How Action Learning
Supports Organization
Development & Change
November 10, 2009
Center for Organizational Dynamics
University of Pennsylvania
Arthur M. Freedman, MBA, Ph.D.
World Institute for Action Learning
Carey Business School, Johns Hopkins University
Arthur M. Freedman, MBA, Ph.D.
11/10/09
1
OD&C is “a system-wide
application and transfer of
behavioral science knowledge to the
planned development, improvement,
and reinforcement of the strategies,
structures, and processes that lead to
organization effectiveness.”
Cummings, T. G., & Worley, C. G. (2005). Organization development and change,
8th edition. Mason, OH: Thomson/South-Western.
Arthur M. Freedman, MBA, Ph.D.
11/10/09
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Action Learning: developing executives and
organizations while dealing effectively with critical,
unprecedented, discontinuous organizational issues
Arthur M. Freedman, MBA, Ph.D.
11/10/09
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The first step
of any
innovative
process is an
act of
destruction
Arthur M. Freedman, MBA, Ph.D.
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Most contemporary
organizational transformation
projects are triggered by
unprecedented and
discontinuous events that
originate in the external
environment
Arthur M. Freedman, MBA, Ph.D.
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Organizational Change is Stimulated
Primarily by External Events
Information: surveys,
research, theoretical
concepts, “best practices,”
and “benchmarking”
Supra-System,
Organization,
Subsystem
or Team
Technological
innovations
Demographics,
migration, and
population growth
patterns (customers
& labor pool)*
Legislation
(e.g., AAP, TERRORISM
Political
EEOC, EPA
conditions*
Social
values*
Climate,
meteorological
conditions*
Economic
conditions*
Customers’
Competition*
Pandemics*
preferences or
requirements*
* local, national, regional, and/or global
Arthur M. Freedman, MBA, Ph.D.
11/10/09
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• Organizations typically respond to
environmental changes with a technical or
structural “solution.”
• If internal resources are insufficient,
organizations often secure external
technical expert or techspert consultants
(Freedman & Zackrison, 2001).
Arthur M. Freedman, MBA, Ph.D.
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“Techsperts and OD&C Practitioners
Should Be Friends”
(Sung to the tune of “Farmers and Ranchers Should Be Friends” (Oklahoma)
Arthur M. Freedman, MBA, Ph.D.
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Existing
Organizational
System
Supported by “Tradition Bearers”
Arthur M. Freedman, MBA, Ph.D.
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Desired
organizational
system
Supported by “Crusaders for Change”
Arthur M. Freedman, MBA, Ph.D.
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To function effectively in unprecedented,
discontinuous conditions, a transforming
organizational system must determine
what to:
ADD ON
LET GO
(with Respect
& Appreciation)
Arthur M. Freedman, MBA, Ph.D.
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• Techsperts focus on techno-structuralsystems problems and solutions
• Techsperts see themselves as masters of
“hard” sciences (SMEs)
• Techsperts typically do not anticipate
collateral socio-emotional damage caused
by techno-structural-systems change
• Usually, techsperts are unskilled in dealing
with socio-emotional problems
Arthur M. Freedman, MBA, Ph.D.
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• Implicitly, techsperts seem to assume the
power of their techno-structural interventions
will force people, teams, and subsystems to
adapt and accommodate
• Techsperts see OD&C practitioners as “soft
stuff”
• But, “the soft stuff is the hard stuff”
OD&C practitioners and ALTCs are experts
on the “soft stuff”
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ONE VERSION OF THE ORGANIZATION
DEVELOPMENT & CHANGE PROCESS
FUTURE
STATE
PLANS
TRANSITION
STATE
WHY
CHANGE?
CURRENT
STATE
Based on Richard Beckhard & Reuben T. Harris (1987)
Arthur M. Freedman, MBA, Ph.D.
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The Basic Change Process is Scalable – from Incremental
and Local to Transformational and Systemic
Create Task Forces or
Action Learning Teams
Review &
Approve
Future
State
FUTURE
STATE
MACRO
PLANS
Micro
Plans
Current
State
Execute
Implementation
Plans
WHY
CHANGE?
CURRENT
STATE
Project Integration or Coordination Team
TRANSITION STATE
Arthur M. Freedman, MBA, Ph.D.
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No matter how precise, plans
for complex system change
rarely work out as expected
“The best way to
understand an
organization is to try to
change it.”
Arthur M. Freedman, MBA, Ph.D.
11/10/09
Kurt Lewin
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Today, organizations need to:
• Adapt to unprecedented, volatile changes in
their external environments
• Deal with critical, emergent, unanticipated,
trans-organizational issues
• Find or create and apply effective solutions
• Be anchored in real-time
• Be responsive to cycle-time pressure
Arthur M. Freedman, MBA, Ph.D.
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However, most existing
organizational problem-solving
strategies, mechanisms, and
processes are:
• More effective for dealing with precisely
defined, well-known, historical issues
• Less effective for “fuzzy” unprecedented
issues
Arthur M. Freedman, MBA, Ph.D.
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When and Why Action Learning?
Well-known
Precise
OUTCOME (GOAL)
Uncertain, Ambiguous
Clear, Specific
A.
B.
Solution in Search of a
Problem – e.g., strategic
planning (AL may be
beneficial)
Known, Clear Solution
for a Puzzle
(Need: skilled task
facilitator, techspert)
C.
D.
Action Learning
Action Learning
Arthur M. Freedman (1998)
Arthur M. Freedman, MBA, Ph.D.
11/10/09
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Action Learning is an approach to
leadership, team, and organization
development and change
• Originally conceived and developed by Reg Revans
• Currently championed and refined by Mike Marquardt
(1999, 2004) and WIAL (2009)
Boshyk, Y. (Ed.) (2002). Action learning worldwide: Experiences of leadership and organizational development. New
York: Palgrave Macmillan.
Dotlich, D. L., & Noel, J. L. Action learning: How the world’s top companies are re-creating their leaders and themselves.
San Francisco: Jossey-Bass.
Gasparski, W. W., & Botham, D. (Eds.) (1998). Action learning. London: Transaction Publishers.
Marquardt, M. J. (1999). Action learning in action: Transforming problems and people for world-class organizational
learning. Palo Alto, CA: Davies-Black Publishers.
Marquardt, M. J. (2004). Optimizing the power of action learning: Solving problems and building leaders in real time. Palo
Alto, CA: Davies-Black Publishers.
Marquardt, M., Leonard, E.S., Freedman, A.M., & Hill, C. (2009). Action learning for leadership and organization
development. Washington: American Psychological Association.
Rothwell, W. J. (1999). The action learning guidebook: A real-time strategy for problem-solving, training design, and
employee development. San Francisco: Jossey-Bass.
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The elegant simplicity of Action
Learning integrates:
•
•
•
•
•
•
Action Research (Lewin)
Laboratory education -- T-Groups (Bradford, Gibb & Benne)
Sociotechnical Systems Theory (Rice, Trist, Emery, Murray)
Adult (Andragogical) Learning (Knowles)
Double-loop learning (Argyris & Schön)
Participative Organization Development & Change theory
and methodology (e.g., Cummings & Worley)
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Action Learning supports project
management teams that confront
C- and D-type problems:
• Coordinating activities of interdependent
contractors
• Resolving territorial disputes among involved
parties
• Developing commitment of end-users to support
plans for complex system changes
• Establishing priorities with which all involved
parties agree and sustain
Arthur M. Freedman, MBA, Ph.D.
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MULTI-DISCIPLINARY
MANAGEMENT TEAM
Cost &
Scheduling
Project
Director
Action
Learning
Team Coach
Quality
Assurance
Action Learning Team
For Project Management
Design
Engineering
OD&C
Practitioner
Stakeholder &
Regulator
Relations
Finance or Legal
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A cadre of Action Learning Team members is created
by selecting high-potential managers from different
levels, departments, regions, or product groups
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ALT Members Are Trained in Organizational Change
Feedback Loop: Variance Analysis
Pre-Entry
Entry
Contact
Agreements
Data
Organization
and Preparation
Action
Planning
Single-Loop
Learning
Evaluating
Progress
and Results
PHASES OF THE CONSULTING PROCESS
Data
Collection
Data
Feedback
Implementing
the Action Plan
Feedback Loop: Variance Analysis
Arthur M. Freedman, MBA, Ph.D.
11/10/09
Termination
or Recycle
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ALT Members are Trained in Double-Loop
Learning (Action Research)
“No action without research;
no research without action”
Kurt Lewin
2. PLAN
ACTION
1. DIAGNOSE
Content
Process
4. EVALUATE
EFFECTS
3. TAKE
ACTION
Premise
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DESIRED STATE
The Action Research Method as
Applied to Implementation Phase
(Complete Execution)
Evaluate
Plan
Diagnose
Act
Act
Diagnose
Evaluate
Evaluate
Plan
Predictable
Surprises
Act
Context &
Purpose
Act
Evaluate
Diagnose
Plan
Act
CURRENT STATE
(Goals & Plans Complete)
Evaluate
Diagnose
Diagnose
Evaluate
Plan
Plan
Based on Lewin (1948)
Arthur M. Freedman, MBA, Ph.D.
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“Predictable Surprises”
• We may not know what specific surprises we will run into
during implementation
• We do know, with a high degree of certainty, that such
surprises are inevitable; they cannot be avoided
• First, when we deliberately change even one part of a
system, the change will “perturbate” the entire system and
affect it in unpredictable ways (side effects)
• Second, implementation activities will cause previously
existing, benign conditions to emerge and become visible;
implementation will exacerbate these nascent issues
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When predictable surprises inevitably
occur, techsperts may ignore, avoid,
cover up, or deny them – or how they
lead to enduring consequences
• Lost-time accidents
• Shortages of essential supplies, resources
• Competing demands of stakeholders
• Resistance from end-users
• Competing crises that divert attention, resources
• Leadership changes
• Questionable cost-benefit analysis
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AL Project Structure
Project
Manager
(PM)
Administrative
Assistant
(AA-Logistics)
CHAMPION
SPONSOR
SPONSOR
SPONSOR
SPONSOR
Action
Learning
Team
Action
Learning
Team
Action
Learning
Team
Action
Learning
Team
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The AL Project Manager may choose to convene
a “Special Action Learning Team” (a S.A.L.T.)
• One person from each AL Team is deployed to the
S.A.L.T. for a full-time, temporary mission
• An AL Team Coach is assigned to the S.A.L.T.
• AL Teams continue their work
• The S.A.L.T. is mandated to clarify, diagnose, analyze, and
develop recommendations to deal with the Predictable
Surprise
• All relevant stakeholders and involved parties are
identified and asked to participate in the process
• The S.A.L.T. and its Predictable Surprise issue is treated as
a short-term Action Learning session
Arthur M. Freedman, MBA, Ph.D.
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ALT Members are Deployed to a SALT
with an ALT Coach
ACTION LEARNING TEAM “A”
ACTION LEARNING TEAM “A”
AL Team
Coach
SALT
ACTION LEARNING TEAM “A”
ACTION LEARNING TEAM “A”
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The AL cadre is oriented &
introduced to AL theory & methods
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“No learning without action;
No action without learning”
Reg Revans
Arthur M. Freedman, MBA, Ph.D.
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Executive managers (sponsors) select a number of
significant, critical trans-organizational “issues”
• Problems-to-solve
• Opportunities-to-exploit
• Dilemmas-to-manage
“What keeps them awake at night?”
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Examples of Action Learning Problems
•
•
•
•
•
•
•
•
•
Recruiting high tech workers
Developing training programs for leaders
Improving information systems
Six Sigma projects
Improving customer service
Resolving conflict between departments
Developing a new performance appraisal system
Establishing work schedule
Establishing common priorities incorporating diverse
vested interests of multiple stakeholders
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• Critical issues are allocated to the
AL cadre along with deadlines for
expected results
• The cadre is divided into four- to
eight-person ALTs
• Each ALT (“Set”) selects (or is
assigned) an issue to investigate
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A Coach is assigned to help the
ALT learn how to:
• Scope out the issue
(consider context,
culture, climate)
• Develop strategy
• Focus on Process
• Focus on Individual,
Team, and
Organizational
Learning
Arthur M. Freedman, MBA, Ph.D.
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Two Ground Rules/Guidelines in AL
1. Statements only in
response to questions;
anyone can ask
questions
2. Action learning coach
has authority to
intervene whenever
he/she identifies
learning opportunities
Arthur M. Freedman, MBA, Ph.D.
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Questioning and Reflective Process
• Questions tap into, surface preconscious information
• Questions enable us to diverge and examine from a systems
perspective before we converge towards solution
• Questions allow us to reflect, to listen, to be creative, and to
learn
• Questions to clarify, to open up new avenues, to unpack, to
offer ideas and insights, to learn
• Time and space is needed to reflect, share perspectives,
unfreeze, and gain (synthesize) new perspectives
Arthur M. Freedman, MBA, Ph.D.
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Questions are Essential to
Understanding and Framing Problems
• Assures ALT is working on the right problem (not symptom)
• Clarifying, understanding, testing validity of assumptions
• The blind men and the elephant – do we all see the problem
the same way? Or do we see different aspects? Or do we see
different problems?
• Inquiry and reflection is a sure way to get agreement on the
problem
• Understanding the context as well as the content of the
problem is essential
• Seeds of solutions reside in responses to great questions
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Step 1
DIVERGE
Problems
Quantity
Imaginative
Free
Gut
CRITERIA
Questions and the Problem Solving Process
Step 2
CONVERGE
Quality
Analytical
Restricted
Intellect
Solutions
Focus of questions
Ratio of questions to assertions
Open vs. closed-ended questions
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Questions Establish High Level Goals
and Create Optimal Strategies
• Questions encourage the team to expand thinking beyond
common or traditional solutions
• Asking what are our organization seeks to accomplish
• Focusing on a compelling, desirable future creates energy
and requires anticipation of the future
• Questions search for root causes
• Actionable strategies are built on the three questions of:
– Who knows what we are trying to do? (facts)
– Who cares about getting it accomplished? (interest)
– Who can get it implemented? (power)
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• ALTs work in both collocated and
distributed modes
• Individual ALT members take
responsibility for various tasks, actions,
activities & functions between meetings
• Convene when and as needed in pairs,
triads or total team
• Face-to-face, voice-to-voice and/or
virtual meetings
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Typically, ALT Coaches meet
with the ALT when they convene
for face-to-face meetings (every
2 or 3 weeks) :
• Progress reviews
• Data analysis
• Emergent planning of next steps
(What? So what? Now what?)
Arthur M. Freedman, MBA, Ph.D.
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Commitment to Learning
• Members take responsibility for
their own, their team’s, and their
organization’s explicit learning
• Time is set aside to reflect on and
discuss learnings and how they
can be applied systematically
elsewhere in the organization
• Leveraging and linking of
knowledge serves as a multiplier
of Action Learning’s benefits
Arthur M. Freedman, MBA, Ph.D.
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ALT Coaches enable ALT
members to empower
themselves by learning to
ASK GREAT QUESTIONS
Arthur M. Freedman, MBA, Ph.D.
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The Enablement-Empowerment Matrix
ENABLEMENT:
Level of technical competence, skill in
managing power, and effectiveness when
working autonomously & teams
EMPOWERMENT:
Level of personal and organizational
authority (discretion to act)
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ENABLEMENT
EMPOWERMENT
LOW
HIGH
LOOSE
CANNONS
ENTRENCHED
LOW IN BUNKERS
HIGH
FULLY
EMPOWERED
CAGED
EAGLES
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Action Learning Team Coach
• Trained
• A member of the organization or
external partner
• Only asks questions related to learning
• Ensures sufficient time for capturing
learnings
• Helps team members to reflect and
learn
• Helps ALT to set norms and monitor
adherence (or relevance)
• Creates an atmosphere of learning and
reflective inquiry
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Mental models and evidence-based
principles serve the purpose of
INFORMING the ALT Coach re:
• What questions to ask
• How to ask questions
Arthur M. Freedman, MBA, Ph.D.
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Action Learning Enables
ALTs to become High
Performance Teams (HPT)
Arthur M. Freedman, MBA, Ph.D.
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ALTs and Coaches begin by focusing on
the Task Achievement and Goal
Attainment (WORK) Level.
As the ALT engages the work, indicators
may emerge for the need to focus at the
Group Dynamics, Individual or
Interpersonal, and/or Boundary
Management Levels.
Arthur M. Freedman, MBA, Ph.D.
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Developing an HPT
Task accomplishment & goal
achievement (participatory
problem-solving and decisionmaking methods & skills)
Personal &
interpersonal
dynamics
A collection
of individuals
A high
performing
team
Boundary management
(lateral interface transactions
with significant stakeholders
& constituents)
Group dynamics
Arthur M. Freedman, MBA, Ph.D.
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Arthur M. Freedman, MBA, Ph.D.
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Taking Action
• Action is required after each ALT
session & during implementation of
strategies
• Testing ideas in the real world
determines if strategies are effective
and practical
• Merely recommending solutions
diminishes creativity and
commitment
• Deep and real learning occurs when
reflecting on real action
Arthur M. Freedman, MBA, Ph.D.
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Teams present their results to
executive decision-makers for
approval to proceed with
IMPLEMENTATION
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Benefits derived from Action Learning
• Increase executive bench strength
• Identify & deal with real, consequential trans-organizational issues
• Learn how individuals, teams & total systems can quickly grow &
develop
• Familiarize high-potential managers with different organizational
perspectives
• Develop consultative problem-solving and decision-making skills
• Learn to build & develop high-performing team
• Develop leadership capabilities & practical skills
• Gain self-awareness, self-esteem
• Influence executive decision-makers
• Earn recognition, appreciation, respect
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