problem?” “Do we this that discussing can help us to address the real problem?”
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Andrea Chow
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As a coach, we can intervene by asking “What is happening”, I noticed that we have brought up unrelated issues, what is happening? after receiving replies from the team, check with the “what is the impact of bringing up unrelated issues?” and “How will happen if we continue to do so?” and before we continue on the action learning process, check in what “What can we do to improve?” and “How do we prevent this from happening again?”
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Janice Chan
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It would be time that I will intervene as coach, by asking, “Team, what is happenening here? Do we have an agreement to the problem presented?”, “Can we take a 5 minutes to reflect on the problem we have agreed as a team?”.
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Lim Patrick
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Although I will allow some levels of off-track questioning for siphoning out different perspectives and perhaps ‘unspoken barriers’ of a challenge at hand. However, once if the off-track questionings go into irrelevant grounds too frequently, will intervene to either seek affirmation from the team on their perception of whether they are “on or off” track on the key issue.
Or, the issues highlighted behind a stated problem could be the real team challenge. This could also be an indication of Bruce Tuckman’s model of “Storming stage” within the team. Except that it is fast-tracked as off-track questionings.
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Liang CHen
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I will intervene:
I’ve observed a situation where people are focusing on a less relevant issue now, have you noticed that?
How is this going to affect our process today?
And what do we do next?
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Nipapun Poonsateansup
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I would intervene by using SID model as follows,
S: Team! What is the quality of our questions? Did we focus on related issues or unrelated issues?
I: What is the impact of the team if we continue to investigate unrelated issues?
D: What can we do to improve?
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SITI AMIRA SHUKOR
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As a coach, I will asked the team- ‘what is happening now? Do we have agreements on the problem? What is the impact if we still continue on discussing about this matter?
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Tran Thuy
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I will intervene by: asking the group a question: “How did we get to the heart of the matter by asking the question.”
The team rated the number of points for following the heart of the matter, on a scale of 1 to 10, 10 is that we are on the right track, 1 is that we are drifting into another situation and in the wrong direction.
How do we go on?
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Pieke Houben
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I would intervene and ask the group to reflect on how the questions asked contribute on solving/clarifying the problem statement. Second I would ask how they think we could improve on this.
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ZHAN FUHONG
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As a coach, I would intervene and get the team back on track in time:
“Excuse me, what was the problem to solve today?”
“I noticed we were just talking about ……. , is that relevant to the problem to solve today?”
“If it is not relevant, let’s go back to the relevant topic today, so let’s continue”
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Shiran Lin
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I would ask this team member a direct question: what is the relevance of your question to the PP’s question? After the member has responded (if it is indeed off-topic), I will continue to ask the team: how can we stay on-topic later?
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Yui Lee
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I would first try to bring awareness to the situation by doing a quick check “i noticed that we have been talking about x topic. What is happening?”
Then i would follow up with “what will happen if we continue?”/ “how will the quality of the solution be impacted if we continue?”
then try to get the team to commit to redirection by asking “what can we do to improve” or “what can we do to prevent this from happening”
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Monika Gawanowska
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I would conduct an intervention in which I would ask how the group was doing, what they were doing well, what they could do better with a brief reminder of the rules of the process.
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Janine Clarke
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I would interrupt to ask the group a question, namely, how do they feel they are doing in progressing towards a common understanding of the problem? Then ask what they were doing well, and what they could do better.
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SIYI YAO
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As an action learning coach, I would step in and question the team and PP about the quality of the questions, trying to remind them — let’s consider and rethink about whether the current circumstance is actually significant and beneficial to all us or not.
– Where are we at this moment?
– What were the questions that you think is powerful and insightful?
– What can we improve upon for the following?
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Minh Khuong
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As a coach, i will base on the 2nd ground rule “the action learning coach has the power to intervene whenever he/she sees an opportunity for learning” to intervene. Using What? So what? Now what? structure:
– Hi team, how do these questions relate to problem we are trying to solve?
– What is the impact if we keeps asking unrelated question?
– What can we do better in the next few minutes?
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Minh Khuong
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As a coach, i will base on the 2nd ground rule “the action learning coach has the power to intervene whenever coach sees an opportunity for learning” to intervene. Using What? So what? Now what? structure:
– Hi team, how do these questions relate to problem we are trying to solve?
– What is the impact if we keeps asking unrelated question?
– What can we do better in the next few minutes?
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An Nguyễn
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– Hello Team: What are we focusing on clarifying?
– PP, what do you want to clarify in the near future?
– Who has the next question?
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Joanna Płaskonka
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I would use this as a learning opportunity. So I would stop a group and intervene, using questions:
– What is the quality of our work right now?
– What are we doing well?
– What can we do even better?
or using the model (what, so what, now what):
– What do think about our current process? How does it help us move forward?
– What does it mean for us? How does it impact our work?
– What can we do now about it?
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Danel Trisi
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I would call for an intervention where I have each individual write down and read the problem statement to the group. I would ask if they have agreement on the problem statement and then “What is the effect on the team if we don’t have agreement on the problem statement?” Assuming they also agree that they have many problems on the table… “As you mentioned, there are various problems the team is trying to work on. What are the possible effects on the team if we try to work on multiple problems at once?” Then I follow with … “What can we do as a team to focus our attention on just one problem for this session?”
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Tomasz Tawkin
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As the action learning coach, I would intervene by asking,
– Team, have we noticed a shift in our focus from the main problem?
– How does exploring this unrelated issue impact our progress towards solving the original problem?”
This would prompt the team to reflect on their current trajectory and consider the effectiveness of their discussion in relation to the core issue.
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