Scenario: Taking notes(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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Miroslaw Tarasiewicz
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The simplest possible reaction: what – so what – now what. For example: I have noticed that you don’t take notice. Has anybody noticed that? Why is it beneficial for the group to have precise notes? What will we do now?
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HOANG VIET
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I would use questions like:
1. “How could taking notes help the group remember and track what has been discussed?”
2. “How did having or not having notes impact the outcomes of this session?”
3. “What will the group do differently in future sessions to ensure important information is not forgotten?”
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Kamila Glogowska
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very similar to the comment above.
I have noticed that none of you are taking notes. Have you noticed?
What do we do about it?
What could be the benefits of taking such notes for ourselves?
Then what do we do next?
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Thongpunchang Pongvarin
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I will use the SID Intervention:
S: I have noticed that the team is not taking notes
I: What would happen if we continue not to take notes? What would be the benefits of taking notes?
D: How can we make sure to do better in this aspect?
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Pei chun Lin
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I would share my observation “I noticed that no one is taking notes.” ,”What do you think would be the impact on learning if we took notes?”Then, I would ask, “What do you think we should do moving forward to enhance the learning experience?”
My goal was to highlight the issue and encourage the team to take ownership of the solution.
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Dale Forkner
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I would pause with a brief intervention to determine why the Team wasn’t taking notes. I would then take the opportunity to remind the team that the best way to retain the information that they’re receiving and to preserve it to use as a reference in their role as a Leader, is to take notes. Are the members familiar enough with the presenter/topic of discussion that they believe they don’t require notes?
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Niwat Theeraviwatwong
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I would intervene and ask team to realize the valuable of taking notes and would reflect learning on how can we learn from this.
1. Hello! Team, I noticed that no one is taking something else while doing our action learning process.
2. Why should we need to take notes?
3. What’s impact our the team if member are not taking notes?
4. What will happen to the learning if we have a good notes?
5. What can we to improve?
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Sunrui Wu
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First, I would share my observation with the team: “I noticed that during the recent discussion, no one was taking notes. Did anyone else notice this?”
Second, I would ask the team for their views on this: “What impact do you think the absence of note-taking has on our team?”
Finally, I would invite the team to decide on the next steps: “For future discussions, what do you think we could do to better support our action learning process?”
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Wenyue He
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After observing the team for around 10 minutes, I will conduct a team – effectiveness intervention. “We’ve been going for a while. On a scale of 1 – 10, how would you rate our team’s performance so far?” After everyone shares their score, I will ask, “What have we done well as a team? Where can we improve?”
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Min Ge
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I’ll share my observation, “I’ve noticed that no one in the room is taking notes, have you noticed that?” and then I’ll ask, “What are the benefits of taking notes for us to move the issue forward?” Finally, I will ask, “What changes do we need to make in the next discussion to ensure that it is more effective?”
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Rickey Collado
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This can be a challenging situation, as it’s often difficult for participants to actively engage in an Action Learning session while also taking thorough notes. However, it’s important to reinforce the value of documentation as part of the learning and reflection process.
In this case, I would address the observation through a brief and thoughtful intervention. I might say, “I’ve noticed that it doesn’t appear anyone is taking notes—why might it be important to capture key insights or questions during the session?”
This type of open-ended question invites reflection without placing blame and encourages the group to recognize the importance of note-taking in supporting individual and team learning, tracking progress, and ensuring accountability.
As an Action Learning Coach, it’s essential to raise these observations in a way that promotes self-awareness and reinforces best practices without disrupting the flow or safety of the session.
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Dida Khairullah
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As a coach, since the team didn’t break any rules, I wouldn’t intervene immediately. However, I will use it as a learning opportunity later in the session.
When the time comes for the team to confirm the problem statement in writing and read it aloud and asking them whether there was an agreement. I would observe whether there is any difficulty recalling the exact wording or understanding of the problem. Then, I would ask reflective questions such as “How easy or difficult was it to recall the problem we’re working on?” follow up with “If we were to revisit this session later, how confident would the team be in recalling the problem accurately?” and “What could help us recall the problem more clearly as a team?”
By asking this question, it hopes to help the team reflect on their process and consider the value of note taking without directly instructing or correcting them. If the team identifies the need, they can decide together how to ensure better recall moving forward.
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Elaine Palmer
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I would use the following sequence:
How are we doing with recording the actions that are being defined?
Why is it important for us to have this record?
How do we want this to happen in this group?
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Melissa Huang
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I will ask the following questions using SID framework:
What do you all observe about how we are capturing the valuable ideas being shared right now?”
What is the potential impact or risk if we continue this way?
What do we want to do next?
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Jolina Kahn
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If I noticed no one was taking notes, I’d pause and check myself first. Is it important for me to step in, or is this something the group can surface themselves? Since Action Learning is about both problem-solving and learning, I’d likely intervene with a simple question:
“What’s our process right now for capturing ideas or actions?”
If they acknowledge there isn’t one, I might follow with: “So what might be the impact if nothing is recorded?”
And then: “Now what would the team like to do to make sure the discussion and decisions are captured?”
This way, I’m not telling them to take notes, but I’m prompting them to reflect on the consequences and decide together. Sometimes a team member will naturally volunteer, or they may come up with another way to capture things. My role is to surface the gap and let the team take ownership of the solution.
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KHAIRUNNISAK LATIFF
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As a coach, I would intervene by:
1. Sharing my observation
– I’ve noticed that no one is taking notes. Has anyone else noticed this?
2. Asking reflective questions to help the team recognize the importance of note-taking and its impact on progress.
– What will be the impact?
– What are the benefits of capturing key insights and actions?
3. Supporting the team in deciding the changes they want to make moving forward
– How can we make things better?
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