Scenario: Side conversations(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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Phuong Dao
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I would pause for a while (say for 30 seconds) and wait to see if they stop chatting. Then if they still keep talking, I would say to the team: “Hello team, I am observing that X and Y (names of those who are chatting) are having something to discuss with each other. I would like you all to get consensus how we will move on and comply with the session ground rules. I give you 2 minutes to discuss and come back with the solution”.
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Katarzyna Toczek
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Since the group is already familiar with the principles of action learning, it is not surprising to me that their attention gets distracted when they hear the same principles once again, so I would engage the group in this part of the session.
I would ask those chatting group members to remind us of the rules. For example this way:
“You already know the ground rules for working in action learning process. , please remind us of the first rule.”
.
“Thank you. , can you tell us about the second principle?”
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MICHAL MAKOWSKI
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I would politely interrupt the conversation without being confrontational. I might say something like, “I understand you both are experienced participants and know the ground rules, but I’d appreciate it if we could all focus for a moment while I go over the guidelines. It will help set the tone for the session.” This approach acknowledges their experience while reinforcing the importance of the moment.
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Elodie Schwartz
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My answer was to just involve them in the introduction ask them to answer the questions as experienced participants, but I like the idea of reminding them that this also sets the tone for the session. Will probably combine both approach 😉
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Jan-Joost Oostenbrink
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I would take a step by step approach, to empower the team to take accountability
– First I would give it 30 seconds, to see if anyone from the group would intervene (taking group learning accountability or perhaps even act upon one of their chosen leadership skills
– If no-one intervenes I would either
A) See if we could bring the focus back by asking “Could anyone remind us of the ground rules?” or
B) intervene with an observation “Dear team I’m observing that person A and B chatting with each other while we are kicking off today. What is the effect of this to us working together?
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Srisakul Thunwuthikul
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As it is an openning session and they have been familiar with the process, I will turn the opening session to be 2-way communication by asking those team members to answer the questions. For example, asking them to answer the importance of the 2 ground rules of the action learning session and how to apply it.
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Shikha Dalal-Angeline
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Depending on the severity of the side conversations, I would consider directly asking the two-team members if they can share with the rest of the group: “Team member X and Y: can you please share with newer group members the two ground rules in action learning?” and a follow up: “why do we emphasize questions in action learning?”
This allows those group participants to share knowledge with other group members and also brings them into focus on the session.
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Itsari Chanchaichat
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I will pause my explanation to acknowledge the situation and remind the team of the agreed rules without singling anyone out by saying:
“Excuse me, I noticed there’s a side conversation. Even though we’re all experienced with the ground rules, it’s important we all start on the same page.”
After that, I will remind the team to stay focused and present by saying:
“Let’s ensure we all give full attention so our session can be as effective as possible.”
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Jia Yiing Chung
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I would stop speaking and wait for everyone to notice the silence. Once everyone quiets down and starts looking at my direction, I would take this as a learning opportunity and ask the team “So team, what just happened?” I would also proceed in a lighthearted manner to thank the team for this learning opportunity but also ensuring to remind them that respect is still much appreciated towards the speaker and “let’s be fully present during the session so everyone may gain something at the end of it.”
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Elodie Schwartz
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I would involve the chatting team members in the introduction of the action learning ground rules and ask them to answer the questions, as experienced action learning participants.
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Thongpunchang Pongvarin
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I will pause, look around the room and wait until everyone is silent and looks at me.
“I’ve noticed that there’s a conversation going on at the side. Do we remember the ground rules?
“Let’s make sure we keep focused to make the session as productive as possible.”
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Gordon
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• “I noticed that some people started speaking at the beginning. What impact might this have on our learning?”
• “The rules we set are to help us learn and discuss more effectively. Does anyone remember some of the key rules?”
• “During our learning process, how can we ensure the rules are followed, and that everyone is focused and participating?”
• “If a similar situation occurs again, how can the team effectively remind each other?”
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ANGELINA ALICEA
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If two participants started chatting while I was reviewing the ground rules, I would pause the session to re-center the group. I might say something like, “Let’s all take a moment to come into the space together,” or pause my instruction and make eye contact and wait for their attention. That subtle shift usually brings people back without embarrassment or tension.
If the behavior continued, I would consider addressing it more directly, but still with curiosity rather than correction. Maybe something like, “I’m noticing some side conversation” or “what’s going on for the group right now?” It could be that they’re disengaged because they’ve heard the ground rules many times, or they may not realize how their behavior is affecting the tone of the session.
Rather than assuming intent, I would use it as a moment to ask the group, “Why do we review the ground rules at the start of each session?” That usually prompts reflection on group norms, presence, and the importance of a shared starting point even when we think we know it already.
My goal wouldn’t be to reprimand, but to bring awareness back to the group’s collective responsibility for the space we’re creating.
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Kim Ketel
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The participants know the ground roles already so They can help you to explain the roles to the group. You can ask the participants to explain one ground Role each. Than you keep them involved. Do it together and give them a role in the process.
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Stina Öhman
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As an Action Learning coach working with a group I’ve coached in several previous sessions, I would begin by asking the team to remind us of the ground rules, reinforcing shared ownership of the process.
If I were to read the rules myself and two participants began chatting, I would pause calmly to regain attention. Once the group is refocused, I would use a SID to raise awareness:
“I notice there was some side conversation as we opened the session. What effect does that have on us as a team when we lose focus at the start of a meeting?”
This helps the group reflect on their behavior without judgment and reinforces the importance of presence and respect in the learning space.
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