行动学习手册

ACTION LEARNING
HANDBOOK
Kinnogene- Insight, Inspiration & Innovation
Keke QUEI

CONTENTS
PREFACE PART 1 INTRODUCING ACTION LEARNING 2 4 5 6 7 8 9 10
1)．WHAT IS ACTION LEARNING 2)．WHAT CREATES A GOOD PROGRAM 3)．WHEN IS IT USEFUL PART 2 ACTION LEARNING IN PRACTICE
4)．AN ACTION LEARNING MODEL 5)．ACTION LEARNING PROCEDURE
6)．WHAT CONSTITUTES AN ACTION LEARNING PROGRAM 11 7)．ROLE OF THE FACILITATOR… PART 3 PART 4 WHAT CAN GO WRONG TOOL BOX 12 13 17
Published and designed by Kinnogene Inc. Printed in China
Kinnogene Inc. is happy to share any part of this book for distribution and reproduction provided the authors are acknowledged. Thank you.
RM101, #1, 228 Alley, Taizhou Rd., Shanghai 200040 Phone: +86 21 5256 2972 Email: info@https://www.360docs.net/doc/438978674.html,
1

PREFACE
Brief Introduction
Partial Client List …
Plantronics Sales
AstraZeneca Finance Team Integration
Facilitation Skills Corp. Participative Management Launch
Ms. Keke Quei 1st Chinese IAF Certified Professional Chinese IAF Certified Professional Facilitator in China. President - Kinnogene Inc. World Bank SME Leadership Project Consultant. Accenture China Director AMA China – Managing Director Corp. HRD and OD Practitioner –Digital, ABB, Xerox. Kinnogene brings meaningful innovations to market at the right time for those who aspire to make sense of the new. Kinnogene provides customized solutions to optimal business performance outcomes based Facilitative tools and methodology. We work with clients, partners, and partner's clients to efficiently identify and adopt "best practices" that will have the greatest impact on clients’ business performance and agility.
Team Integration
Food Brand Building Strategy into Action Facilitation Innovation Navigator Transformation Journey Facilitation & Alibaba Management Development Program Mentoring Program & Agility Planning Facilitation Givaudan China Flavor – The Visioning Journey Facilitation Future Search Action Learning Project Team For Leadership Development Future Search – LiNing 2008 Performance Management, Competence Models & Core Value Launch SBS From Leadership Competencies Model to Leadership Competence Shaping Our Success TOGETHER “Leadership Imperative” Launch Innovation and Creativity Facilitation Future Search -
Facilitated KM Learning Kodak DFIS China Future Search LT Retreat – Strategy Alignment
Competency Model for Competitiveness
Train the Facilitator Coaching for Growth
2

INTERVIEWS WITH 30 CORPORATIONS IN THE FORTUNE 250 AND FOUND THAT…
Five Interesting Findings： They use a comprehensive approach to Leadership Development and use facilitator/ Coaching as one key component. They are driven by a strong CEO business initiative or supported by the CEO. They have clearly defined goals, objectives, and measurements from the start. They feel strongly that the most effective coaches are external consultants and not employees, but effective mentors could be either external or internal mentors. Few organizations are successfully measuring the effectiveness or results of either coaching or mentoring programs. However, one hundred percent of the participating organizations are continuing their programs and working to enhance their effectiveness.
3

1
INTRODUCING ACTION LEARNING
4

1．WHAT IS ACTION LEARNING？
Action learning is a process underpinned by a belief in individual potential: a way of learning from our actions, and from what happens to us, and around us, by taking the time to question, understand and reflect, to gain insights, and consider how to act in future. There are two other important elements to action learning: it involves a group of people who work together on their ‘doing’ and their ‘learning’; and it requires regular and rigorous meetings of the group, to allow space and time for the questioning, understanding and reflecting. It is precisely because action learning involves a group of people that it is so effective for introducing change into organizations: changes in the way people work together, in the way they behave and think (culture change). Changes also occur because participants from a program begin to influence others, which may in turn bring about changes in the structures, systems and processes within an organization.
L＝P＋Q
Learning ＝ Programmed Knowledge ＋ Questioning insight
Reg Revans, the ‘founding father’ of action learning, describes learning (L) as consisting of two elements: programmed or taught learning (P), coupled with asking questions (Q). But it is the emphasis on the Q that is the more important. By asking ourselves and others questions, we challenge, and are challenged. For the purpose of questions posed in action learning is to prompt thought and reflection, from which will emerge effective actions.
2

2．WHAT CREATES A GOOD PROGRAMME?
A good action learning program will encourage participants not only to 'crack the shells of their ignorance', but also 'the shells of their understanding' - and discover something about themselves. The learning may be about: Gaining new knowledge and information Reasoning differently Behaving differently Becoming more aware Gaining greater understanding of oneself and values Altering beliefs and values Acknowledging feelings and their impact
The four Ps of Action Learning
Examining Programmed ‘Knowledge’
－from books, courses, experts －our own personal ‘programmed’ and beliefs
Achieving Two End-products
Valuing the Philosophy
－honesty －respect for others －responsibility
－accomplishing a task or project －learning
Adhering to the Procedures
－project －time －set adviser
－set －set processes
6

3．WHEN IS IT USEFUL?
An action learning approach can be applied to the following circumstances: when we are confronting a new situation we have never been in before when we are working with a new group of people we have never dealt with before when we want to test out new ways of working with people we already know in teams, or simply managing staff or relating to colleagues when our jobs or work roles change and we're not sure what our responsibilities are, or how to relate to other staff when the organization we work for is facing a major dilemma and needs to move forward when we feel there are untapped human resources around us that we are ignoring when involving people in working on resolving issues that affect them in organizations
when the organization we work for is faced with challenges in the future, and needs to establish strategies and plans when trying to deliver this elusive concept called ‘empowerment’ when we want to change the way things have been before when we want to change something in our own personal make-up - the way we do things, the way we react - and our personal development when, as part of an NVQ or MCI initiative, we need to attain competence in a given area
7

2
ACTION LEARNING IN PRACTICE
8

4．AN ACTION LEARNING MODEL
Step 1 Recognize situations suitable for Action Learning Step 7 Set future directions Step 2 Select and organize an Action Learning team
Step 6 Evaluate results
Step 3 Brief the team and set constraints
Step 5 Empower a team to identify and experiment with solutions
Step 4 Facilitate team interaction
9

5．ACTION LEARNING PROCEDURES
Workshop 1 Program Preparation Content: Workshop 2 Program Running Content: Workshop 3 Vision Realization Content:
Project Team: 1. Team building 2. Objects identifying 3. Project planning
Preliminary Report： 1． Situation Trends/Problems/ Considerations 2． Focus 3． Challenges 4． Follow-up Team Feedback
Final Report： Proposals and demonstration
Running Project Task: 1．Visit bench mark 2．Collect and analyze information 3．Make preliminary planning for workshop2 Process: 1．Team Building 2．Undertaking multiple tasks
Running Project Task： 1．Visit bench mark 2．Collect and analyze information 3．Finish the final report or proposal Process： 1．Conflict management 2．Feedback 3．Key decisions
Total Duration：3 to 6 months
10

6．WHAT CONSTITUTES AN ACTION LEARNING PROGRAM
The six main elements of an action learning program are: 1. The set - the small group of five or six people who meet regularly, ideally once a month for a day, to work together in a supportive yet challenging way. 2. The 'learning vehicle' - the work-focused, real-time projects or tasks that each person (or the set as a whole) focuses on during the program. 3. The processes the set adopts when working each person has their own 'airspace', in which to work on their project; tile set meanwhile adopts a helpful questioning approach (no advice, and no general discussions). 4. A set adviser- who helps the group as it works and learns. 5. The duration of a program normally three to six months. 6. The emphasis on learningwhich emerges both from working on the projects and from working in the set. In an action learning program: Everyone works on a work-based project, or series of tasks. The group of people who join a program learn to work in a constructive and effective way. The emphasis throughout the program is as much on achieving visible results as on learning from everything that takes place, within and outside the set.
11

7. ROLE OF THE FACILITATOR…
Provide feedback to individuals about leadership performance Use assessment instruments such as 360 feedback report Share daily notes on individual performance gathered from team meetings Identify individual behaviors that reinforce or hinder desired outcomes Provide feedback to team about team performance Use assessment instruments Share daily notes on team performance gathered from team meetings Identify team behaviors that reinforce or hinder desired outcomes Assist team leader in advancing projects Clarify charter, task and outcomes Establish and capture team administration plans Provide tools Introduce tools for problem solving, team dynamics, leadership, project planning Allow time for team to learn and apply tools Oversee workflow processes Assist in creating project plans Identify processes that are/are not working well Be present whenever the full Action Learning team is together Observe constantly Hold the container for growth and development
Key Role and Activities for Team Facilitators
Acceptance
Help team members familiarize themselves with the team charge Help team members familiarize themselves with each other
Control
Serve as Devil's advocate
Communication
Manage group conflict Establish ways to seek clarification about tasks facing the team
Productivity
Focus on team process/interaction -2Think creatively

3
WHAT CAN GO WRONG
1

List the potential pitfalls:
An ill-trained, unprofessional set adviser
These pitfalls can be eliminated or avoided by observing the following rules: Use only trained set advisers; do not think you can train up a line manager or even a trainer within the space of two days to be a competent set adviser. Make sure the project lies within the authority, and scope of responsibility, of the participants. The project should be neither so large as to swamp the participant, nor too small and simple. It needs to be something to get one's teeth into, something moderately difficult, and something the participants haven't tackled before. Make sure there is senior management support for the program and for the participants. Revans' dictum of ensuring you pinpoint 'someone who knows, cares and can' is very relevant here.
The wrong choice of project
The lack of support in the company
14