WROE, Module 5
With gratitude for the material provided by Michael
Marquardt, WIAL Master Coach

• A process that involves a small group working on real problems, taking action, and learning while doing so
• A powerful management tool that creates dynamic opportunities for individuals, teams, leaders and organizations to successfully adapt, learn and innovate
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 Project, challenge, or task
 Team of 4-8 people with diverse perspectives
 Reflective questioning and listening
 Developing Strategies and taking action
 Commitment to learning
 Action Learning coach
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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
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“No learning without action; no action without learning” – Reg
Revans (1998)
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At the end of every session: the learning coach focuses on action by asking the individual or team what action(s) they will take as a result of the work in the session
Testing ideas in the real world determines if strategies are effective and practical
Push for developing a prototype of a solution, not just a “white paper” – Merely recommending diminishes creativity and commitment
Deep and real learning occurs when reflecting on real action
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• Cause focus or stretch
• Create deep reflection
• Challenge taken-for-granted assumptions
• Involve courage in asking
• Lead to breakthrough thinking
• Support, yet challenge
• Generate action
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(Cooperrider, 2001)
• Power of positive inquiry
• First, find what has worked well, has gone well
• Second, explore what can be improved; why and how?
• What good reasons do people have to object to an idea and how can these objections be addressed?
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1.
Learning and team development as important as solving the problem
2.
Groups charged with implementing as well as solving real problems
3.
Membership not reserved to experts or involved people
4.
Questions precede answers; dialogue over discussion and debate
5.
Learning coach with power
6.
Actions and strategies requiring systems thinking
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• Important and Urgent to the organization or individual - not a made-up exercise
• Unimportant problems diminishes creativity, commitment and learning
• The more complex in nature, the more powerful and valuable is the
Action Learning
• Problems should be feasible and within the authority and/or responsibility of group

• 4-8 members to maximize creativity
• From within and outside the organization
• Diverse so as to obtain fresh viewpoints (Pizza man)
• May be familiar or unfamiliar with roles and situations
• May include external resources when needed
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• Can be volunteers or assigned
• Need to feel commitment to and stake in getting problem solved or task completed
• Understanding of problem or task but expertise is not necessary or even desirable
• Must be given the power to implement or recommend good solutions
• Should have some familiarity with context
• Diversity on a number of dimensions is desirable
• Commit to attending all meetings
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Power of Questions
1. Promotes Creative problemsolving, critical thinking, and systems thinking
2. Build group cohesiveness, listening and respect
3. Increase reflection, learning and change
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Assures working on the right problem and not symptom – counteracts the
“bias to premature action” common in teams
Develops a shared understanding of the problem – the Fable of the blind men and the elephant
Questioning each other is only way to get agreement on the problem
Develops understanding of the context as well as the content of the problem
Seeds of solutions reside in questions
Copyright WIAL, 2008. All rights reserved

(Cooperrider, 2001)
• Power of positive inquiry
• First, find what has worked well, has gone well
• Second, explore what can be improved; why and how?
• What good reasons do people have to object to an idea and how can these objections be addressed?
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• Committed to solving problem
• Carefully listening to one another
• Willing to develop and learn
• Respectful of others
• Constructive and supportive
• Group rather than individually focused
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• Should be important and urgent – ideally “mission-critical”
• Should be a problem not a “puzzle”
• Problems are often proposed by the organization – if so, the coach needs to work closely with sr. leadership
– Not redundant – i.e., no other group working on
– Have clear outcomes
– Assure that effort will be made to implement good solutions
– Appropriate scope and scale
• Problem is appropriate for Action Learning
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1.
Negative psychological experience with asking or answering questions that has generated a fear and discomfort with questions
2.
Lack of skills in asking or answering questions
• Lack of experience or opportunities
• Lack of training
• Lack of modeling or mentoring
3.
Corporate cultures and working environments which discourage questions, especially those that challenge existing assumptions and policies
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Copyright WIAL, 2008. All rights reserved
• Solves complex problems and challenges in a systems-thinking approach
• Promotes holistic rather than reductionist thinking
• Builds powerful teams
• Enables individuals and teams to learn while working
• Creates a organizational culture that can handle change and learns
• Develops leadership competencies
• Develops systems thinking and creativity

Mission
The GRPI Model
GOALS
(what)
Do we have clarity?
Do we have agreement?
What are our roles and responsibilities?
ROLES (who)
PRACTICES (how)
Interactions (relationships)
How we do our work?
(Norms, rules, procedures)
How do we work together in mutually supportive ways?
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(Beckhard,1969)