Upload
mackenzie-owen
View
222
Download
0
Tags:
Embed Size (px)
Citation preview
Arthur M. Freedman, MBA, Ph.D. 11/10/09
1
How How Action Learning Action Learning Supports Organization Supports Organization Development & ChangeDevelopment & Change
November 10, 2009Center for Organizational Dynamics
University of PennsylvaniaArthur M. Freedman, MBA, Ph.D.World Institute for Action Learning
Carey Business School, Johns Hopkins University
How How Action Learning Action Learning Supports Organization Supports Organization Development & ChangeDevelopment & Change
November 10, 2009Center for Organizational Dynamics
University of PennsylvaniaArthur 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
2
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.
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
3
Action Learning: developing executives and organizations while dealing effectively with critical, unprecedented, discontinuous organizational issues
Arthur M. Freedman, MBA, Ph.D. 11/10/09
4
The first step of any innovative
process is an act of destruction
The first step of any innovative
process is an act of destruction
Arthur M. Freedman, MBA, Ph.D. 11/10/09
5
Most contemporary organizational transformation
projects are triggered by unprecedented and
discontinuous events that originate in the external
environment
Arthur M. Freedman, MBA, Ph.D. 11/10/09
6
Organizational Change is StimulatedPrimarily by External Events
Organizational Change is StimulatedPrimarily by External Events
Supra-System,Organization,
Subsystem or Team
Information: surveys, research, theoretical
concepts, “best practices,” and “benchmarking”
Technological innovations
Demographics, migration, and
population growth patterns (customers
& labor pool)* Customers’ preferences or requirements*
Economic conditions*
Climate, meteorological
conditions*
Social values*
Political conditions*
Legislation (e.g., AAP,
EEOC, EPA
TERRORISM
Pandemics*Competition*
* local, national, regional, and/or global
Arthur M. Freedman, MBA, Ph.D. 11/10/09
7
• 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. 11/10/09
8
“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. 11/10/09
9
ExistingOrganizational
System
Supported by “Tradition Bearers”
Arthur M. Freedman, MBA, Ph.D. 11/10/09
10
Desiredorganizational
system
Supported by “Crusaders for Change”
Arthur M. Freedman, MBA, Ph.D. 11/10/09
11
ADD ON
PRESERVE
PRESERVE
LET GO(with Respect
& Appreciation)
To function effectively in unprecedented, discontinuous conditions, a transforming
organizational system must determine what to:
Arthur M. Freedman, MBA, Ph.D. 11/10/09
12
• Techsperts focus on techno-structural-systems 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. 11/10/09
13
• 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”
Arthur M. Freedman, MBA, Ph.D. 11/10/09
14
Based on Richard Beckhard & Reuben T. Harris (1987)
FUTURESTATE
TRANSITION STATE
PLANS
WHY CHANGE?
CURRENT STATE
ONE VERSION OF THE ORGANIZATION DEVELOPMENT & CHANGE PROCESSONE VERSION OF THE ORGANIZATION DEVELOPMENT & CHANGE PROCESS
Arthur M. Freedman, MBA, Ph.D. 11/10/09
15
The Basic Change Process is Scalable – from Incremental and Local to Transformational and Systemic
The Basic Change Process is Scalable – from Incremental and Local to Transformational and Systemic
MACROPLANS
FUTURESTATE
WHY CHANGE?
CURRENT STATE
FutureState
CurrentState
Review &Approve
ExecuteImplementation
Plans
TRANSITION STATE
Project Integration or Coordination Team
Create Task Forces or Action Learning Teams
MicroPlans
Arthur M. Freedman, MBA, Ph.D. 11/10/09
16
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.”
Kurt Lewin
“The best way to understand an
organization is to try to change it.”
Kurt Lewin
Arthur M. Freedman, MBA, Ph.D. 11/10/09
17
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
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. 11/10/09
18
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. 11/10/09
19
When and Why Action Learning?
OUTCOME (GOAL)Uncertain, Ambiguous Clear, Specific
B.Known, Clear Solution
for a Puzzle (Need: skilled task
facilitator, techspert)
C.Action Learning
D.Action Learning
PA
TH
WA
Y (
SO
LU
TIO
N)
Un
know
nC
o ntr
over
sial
Wel
l-kn
own
Pre
cise
A.Solution in Search of a
Problem – e.g., strategic planning (AL may be
beneficial)
Arthur M. Freedman (1998)
Arthur M. Freedman, MBA, Ph.D. 11/10/09
20
Action Learning is an approach to leadership, team, and organization
development and change
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)
• 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.
Arthur M. Freedman, MBA, Ph.D. 11/10/09
21
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)
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)
Arthur M. Freedman, MBA, Ph.D. 11/10/09
22
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. 11/10/09
23
Action Learning TeamFor Project Management
Project Director
Stakeholder & Regulator Relations
Finance or Legal
Design Engineering
Action Learning
Team CoachOD&C
Practitioner
Quality Assurance
Cost & Scheduling
MULTI-DISCIPLINARYMANAGEMENT TEAM
Arthur M. Freedman, MBA, Ph.D. 11/10/09
24
A cadre of Action Learning Team members is created by selecting high-potential managers from different
levels, departments, regions, or product groups
Arthur M. Freedman, MBA, Ph.D. 11/10/09
25
ALT Members Are Trained in Organizational ChangeALT Members Are Trained in Organizational Change
Pre-EntryEntry
ContactAgreements
Evaluating Progress
and ResultsAction
Planning
DataOrganization
and Preparation
DataFeedback
Implementing the Action Plan
Terminationor Recycle
Feedback Loop: Variance Analysis
Feedback Loop: Variance Analysis
PHASES OF THE CONSULTING PROCESSPHASES OF THE CONSULTING PROCESS
DataCollection
Single-LoopLearning
Arthur M. Freedman, MBA, Ph.D. 11/10/09
26
ALT Members are Trained in Double-Loop Learning (Action Research)
ALT Members are Trained in Double-Loop Learning (Action Research)
3. TAKE ACTION
1. DIAGNOSE
4. EVALUATEEFFECTS
2. PLANACTION
Content
Premise
Process
“No action without research; no research without action”
Kurt Lewin
“No action without research; no research without action”
Kurt Lewin
Arthur M. Freedman, MBA, Ph.D. 11/10/09
27
Predictable Surprises
Realis
tic E
xecutio
n
Realis
tic E
xecutio
n
Based on Lewin (1948)
Context &Purpose
Diagnose
ActEvaluate
Plan
PlanEvaluate Evaluate
Act
Evaluate Plan
Evaluate
Diagnose
DiagnoseAct
Act
Diagnose
Plan
Evaluate
Diagnose
PlanAct
CURRENT STATECURRENT STATE(Goals & Plans Complete)(Goals & Plans Complete)
““Reasonable,” Idealized Execution of
Reasonable,” Idealized Execution of
Implementation Plans
Implementation Plans
DESIRED STATE DESIRED STATE (Complete Execution)(Complete Execution)
The Action Research Method asApplied to Implementation PhaseThe Action Research Method as
Applied to Implementation Phase
Arthur M. Freedman, MBA, Ph.D. 11/10/09
28
“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
Arthur M. Freedman, MBA, Ph.D. 11/10/09
29
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
Arthur M. Freedman, MBA, Ph.D. 11/10/09
30
Project Manager
(PM)
AdministrativeAssistant
(AA-Logistics)
ActionLearning
Team
ActionLearning
Team
ActionLearning
Team
ActionLearning
Team
CHAMPION
SPONSOR SPONSOR SPONSOR SPONSOR
AL Project Structure
Arthur M. Freedman, MBA, Ph.D. 11/10/09
31
• 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
The AL Project Manager may choose to convene a “Special Action Learning Team” (a S.A.L.T.)
Arthur M. Freedman, MBA, Ph.D. 11/10/09
32
ACTION LEARNING TEAM “A”
ACTION LEARNING TEAM “A”
ACTION LEARNING TEAM “A”
ACTION LEARNING TEAM “A”
SALTAL Team Coach
ALT Members are Deployed to a SALT with an ALT Coach
Arthur M. Freedman, MBA, Ph.D. 11/10/09
33
The AL cadre is oriented & introduced to AL theory & methods
Arthur M. Freedman, MBA, Ph.D. 11/10/09
34
“No learning without action;No action without learning”
Reg Revans
“No learning without action;No action without learning”
Reg Revans
Arthur M. Freedman, MBA, Ph.D. 11/10/09
35
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?”
Arthur M. Freedman, MBA, Ph.D. 11/10/09
36
• 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
• 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
Examples of Action Learning ProblemsExamples of Action Learning Problems
Arthur M. Freedman, MBA, Ph.D. 11/10/09
37
• 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
• 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
Arthur M. Freedman, MBA, Ph.D. 11/10/09
38
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. 11/10/09
39
Two Ground Rules/Guidelines in ALTwo 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. 11/10/09
40
Questioning and Reflective ProcessQuestioning 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. 11/10/09
41
Questions are Essential to Understanding and Framing Problems
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
Arthur M. Freedman, MBA, Ph.D. 11/10/09
42
Questions and the Problem Solving
Process Questions and the Problem Solving
Process
IDEATE
IDEATE EVALUATE
EVALUATE
NO JUDGMENT
NO JUDGMENT YES JUDGMENT
YES JUDGMENT
DIVERGEDIVERGE CONVERGECONVERGEStep 1 Step 2
QuantityImaginative
FreeGut
QualityAnalyticalRestrictedIntellect
Problems Solutions
CR
ITE
RIA
Focus of questionsRatio of questions to assertionsOpen vs. closed-ended questions
Arthur M. Freedman, MBA, Ph.D. 11/10/09
43
Questions Establish High Level Goals and Create Optimal Strategies
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)
Arthur M. Freedman, MBA, Ph.D. 11/10/09
44
• 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
• 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
Arthur M. Freedman, MBA, Ph.D. 11/10/09
45
Typically, ALT Coaches meet with the ALT when they convene for face-to-face meetings (every 2 or 3 weeks) :
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. 11/10/09
46
Commitment to LearningCommitment 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. 11/10/09
47
ALT Coaches enable ALT members to empower
themselves by learning to ASK GREAT QUESTIONS
ALT Coaches enable ALT members to empower
themselves by learning to ASK GREAT QUESTIONS
Arthur M. Freedman, MBA, Ph.D. 11/10/09
48
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)
Arthur M. Freedman, MBA, Ph.D. 11/10/09
49
ENABLEMENT
LOOSE CANNONS
ENTRENCHED IN BUNKERS
CAGEDEAGLES
FULLYEMPOWERED
EM
PO
WE
RM
EN
T
HIGH
LOW
HIGHLOW
Arthur M. Freedman, MBA, Ph.D. 11/10/09
50
Action Learning Team CoachAction 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
Arthur M. Freedman, MBA, Ph.D. 11/10/09
51
Mental models and evidence-based principles serve the purpose of INFORMING the ALT Coach re:
• What questions to ask
• How to ask questions
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. 11/10/09
52
Action Learning Enables ALTs to become High
Performance Teams (HPT)
Arthur M. Freedman, MBA, Ph.D. 11/10/09
53
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.
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. 11/10/09
54
A high performing
team
A collection of individuals
Boundary management (lateral interface transactions with significant stakeholders
& constituents)
Developing an HPTDeveloping an HPT
Task accomplishment & goal achievement (participatory
problem-solving and decision-making methods & skills)
Group dynamics
Personal & interpersonal
dynamics
Team D
evelo
pment: P
hases &
Stages
Arthur M. Freedman, MBA, Ph.D. 11/10/09
55
Arthur M. Freedman, MBA, Ph.D. 11/10/09
56
Taking ActionTaking 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. 11/10/09
57
Teams present their results to executive decision-makers for
approval to proceed with IMPLEMENTATION
Arthur M. Freedman, MBA, Ph.D. 11/10/09
58
Benefits derived from Action LearningBenefits 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
• 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