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Accelerated Action Learning: Using a Hands-on Talent Development Strategy to Solve Problems, Innovate Solutions, and Develop People book cover

1st Edition

Accelerated Action Learning Using a Hands-on Talent Development Strategy to Solve Problems, Innovate Solutions, and Develop People

By William J. Rothwell, Smita Singh (Dabholkar), Jihye Lee Copyright 2024
    260 Pages 31 B/W Illustrations
    by Productivity Press

    260 Pages 31 B/W Illustrations
    by Productivity Press

    260 Pages 31 B/W Illustrations
    by Productivity Press
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    In a knowledge-based society, people should not simply collect knowledge but should utilize and apply it to solve a problem. Action learning makes organizational members learn while solving real problems in the workplace. However, traditional action learning might not be effective for rapidly changing environments, because it is typically a process that requires substantial time. Therefore, this book provides a guideline on how to apply action learning quickly in workplaces—especially in virtual settings.

    Action learning allows the organization to develop people while, at the same time, getting work done. It is an alternative to classroom-based and online learning programs. In addition, it can also be an alternative to the instructional systems design (ISD) model or the successive approximation model (SAM) as a means of developing planned instruction if used for that purpose. Action learning can be an effective tool for Web 2.0 learning. Many organizations are now using self-directed teams and other team formats for work. It makes sense to revisit planned on-the-job training and learning with an emphasis on teams. Action learning is a process involving a small group with facilitators and action-learning process managers, so it is one of the best options for team-based problem-solving.

    This book provides real action learning cases. There are needs that have emerged in these post-pandemic times. There is a need to explain how action learning can be applied to various settings, issues, and challenges. Since COVID-19 occurred, many people must work in virtual or hybrid settings. This book gives trainers—who could be HR managers, operating managers, or learning and development professionals—guidelines that can be used in virtual settings to meet the new needs.

    Essentially, this book is written for team facilitators, supervisors, managers, or team members who wish to plan action-oriented, problem-based, and work-related learning experiences in real time. Because many action-learning books are written for an academic audience, it is not easy to put action learning into practice. Therefore, the goal of this book is to provide guidelines on how action learning starts, what basic principles should be considered, and what tools and techniques are needed for rapid action learning. The book is intended to be a primer on how to facilitate a planned learning project in a team or workgroup.

    Chapter 1       What is Traditional Action Learning, and How Does It Differ from

    Accelerated Action Learning?

     

    ·                     Opening Case Stories

    ·                     What is Traditional Action Learning, and How Does It Differ from Accelerated Action Learning?

    ·                     Defining Traditional Action Learning

    ·                     Defining Accelerated Action Learning (AAL)

    ·                     How Can Action Learning Be Accelerated?

    ·                     What Are the Key Phases in the Accelerated Action Learning Model (AALM)?

    ·                     When Should Accelerated Action Learning Be Used?

    ·                     How Does Accelerated Action Learning Relate to the 70-20-10 Rule?

    ·                     Alternative Approaches to Action Learning

    ·                     Chapter Final Thoughts on Accelerating Action Learning

    ·                     References

    ·                     A Tool to Guide Accelerated Action Learning

     

    Chapter 2       Phase 1: Selecting a Business Problem, Training Challenge, Organizational Vision, or Business Goal

     

    ·                     Opening Case Story

    ·                     When Should Accelerated Action Learning Be Used?

    ·                     What Are the Steps to Select an Issue Suitable for Accelerated Action        Learning?

     

    Ø    Step 1: Brainstorm important issues facing the organization

    Ø    Step 2: Prioritize the important issues

    Ø    Step 3: Encourage stakeholders to pinpoint and prioritize issues suitable for action learning

    Ø    Step 4: Identify situations in which individuals could benefit from cross-functional and/or cross-cultural exposure on a team

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool for How to Select Issues Suitable for Action Learning

     

    Chapter 3       Phase 2: Forming a Small Group or Team of People (of About 6-7 People) Meeting Criteria

     

    ·                     Opening Case Story

    ·                     What Are the Steps to Forming a Group Suitable for Accelerated Action Learning?

     

    Ø    Step 1: Identify workers who know something about the problem, training, vision or business goal

    Ø    Step 2: Identify workers in the organization who have a need to be developed in the problem, training, vision or business goal

    Ø    Step 3: Receive approval from the worker and the worker’s immediate supervisor

    Ø    Step 4: Agree on how to hold the worker accountable for performance on an action-learning team

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool for An Application for an Action Learning Team

     

    Chapter 4       Phase 3: Briefing Team Members About the Accelerated Action Learning Set

     

    ·                     Opening Case Story

    ·                     What Are the Steps in Briefing an Accelerated Action Learning Team on an Issue?

     

    Ø    Step 1: Gather facts about the situation

    Ø    Step 2: Organize the briefing for delivery

    Ø    Step 3: Deliver the briefing but emphasize that the team bears responsibility for gathering all relevant facts

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool for Organizing an Accelerated Action Learning Team Briefing

     

    Chapter 5       Phase 4: Establishing Measurable Goals for the Action Learning Set

     

    ·                     Opening Case Story

    ·                     What Are the Steps in Establishing Measurable Goals for an Accelerated Action Learning Group on an Issue?

     

    Ø    Step 1: Identify the issue to be addressed

    Ø    Step 2: Pinpoint with stakeholders key measurable goals

    Ø    Step 3: Work with stakeholders to reach an agreement on measurable goals to be achieved by action learning

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool for Establishing Measurable Goals for an Action Learning Set

     

    Chapter 6       Phase 5: Encouraging Team Members to Experiment with Solutions

     

    ·                     Opening Case Story

    ·                     What Are the Steps to Guide Team Experimentation?

     

    Ø    Step 1: Ask a question or questions

    Ø    Step 2: Conduct background research

    Ø    Step 3: Construct a hypothesis

    Ø    Step 4: Test the hypothesis by doing an experiment

    Ø    Step 5: Analyze the data and draw a conclusion

    Ø    Step 6: Share results

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool to Guide Team Experimentation

     

    Chapter 7       Phase 6: Placing Equal Emphasis on Business Results and Individual Development

     

    ·                     Opening Case Story

    ·                     What Are the Steps to Ensure Equal Emphasis Is Placed on Business Results and Employee Development?

     

    Ø    Step 1: Initiate the project, focused on business results, and employee development

    Ø    Step 2: Plan the project with a  dual emphasis

    Ø    Step 3: Execute the project with a dual emphasis

    Ø    Step 4: Monitor and control the project with a dual emphasis

    Ø    Step 5: Close the accelerated action learning team set with a dual emphasis

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool for Placing Equal Emphasis on Business Results and Employee Development

     

    Chapter 8       Phase 7: Completing the Accelerated Action Learning Set

     

    ·                     Opening Case Story

    ·                     What Are the Steps in Completing an Action Learning Set?

     

    Ø    Step 1: Reach a project limitation

    Ø    Step 2: Check with stakeholders that limitations have been reached

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool for Deciding Whom to Deploy in Action Learning

     

    Chapter 9       Phase 8: Debriefing the Accelerated Action Learning Team Members Collectively

     

    ·                     Opening Case Story

    ·                     What Are the Steps for Debriefing an Action Learning Team Collectively?

     

    Ø    Step 1: Determine the goals of the group briefing

    Ø    Step 2: Determine who will attend the group briefing

    Ø    Step 3: Control the atmosphere of the group briefing

    Ø    Step 4: Create questions to guide the group briefing

    Ø    Step 5: Hold the group briefing

    Ø    Step 6: Analyze and make use of the group briefing results

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This            Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool to Guide a Collective Action Learning Team Debriefing

     

    Chapter 10     Phase 9: Debriefing the Accelerated Action Learning Team Members Individually

     

    ·                     Opening Case Story

    ·                     What Are the Steps for Debriefing an Action Learning Team Collectively?

     

    Ø    Step 1: Determine the goals of the group briefing

    Ø    Step 2: Determine who will attend the group briefing

    Ø    Step 3: Control the atmosphere of the group briefing

    Ø    Step 4: Create questions to guide the group briefing

    Ø    Step 5: Hold the group briefing

    Ø    Step 6: Analyze and make use of the group briefing results

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool to Guide an Individual Action Learning Team Debriefing

     

    Chapter 11     Phase 10: Reassigning Accelerated Action Learning Team Members Based on Their Individual Development Needs

     

    ·                     Opening Case Story

    ·                     What Are the Steps for Reassigning Action Learning Team Collectively?

     

    Ø    Step 1: Brainstorm important future issues facing the organization

    Ø    Step 2: Prioritize the important future issues

    Ø    Step 3: Encourage stakeholders to pinpoint and prioritize future issues suitable for action learning

    Ø    Step 4: Identify situations in which individuals could benefit from future cross-functional and/or cross-cultural exposure on a team

     

    ·                     What Role Does Microlearning Play in This Phase?

    ·                     What Are the Roles of Team Leaders and Team Facilitators in This Phase?

    ·                     How is Reflection Used in This Phase?

    ·                     What Should Be Considered for Virtual and Hybrid Settings in This Phase?

    ·                     How Can This Phase Be Evaluated?

    ·                     Avoiding the Most Common Mistakes

    ·                     References

    ·                     A Tool to Guide Reassigning Action Learning Team Member

     

    Chapter 12     Reflections on Accelerated Action Learning (AAL)

     

    ·                     Summary Case Story: Accelerated Action Learning (AAL) in

    ·                     Manufacturer A. G. Poindexter

    ·                     Accelerating the Learning Process in the Action Learning Program

    ·                     Making Accelerated Action Learning Teams Self-Organizing

    ·                     Accelerated Action Learning (AAL) and Talent Deployment

    ·                     Identifying and Overcoming Barriers to Accelerated Action Learning

    ·                     Two Approaches to Experimentation in Accelerated Action Learning:

    ·                     The Analytical Approach and the Creative Approach to Accelerated Action Learning

    ·                     Common Mistakes or Problems in AAL Teams

    ·                     How Can an Action Learning Team Experiment with Solutions?

    ·                     Kolb’s Learning Cycle and Accelerated Action Learning

    ·                     References

     

     

    Appendices

     

    ·                     Appendix I: An Assessment Instrument for Accelerated Action Learning Facilitators

    ·                    Appendix II: Accelerated Action Learning Survey Results

    ·                     Appendix III: Interview Excerpts from Action Learning Experts

    ·                     Appendix IV: An Accelerated Action Learning Tabletop Role Play Simulation

    ·                     Appendix V: Selected Resources for Action Learning

    ·                     About the Authors

    Biography

    William J. Rothwell, Ph.D., SPHR, SHRM-SCP, RODC, CPTD Fellow is a Distinguished Professor in the Workforce Education and Development Program in the Department of Learning and Performance Systems, College of Education, on the University Park campus of The Pennsylvania State University. He has authored, co-authored, edited, or coedited 130 books since 1987. In 2022 he earned Penn State University’s Global Lifetime Achievement Award, the university’s highest award for doing international work that exerts a positive global influence on the university. His recent books since 2017 include High-Performance Coaching for Managers (Routledge, 2022 in press); Rethinking Diversity, Equity, and Inclusion (Routledge, 2022 in press); Organization Development (OD) Interventions: Executing Effective Organizational Change (Routledge, 2021); Virtual Coaching to Improve Group Relationships: Process Consultation Reimagined (Routledge, 2021); The Essential HR Guide for Small Business and Start Ups (Society for Human Resource Management, 2020); Increasing Learning and Development’s Impact Through Accreditation (Palgrave, 2020); Adult Learning Basics, 2nd ed. (Association for Talent Development Press, 2020); Workforce Development: Guidelines for Community College Professionals, 2nd ed. (Rowman-Littlefield, 2020); Human Performance Improvement: Building Practitioner Performance, 3rd ed. (Routledge, 2018); Innovation Leadership (Routledge, 2018), Evaluating Organization Development: How to Ensure and Sustain the Successful Transformation (CRC Press, 2017), Marketing Organization Development Consulting: A How-To Guide for OD Consultants (CRC Press, 2017), Assessment and Diagnosis for Organization Development: Powerful Tools and Perspectives for the OD practitioner (CRC Press, 2017).

    Smita Singh (Dabholkar) earned a Ph.D. in Psychology. She is an Associate Professor with the Institute of Management Technology Nagpur (MH, India) since 2011. She has been teaching, training, and providing consultancy services for close to two decades in Organization Diagnosis and Behavioral interventions. She is a certified assessor and trainer of MBTI by CPP and Emotional Intelligence by Six Seconds Global Emotional Intelligence Network. She has completed the Certificate Course for Women Directors conducted by The Institute of Company Secretaries of India. She regularly trains senior executives and top management on leadership. She has written two books. Her latest book is on Emotional Intelligence, published by Cengage. She is actively engaged with the local industry associations and writes regularly in various trade journals. She serves the selection panel of Public Sector organizations in the capacity of a psychologist. She has been a Group Study exchange member to Sweden, a program sponsored by Rotary Foundation in 2008.

    Jihye Lee has a Ph.D. in Workforce Education and Development with an emphasis on Human Resource and Development and Organization Development (HRD/OD) from the Pennsylvania State University. She has a Master's degree in Human Resource Development and Bachelor's degrees in Business Administration and in Educational Technology. She has been working as a teaching assistant for three courses: Needs assessment, Field-Based Project for Workforce Development Professionals, and Assessing Data: Organizational Diagnosis. Lee participated in many projects regarding job analysis, competency modeling, training/education program development, and organizational diagnosis. She works at the Association for Talent Development as a Global Program Specialist. Her interest is in workplace learning--and especially informal learning.

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