Action Learning

A brief introduction to Michael K. Marquardt and

Roland K. Yeos work
 Agenda
1. Intro to the authors

2. Our aim and message with the presentation

3. What is Action Learning

4. Introduction to Action Learning

5. How Action Learning works in real world

6. How we understand Action Learning

7. References

8. Questions?
Intro to the authors
Dr. Michael Marquardt is Professor of Human
Resource Development and International
Affairs, Chair of GSEHD's Department of
Human and Organizational Learning, and
Program Director of the Executive Leadership
Program and Global Leadership in Teams and
Organizations Graduate Certificate Program.
Mike also serves as President of the World
Institute for Action Learning.

https://gsehd.gwu.edu/directory/michael-marquardt
Intro to the authors
Roland K. Yeo is a Management Trainer
based at the Saudi Aramco Professional
Development Academy. He is Adjunct
Associate Professor of Organizational
Behavior and Human Resource
Management at the Maastricht School of
Management and Adjunct Senior
Researcher at the International
Graduate School of Business, University
of South Australia.

http://www.sup.org/books/title/?id=20752
 Our aim and message

To give a brief insight to the Action

Learning method and how it works
 What is Action Learning

Action learning is a problem solving tool which is developed to show

a way out of challenging problems within organisations and evolve
leadership. It is a powerful way to solve complex problems and
develop sustainable strategic actions. It enables diverse groups to
learn while they are solving problems and thus become smarter and
better equipped to comprehend the root problems and issues, to
explore multiple resources and options, and to creatively and
systematically identify the best powerful and effective actions.
 Introduction to Action Learning
It starts with understanding the context of the problem (Alpha, Beta, Gamma
systems)

People,

Environment,

Process,

Structure,

Strategy.
Action Learning system concept and mental models

Problem context - includes specific organisational issues, leads participants to

past and present experience to solve problem

Mental models - deeply held assumptions and beliefs(ideas, concepts), they

can be modified by group conversations

Iterative and integrative mix in the group> produce learning through

conversations and socialisations in the group dynamic(questions, issues,
arguments, etc.)
 Unique problem solving power of Action learning
In problem based learning the learner adapts to conflict signals about a
problem and based on past XP, he comes up with a low-risk solution

Action Learning produces actions, that are giving a foresight to the learner to
identify the possible traps and help him to unlearn and reflect upon himself

Unlearning involves the re-evaluation and rejection of misguided knowledge

in order for new ideas to develop! > rupture state > double-loop learning,
engaging in active feedback loops, reflecting and interpret new
knowledge(reflection, assumptions, emancipations)

Knowledge and XP should not be taken for granted but can be challenged
 Critical Action Learning

Not only considering people, environment, process, systems, structure and

strategy as context, but considering emotional needs, anxieties and political
dimensions

Knowledge and learning is also represented by momentary performance of

individuals by what they see, feel and act in a particular situation

Learning needs to create knowledge through interaction and the utilization of

knowledge through concrete action
 Problems as the Catalyst of Action Learning
Problem = mix of opportunities for LEARNING the way to come up with
solutions through specific steps

It is learned action (act of practice, transformative device, which increases

an individuals learning-to-learn attitude) that leads to successful
organisational outcomes

It often triggered by real problems and complex social situations

Learning Theories and Principles of Action Learning
Action Learning combines the best practices of 5 learning theories:

Behavioral Learning: The proper environment and stimuli will help in maximizing
learning. In Action Learning the aforementioned is achieved by the existence of a
complicated and urgent problem which is issued to a group of 4 to 8
members(Ideally) whereas pressure is high for a fast solution. Questions and
reflection are required. The existence of an intervening coach causes members to
modify their behavior.
Cognitive Learning: Suggests exploration of the mental processes of the
individual during different situations. Action Learning takes advantage of five
elements of Cognitive psychology:

(1) Meta-cognition skills and learning how to learn

(2) The internal process of acquiring and retaining information

(3) The problem as a trigger for the internal mental processes of learning

(4) Looking for patterns, insights, and understandings while reflecting

(5) Thinking about doing while doing

Humanistic Learning: Adopts a holistic approach. Is based on the belief that
everyone has untapped abilities to contribute, to learn and to act. In action
learning support and caring among group members are necessary components to
ensure comfort and freedom to ask new questions.

Social Learning: Suggests that learning requires social interaction and

collaboration and is best facilitated in communities of practice. In Action Learning
ones actions are shaped through group work (community of practice).

Constructivist Learning: Suggests that knowledge and learning are bound by

context. Encourages to seek perspectives of others. In Action Learning being
forced to deal with unfamiliar problems is required to seek the perspectives of
others and by that transformative learning and innovation are generated.
 Application of Learning to Problem Solving and
Action Learning
There are different perceptions of a problem depending the participants'
different backgrounds, thus through Action Learning (collaborative process)
the direct and indirect experiences of individuals form the sense-making base
of context and social relations.

The more complex the problem the better-suited Action learning is because
complexity increases the socio-cognitive development of learning.

Questioning can be used to call out mental pictures that connect to a wide
range of concepts.

Find the root of the problem adopting a macro perspective than keeping a
narrow focus Systems Thinking ability
 Systems Thinking
It is the process of understanding the subsystems inside an organization and
how they interact with the organization as a whole so a problem can be seen
as functions of a whole system.

Systems Thinking ability inculcates a more integrative approach to problem

solving

Helps the individual to see the impact of the problem on the wider system
instead on only a specific function

10 organizational conditions to explain the importance of this ability to

problem solving:
Organizational Conditions and Systems Problem solvers Should
Thinking

Independence of entities Have knowledge about the dynamics of the

various systems

Holism Not losing sight of the big picture

Goal-driven outcomes Be aware of the goal setting and its impact

Input-and-output-orientation Have sensitivity towards emerging outputs

Disorder/Messiness Adopt systems thinking approach

Regulation Active feedback loops to understand problem

complexity

Hierarchy Have system structure awareness

Differentiation Examine the chain of command

Equifinality Be able to use Critical thinking

Multifinality Should be able to use Creative thinking

 Reflective Inquiry and Problem Solving
Reflective inquiry links problem solving, action learning and systems thinking.

Is a process similar to watching oneself in an organizational mirror.

Is the process where someone reflects on himself and picture himself in the
organization so he can make sense where he is standing.

It has 4 Stages:

The Generative Stage: Identification of the focal area of the

problem leads to theorization (questions are asked) followed
by sharing alternative perspectives formulation of feedback loops
leads to a widen dimension of the problem.
 The Integration Stage: Make sense of data and different perspectives which
are generated from the generative stage as a team, assess the data
accuracy, adjust/reposition frames of reference, classification of dialogue into
meaningful units.

The Resolution Stage: Dealing with conflict derived from contradictive data
discussed in the previous stage. Gaps between personal beliefs and
organizational culture may exist and obstruct the process of problem-solving
but could be the force that provides with appropriate decisions.

The Formulation Stage: Is composed of action plans and roadmaps for

future usage. It involves a lot of testing so the results are future-proofed and
successful for the time ahead.
 Reflective Inquiry in Action Learning Groups
Is the process where the group members are engaged in a cyclical sequence
of:

i) Perception (a state where ideas are generated to make sense of reality)

Generative Stage

ii) Conception (Integration of mental models Making sense of data +

Theorization) Integration Stage

iii) Deliberation (Modification of mental models) Resolution Stage

iv) Action (The final outcome of reflective inquiry) Formulation Stage

 Need for Action in Generating Breakthrough Thinking

Enables the group to look for causes and actions rather than just focusing on short
term solutions.

Action Orientated Problem Solving is a process that help individuals have a

better organisation and a bigger engagement when it comes to interpretations and
making choices.

Learned actions are the ones that help solving difficult tasks and are 4 conditions
that define them. (adopting methods, handling information overload, tacit
knowledge, being aware of the time)
1. Adopting methods as an individual or problem solvers

The ability to solve problems and adjust the behavior and actions to the shifting
conditions and is a type of learned action which is crucial when changing the
environment.

2. The ability to handle information overload

The information that people receive must be transformed into knowledge, which can
be more meaningful through reflexive inquiry. The best way to solve this matter is to
prioritize and evaluate from the problem solving perspective.
3. Tacit knowledge

Being constrained by time and resources can be more explicit by sharing experiences
and knowledge application.

4. Individuals must be aware of how much time it takes to learn something

It depends a lot if the individuals are pressured by time for example. The more urgent
it is, the more motivated the individual feel to take action, which is also a type of active
learning.
A learned action is a combination of self and collaborative inquiry that utilizes
feedback, questions and reflection to facilitate its use in practice and the individual
must be fully engaged in the process of problem solving.

Concepts such as exploitation and exploration, creativity and strategic

thinking can help illuminate breakthrough insights, strategies and solutions.
 Exploration and exploitation to generate breakthrough ideas

Is a concept that concentrates on the way individuals use their experiences and
knowledge to handle a challenge based on their intentions and motivation.

Exploration- the pursuit of new knowledge

Exploitation- the application of the existing knowledge

They help maintaining a balance between flexibility and stability and between
change and adaptability.
 Action Learning and Creativity

Creativity in action learning is about dealing with the production of new ideas and
can help organizations experiment with different practices.

Action Learning and Strategic Thinking

It is a mental process that help people within an organization engage into a

creative dialogue for the development of new valuable opportunities.
 Action Learning and Strategic Thinking

Competency associated with Process Considerations:

strategic thinking:
Fact Based
System Perspective
Broad Thinking
Intent focus
Engaging
Thinking in time
Adaptive
Being Hypothesis Driven
Implementable
Intelligent opportunism
 Problem solving requires Questions and Courage

This is a concept that combines the human imagination with its courage with an
extraordinary outcome. This type of learning will help with problem complexity and
increase the participants confidence in dealing with it.

Learning while solving problems

In order to learn while solving a problem, the individual have to be able to

understand the purpose of a problem, appreciate the process of questioning,
feedback and reflection to perform the right action, and by doing so, the action
learning process leads to a powerful problem solving approach.
 Toyota case study
Problems:

Promoting Lexus brand as a luxurious brand in a highly competitive market

(German manufacturers are leaders in the luxurious car industry)

Change how general managers do their work (the communication between

managers and employees was not efficient)

Comprehensive marketing strategy for Lexus

 Results after applying Action Learning in Toyota
Sales within the first few months exceeded expectations, and by 2009 the HS
250h became the top-selling sedan in Japan.

Lexus Japans network of 143 new dealerships became profitable in 2007.

The GMs obtained a deep and insightful understanding of the Lexus brand.

The GMs developed a new and more powerful style of leadership.

The GMs created and communicated a brand concept for Lexus that enabled
Lexus to successfully enter the Japanese marketplace.

Under the guidance of the GMs, strong Toyota teams were developed
throughout Japan.
 Factors used from Action Learning
Complex problem with high need as well as benefits if successfully solved

Commitment of top management to devoting sufficient resources and

employees to developing strategies

Access to people with the knowledge and power needed to solve the problem

Creative and systematic analysis and decision making

Skilled, full-time action learning coaches

Improved capability of teams in metacognition and problem solving

Integration of best ideas and practices from other organizations

Excellent communication among and within teams during and between action
learning sessions
 How we understand Action Learning
A method to deal with complex organisational problems (existence of the
problem is a key factor)

Some of the processes in it:

Brainstorming
Coaching
Reflecting
Questioning
Re evaluating

The steps are needed to be done over and over again in order to produce a
solution.
 References

Marquardt, M., & Yeo, Roland K. (2012). Breakthrough problem solving with action
learning: Concepts and cases. Stanford, California: Stanford Business Books.
Questions?
Thank you for your attention!