Isabel Rimanoczy

May 1999

IRIMANOC@aol.com

Action Learning sets enable learning in a group environment. Our experience with Action Reflection Learning, a modified version of the Action Learning technologies, has shown us that as long as certain key elements are maintained, the learning methodology can be applied to groups, teams and individuals.

In this paper I will present these key elements of Action Reflection Learning and describe how to use them in an individual learning/coaching process.

What is ARL?

Action Reflection Learning was defined as a modified version of Action Learning, in the mid 80s by Ernie Turner, president of LIM USA. From his and his colleagues' experience in LIM, learning does not automatically result from action. For the learning to occur, an intermediate step is essential: the awareness of what has happened in the "action phase". Awareness is rarely a spontaneous event (Aha-Erlebnis); it requires an intellectual process - thinking "about" an action. For awareness to take place, it is necessary to do a pause in the action and introduce a challenging question to promote reflection on what has happened.

Thus, reflection was found to have a major role in this "Action Learning" process.

As a consequence of this, a learning-cycle was defined :

Action

Reflection on Action:

Awareness

Need to change

Plan

New Action: New behavior = Learning

Each phase is supported by different interventions and tools to reach depth and efficiency of the cycle. A Learning Coach who is trained to see the "just-in-time" learning opportunities guides the learner/s along the cycle and introduces tools and concepts to optimize the process of working on a task.

What are the ARL key elements?

Question-driven process

Question asking is the key element of the awareness process. The principle supporting this is that people have the knowledge to find their own answers, but need to be asked good questions to be able to find them. By asking the right questions a person will be able to discover why and how he/she did something, what should be repeated/avoided in the future, what the strengths are, what other options exist, what past lessons should guide future actions, and an infinite number of other discoveries related to the action.

In an individual coaching session, the learner begins stating the question that he/she wants to work on. Then, throughout the whole session, question asking will have a central role:

for the Learning Coach, to help the learner in finding his/her own answers;

for the Learning Coach, as a way to help uncover underlying assumptions and lessons from the past as well as possible scenarios for the future;

for the learner, to discover new questions he/she should be facing.

Balance Task and Learning

For real learning to take place, the accent has to be as much on the learning as on the real task that is challenging the person's skills and knowledge.

The ARL coaching sessions therefore will always be focused on a real problem, conflict, dilemma that the learner needs to solve or to explore. It is not an intellectual exercise but a concrete situation that requires action as a result. The learning happens when the learner actually tries out new behaviors.

Learning Styles

According to Bernice McCarthy's findings, we each have our preferred learning style. People can be oriented towards the "Why?"(interested in knowing the purpose and rationale before they can move ahead), the"What?" (interested in data, information, research, and theory), oriented towards the "How?" (the mechanics of the process) and the "So what?" (pragmatic orientation and application: what can I do with this? ).

Discovering our own learning style is part of the learning process, as the L.C. will be better able to consider the "why/how/what or so what" preference of the learner in his/her interventions.

Learning Coach

The Learning Coach has many different roles: he/she observes, questions, summarizes, paraphrases, builds a link between the situation and other possible scenarios, provides feedback, concepts, tools, highlights learning moments. His/her role is key in the learning cycle because of three aspects:

he/she is focused on the process and therefore will act as a "mirror" asking questions that help the learner to see him/herself (reflection & awareness);

he/she provides the JITL;

helps the individual/teams apply lessons to their daily work life.

The L.C. will act as a "dialogue" partner and his presence will allow the learner to pause, reflect, consider alternate perspectives and receive JIT tools and concepts in a safe environment.

JITL

ARL is based on another well known principle: that learning happens best when the person is in the problem-situation. This is how we learned to speak our first language. We needed it to communicate! All the concepts or tools the L.C. considers important to transfer will only be transferred when the learner is facing the obstacle or the need. As opposed to the "just in case" training that we received during our formal education, JITL waits for the learning opportunity.

The same as in a group setting, in an ARL individual coaching session the tools and concepts the L.C. can offer will only be delivered when the situation confronts the learner with the need of them. There is no space for "just-in-case" contents.

Exchange of Learning

When learning can be exchanged with others, the learning process is multiplied and accelerated. The exchange reinforces and transfers the learning. In the individual coaching session the learner will share his/her learning with others (his/her team, peers, a learning partner, etc.)

Sequential Process

Learning is changing the ways we do things, the ways we think and act. Change is an ongoing process and behaviors usually don't change in one event. For assimilation of a learning - a new behavior needs to be tried out, modified or improved and tried out again.

To respect the progressive pace of change (the cycle of acting, reflecting for awareness, experiencing the need of a change, planning it and acting it out) it is important that there be periodical sessions.

Personal Journal

As important as the questions are to promote the pause and awareness, the personal journal is the way a person connects with him/herself. Writing in a journal is a powerful learning element, helping an individual clarify his/her thoughts.

The L.C. will encourage the learner to keep his/her personal journal, as a core element for the learning process.

Systemic approach

ARL is based on system's theory. Tools and concepts are conceived to be used in a complex interactive system. Questions are asked taking into account the systemic environment of the learner. Solutions are selected after examining their impact on the whole system.

The L.C. will help the learner identify the multiple perspectives which need to be considered to ensure that the solution is feasible in the system in which the learner acts.

Appreciative approach

David Cooperrider's model of appreciative inquiry indicates that the best results are obtained when you focus on the positive side of people and their actions, building upon their strengths.

The appreciative attitude of the L.C. is key to building trust and a non judging, safe environment. This transfers confidence into the learner and helps him/her to go after new ideas, taking calculated risks.

Conclusion

ARL has been developed as a number of design elements, tools and concepts that constitute a learning methodology applicable to a number of different learning scenarios: individual coaching sessions, project teams, intact teams, students, etc.

When these ARL elements are carefully included into a learning scenario it is possible to enhance learning and increase assimilation, as well as to prepare for the transfer of learning into different environments.

Isabel Rimanoczy is founding partner of LIM in Argentina, partner of LIM US and Regional Manager for Latin America. She is a psychologist from the University of Buenos Aires and has a masters degree in Business Administration from the University of Palermo. She has been a lecturer at the Business School of the University of Belgrano and at the University of Buenos Aires, in Argentina. She is author of many articles on management and change published in US, South America and Europe and is working with colleagues on a book on Action Reflection Learning.

LIM is an international management consulting firm, headquartered in the US with offices in Mexico, Colombia, Brazil and Argentina and a sister company in Sweden. With over 130 consultants globally, LIM has designed and implemented development programs using Action Reflection Learning in America, Europe and Asia for the last 15 years. For more information, visit the http://www.limltd.com or contact Isabel at IRIMANOC@aol.com