Scenario: Taking Notes Written by DrBea on October 31, 2016. Posted in Action Learning, WIAL Action Learning, WIAL Talk As an Action Learning Coach how would you handle the following situation: During the session you realize no one is taking notes. Tags: Action Learning Coach, WIAL Action Learning, WIAL Talk Trackback from your site. Comments (35) Joi November 1, 2016 at 4:24 am | # Remind the group that you will be asking the problem presenter on what actions he/she would take and it would be good that he should note them down. Reply Linette November 9, 2016 at 1:05 am | # I would ask the group – “I notice that no one is taking notes. What would be the impact to future follow-up sessions for action taking if no one is taking notes?” I could also ask the problem presenter if he is alright with no one taking notes since the Action Learning Coach is there to help the group learn and not to dictate whether notes be taken at all. Reply bkknox November 7, 2016 at 8:34 am | # As the AL coach I would say, I noticed that no one is taking notes. How might the group like to keep track of the ideas being discussed? Reply Hans van Buijten November 8, 2016 at 4:43 am | # I would remind the group that learning is one of the main goals of Action Learning. I would ask the group who wants to take notes so that new insights and perspectives are recorded. Suggest that the observers could do this, especially the singular and new learnings. Reply AlexWalker November 7, 2016 at 12:52 pm | # I would wait to see how having no notes impacts the group – see what they say and ask about it. If they need notes, someone in the group will ask about them and the group can determine if they want a note take/set of notes. I’ve not had to intervene with a question, the group has felt the need and addressed it. Reply Hans van Buijten November 8, 2016 at 4:42 am | # I would remind the group that learning is one of the main goals of Action Learning. I would ask the group who wants to take notes so that new insights and perspectives are recorded. Suggest that the observers could do this, especially the singular and new learnings. Reply Dr Bea November 11, 2016 at 8:40 pm | # Remember as Action Learning Coaches we only ask questions. We want to raise the situation to awareness, ask about the impact, and ask how the team wants to handle it. After first giving the team a chance to self identify the behavior. It is by adding the impact and know what questions that we see significant change in teams. After asking the 3 standard questions – How are we doing as a team on a scale of 1 to 10? What are we doing well? What can we do better? If the lack of note taking wasn’t mentioned, I’d follow with – I’m hearing some great ideas here – How are we doing capturing them? Why is it important that we capture the ideas the team is generating? How do we want to capture these ideas? Happy Coaching Bea Reply Heather-Jane Gray September 3, 2019 at 2:46 am | # Couldn’t improve on this Bea (thank you!) – especially the reminder that as AL Coaches we should only ask questions. I’d also be observing the presenter, who may be jotting down potential actions to take or asking another member of the group to capture them. After all, it is the presenter who needs to take accountability for action towards the solution. Reply Tiffany Maurycy January 17, 2017 at 7:47 am | # Bea – said with ease in a positive tone, open to possibilities lead by the team. Reply Bill Thimmesch January 25, 2017 at 1:40 am | # I would state, “I notice that no one is taking notes of the meeting. Why is it important to docuemnt your discusion, reflection, and decisions as a team? How does the team want to proceed?” Reply Guntoro J. Lamiran February 6, 2017 at 3:07 pm | # I will remind Team about our goal, to solve a problem, by asking question, “Team, do you think that our discussion is going to right direction which is to find a solution?” If Team say yes, then I will ask, “How do we measure wether one question has already been discussed satisfactorily?” Reply Owen Yeung May 22, 2017 at 12:23 pm | # This is an interesting one. If there are a number of issues being discussed, this would usually lead to a lack of focus. Team members will be dragging from here and there and tend to lose directions easily. Last time when I encountered this, I asked the team during an intervention what are some of the key issues we just identified? Then some members found that they get lost. And then I asked the team what will be a more effective way of capturing the key issues so as to ensure we won’t miss anything. Reply Sophie Bryan June 11, 2017 at 2:44 pm | # I would first off remind the team the purpose of the session- to help XX with their problem. I’d then ask them, “what do you think is important in terms of helping XX come up with some actions?” If they don’t respond with note taking, I’d ask a further questions- “do you think it’s important that ideas and notes and captured?”- hopefully they’d say yes, and i would then ask the group how they would like to proceed. If they respond no, I’d probe deeper, asking “why might it be important to take notes?”or “how could XX be helped by capturing the discussion?” Reply Denise Locke July 14, 2017 at 1:24 pm | # If I observed that the lack of note taking was during a point in the problem solving where lots of ideas were coming up I would intervene and say to the group that I am observing lots of ideas are being put forward and ask if they want to capture them in some way? If they said yes I would ask them how they wanted to capture them. I have prepared the rooms in the sessions I have done so far with a flip chart and markers, pens & papers so materials are available. If the group are not ready to start capturing ideas then In would leave them on this point and take them back to the next question. I would consider intervening again if lots of solutions started coming out again that seem like they may be valuable to the group and ask again if they want to start capturing them. I think it’s up to the coach to identify that they may want to start note taking but it’s up to the group to decide if they actually want to do that. Reply Justin Li October 10, 2017 at 4:47 pm | # i shall evaluate the impact to the energy of team first, and if i feel the impact will be negative, i would like to interven, “team, i observe that on one is taking notes, what’s the impact to the team if we continue?”, if they aware that take notes is necessary, ask them how would we improve it? Reply Eric Yang October 25, 2017 at 10:57 am | # Since taking notes in paper is not a must ,it’s free to take or not. if coach realized that the team looked like not so structured ,may ask: What can we do to support our ideas into action plan? Reply Cynthia Kitagawa November 19, 2017 at 7:42 am | # I would do an intervention and ask the team “How clear is our collective understanding of the situation?” Assuming they recognize that they lack clarity and common focus, I would ask, “How might we capture our ideas to move toward common understanding?” Reply Chongli Tian March 9, 2018 at 4:24 pm | # 我会先进行观察以确定不记笔记是否对团队讨论造成不良的影响，比如重要信息的遗漏，过往共识的忽略，需要反复澄清等低效行为表现。如果出现了，我会进行干预，向团队提问说，大家对研讨的效率和进展是否满意并请每个人打分。从而让团队自己发现问题，并提出改进行动。改进行动中，可能会包括要记笔记。 Reply Nanda Oomen April 19, 2018 at 2:13 am | # The trick is to bring the learning needs of the team to the consciousness of the group as a coach. You always do this by asking a question. The question that can be asked here is: How do you think it goes with the recording of agreements? But you can also say, for example: I see that nobody makes notes. Do you see that too? What matters is that you, as a coach, turn your observations into a theme and turn it into a question that activates awareness in the group. Awareness that is about: “How do we do it as a group now? Do we want to keep it that way or adapt? In your question formulation you choose words and a style that fits the group at that moment. What is important in this case is that it is not very clear whether or not the group chooses to take notes. The point is that in their learning process they jointly make conscious choices for setting up their cooperation and start experimenting with what works and what does not. The ALC’s questions should stimulate this. The answer to the question of what has to be done in the case is up to the group. Not to the coach. Reply Delia Peixoto September 7, 2018 at 9:20 pm | # The process of action learning has only 2 ground rules and any other must be decided from the group. If the group did not agreed previously that they would take notes of what is being discussed, probably i would not make any intervention. But, if i have the “feeling” that it is a lack of dispersion at the team, and not taking notes is like the symptom, i could ask: “From 1 to 10, how we are behaving as a team? What we are doing great? what we can do better?” If the team does not mention the “taking note”, i would continue the process and keep making intervention related to the process and targeting learning opportunities. Reply Allen Tillman October 11, 2018 at 2:27 am | # As an Action Learning Coach, I would intervene with the following questions: – A major aspect of Action Learning is finding innovative solutions to complex problems, as a group how are we capturing those solutions? – I’ve heard great questions and statements, as a group how are we capturing this information? – Question to the group, how are we doing documenting our observations? (okay or not okay) (Okay, who has the next question?) Reply Mackenzie Farrell November 15, 2018 at 11:46 am | # I’ve observed that a lot of group members assume the coach will be the one taking the lead and therefore taking notes. On the contrary, it is important to ensure the coach is intervening with opportunities for learning, while the group members are responsible for working through the problem. As the coach, I would ask the group, “there are some great points being made and some good learning taking place, how are we going to make sure we don’t lose them?” and turn it over to the group members to take responsibility. Reply Aleksandra Lemanska December 16, 2018 at 8:04 am | # I would refer to giving feedback at the end of the session regarding training leadership skills and ask: – how are we doing in memorizing examples of training chosen leadership skills? – why is it important to give feedback using specific examples? – what can we do to make sure that we don’t miss anything important regarding giving supporting feedback at the end of the session? Reply Renata Czajkowska December 31, 2018 at 4:18 am | # During the intervention I would ask: – how can we enhance the learning process? – how can we capture the ideas generated in our session? Reply Michelle Gagui January 30, 2019 at 6:21 am | # I will call their attention (intervene learning opportunity and apply SID). And I would ask question to all team members (including the problem presenter) to ensure that they need to realize taking notes – especially on the action steps are important. I like the question – posted by Renata Czajkowska “how can we capture the ideas generated in our session?” Reply Joanna Lee March 2, 2019 at 4:27 am | # I’ve observed such a scenario happen because everyone was so excited to talk about a common problem they faced. Reflecting on this, I would have intervened earlier than later (after many opportunities for the team to document great questions and insights flew by). I would remind the team: Team, let me remind you that at the end of the session, I will be asking you to share how you demonstrated your leadership competency and to encourage one another with feedback on how they practised theirs. What would you do to help yourselves share effectively/meaningfully later? Reply Erna van Ophem April 1, 2019 at 3:12 pm | # That’s up to the members. More important is they are active listeners who ask questions which go beyond, to deepen out and to get to the so called ‘understream’ (emotions). Reply Vicky Glanville April 16, 2019 at 6:08 pm | # I would ask the team how they think they are performing as a team – rate it 1-10. If they don’t identify that they are not taking notes, I say ‘i notice that no one is taking notes, how do you think this is affecting the performance of the team and how this may impact the problem resolution’ Reply Debora Pelegrino April 25, 2019 at 10:57 am | # First of all, I would remind the group that learning is one goals of Action Learning. After that, I will do an observation like “I notice that no one is taking notes. ” And a question: ”Who notice that? ” And then I will do a question like: “What, as a group, we gain if we take notes?” Reply Cherry Ge June 11, 2019 at 9:54 am | # I will let team confirm whether they already had the alignment what the problem is. If they don’t have the alignment, I will ask, how can we do better? This is a learning moment, l will catch it and to show the impact without taking notes. Reply Yen Le Thi Hai June 13, 2019 at 9:39 pm | # As an AL coach, I will observe the team and their work first. If the discussion is going to be dis-structured, I will intervene with questions, depending of the context: – Team, how are we working now? How did we progress during the last 10 minutes? – How are key ideas captured? What will we do for even better? If the team feels comfortable to working without taking notes and progress anyway, I will step back. However, in case that they go again to another dis-structured discussion, I will intervene by the different way: – I notice that nobody do the notes taking, who else notices that? How did it impact to our work now? And how does taking notes can support to the performance/ discussion of our team in next step? When the team can stop and find this as a learning opportunity, they will successfully focus back to the main streamline. The role of AL coach is to facilitate such learning opportunity when occurred. Reply Tran Le Quynh Nga July 11, 2019 at 11:59 pm | # As a coach, I would like to help our team members to realize they dont takes notes and would forget all at the end. I will intervene the team as follow: “Hi team, at the end of this session, each of you will have the action plan as well as share the feedback on how we as well as our team member’s demonstrated our leadership capability. How are we memorizing these to share at the moment?” Then: “What will happen if at the end, we do not remember any at all? and finally “What are the ways to help us remember all the important points of our action plan and capability demonstration detailed?” Reply Rohini Chopra August 7, 2019 at 2:04 am | # I would ask the team how they feel they are progressing as a group? I would ask how they are tracking their ideas and learnings. Would end the intervention with at the end of the session I will ask the problem presenter to read out the action points to be implemented. Reply SUNISA PHUMPAKA September 6, 2019 at 11:43 am | # I will intervene them “Let me remind everyone of your leadership competency , remember to practice it , Do everyone take note of example sentence that you practice you Leadership skill ? Yes ? or No? I remind that at the end of session, I will ask each of you to share how you have been practice our leadership competencies . Reply Kathy Zou September 24, 2019 at 1:06 am | # As AL coach, I will observe and let the team to work on their for a while. I may bring this up in the pulse-check session, asking the team a specific question like “how do you think the ideas were captured in past 10 min? “, especially if the team is working on an organization problem. For an organization problem, the problem is supposed to be owned by the whole team not only problem presenter so the ideas and actions come up in the session need to be clear to all. So I would intervene such a situation more specifically. However, if the session is on individual topic, I might take more lighter approach and just ask the general pulse-check questions such as “how do you think you did in past XX minutes? ” “what might be done differently” etc. I thought it’s up to coach to notice the need for note-taking and bring this up to team’s awareness that no one is taking the notes. I will leave the team to decide if they will take the notes or not. Reply Leave a comment You must be logged in to post a comment.