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Action Learning in Asia

IMG_0309-e1395948691526I am just returning from spending nearly 3 weeks in Asia consulting, training, and presenting at the 2014 Asia Forum hosted by Paulina Chu and WIAL-Taiwan. As always, I have come away with new perspectives and insights after spending an extended period of   time in a different culture and region of the globe. Here are some thoughts that occur to me as I wend my way home to Washington, DC, and the USA.

During the first week in Asia, Arthur and I provided training in Organizational Development and Change (OD&C)for WIAL-China in Shanghai. This was a very exciting project for us because we have been saying for a number of years that Action Learning (AL) is an organizational intervention that brings about profound changes to organizations and systems as well as for teams and individuals. AL   coaches, in the course of working on a single or several problems, become intimately acquainted with the larger set of needs and challenges facing an organization. In a 3-day program, we trained the AL coaches at WIAL-China, Shanghai to recognize these opportunities and work with the organization to assess the needs and readiness of the organization to address these issues. We also introduced the coaches to the wide range of OD&C techniques, methods, and strategies for accomplishing the desire of the organization and its leadership to change. As with all of our training, participants worked on real problems, rather than going through exercises or hearing about case studies. During the program, WIAL-China, Shanghai AL coaching teams met with some of their current clients to generate real work. Of course, it wasn’t possible to provide complete training in OD&C in only 3 days, but it was a productive start.

Following our work in Shanghai, Arthur and I traveled to Taipei, Taiwan to participate in the 2014 WIAL Asia Forum sponsored by WIAL-Taiwan and wonderfully organized by the Paulina Chu. The first 2 days of the Forum provided presentations in both English and Chinese regarding AL. During my keynote presentation, I made the case for AL as a great platform for solving critical, urgent, and complex problems, provided evidence for the causal process between learning and action, and introduced a useful mental model, the Cycle of Effective Problem Solving, that can be used by AL coaches to develop questions that target the specific issues that teams are facing in addressing complex problems. A copy of my presentation, “Maximizing the Power of Action Learning to Solve Critical and Urgent Problems”, will be posted in the Library on the LTA website as soon as I return home.

During his keynote presentation, Arthur discussed the process of converting training-focused consultation into other consultation such as AL or OD&C. His presentation was a summary and overview of the work that we had just concluded with WIAL-China, Shanghai the previous week.

On the third day of the forum we provided half-day workshops that expanded upon the concepts and ideas that we presented during our keynote addresses. In my workshop, I provided an overview of typical problem-solving strategies and demonstrated how various mental models (e.g., The Cycle of Effective Problem Solving, Argyris’s Ladder of Inference, After-Action Review, Bateson’s concept of differences that make a difference to identify pivotal moments in the AL process) could be used to improve the questions that AL coaches ask and the quality of the resulting solutions. Arthur provided an overview of how OD&C methods could be extended and applied by AL coaches.

Here are some additional thoughts and insights I have about AL in Asia:

  1. AL coaches in Asia are very interested in expanding their “toolbox” of skills to make sure that they can address the broad array of problems, challenges, and issues uncovered in the AL work.
  2. The concept of using “mental models” as tools for developing useful questions was new to many AL coaches at the Forum. When the value of mental models was presented, however, we received an enthusiastic response, especially to the Cycle of Effective Problem Solving mental model.
  3. WIAL-affiliated and trained AL coaches recognize the importance of supporting the self-organizing and self-management efforts of the team by staying in the coaching role rather than providing facilitation that directly or subtly undermines these efforts by suggesting what the team should do.

Both Arthur and I appreciated the opportunities to learn about Asia and AL developments in Asia and hope to work in this part of the world again.

 

Skip Leonard, PhD
Master Action Learning Coach

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Using Action Learning to Create Sustainable Competitive Advantage

In a recent HBR article, Rita Gunther McGrath wrote: “The dominant idea in the field of strategy – that success consists of establishing a unique competitive position, sustained for longperiods of time – is no longer relevant for most businesses. They need to embrace the notion of transient advantage instead, learning to launch new strategic initiatives again and again, and creating a portfolio of advantages that can be built quickly and abandoned just as rapidly. Success will require a new set of operational capabilities (2013, p. 65).”

McGrath reminded me of Henry Mintzberg’s classic, The Rise and Fall of Strategic Planning (1994), in which he pointed out that, in those times, staff specialists took about two years to complete strategic plans. He pointed out the obvious: By the time a strategic plan was completed, the world for which the plan was intended was now history. Since the people who supposed to use the plans were not involved in their creation, the planning process could produce such unintended consequences as destroyed commitment, restricted organizational vision, loss of hope for meaningful change, and the rise of a political culture. He described three faulty assumptions that supported strategic planning: (1) discontinuities can be predicted, (2) strategic planners need not be involved in the organization’s operations, and (3) the process of planning strategy can be formalized and routinized. Her article also reminded me of Peter Vaill who, in 1996, discussed strategies to survive in a world of perpetual while water. Vaill challenged the validity of the metaphor that change occurred during a limited period of white water that extended from a placid upstream flow, through a sharp decline over rocky streambeds, and emerged into another placid downstream flow.

McGrath does not cite Vaill or Mintzberg in her article. A rather sad comment on today’s younger generations of so-called “scholars.” But she does revive and illuminate an important point for all of us that assist leaders to enhance their own strategic thinking and strategic decision-making. I see too many leaders that think strategy development is an annual effort that may be precipitated by their organization’s urgent need to change and adapt to significant changes in their environment – e.g., disruptive innovations in technology, variable national and international economic conditions, and natural or manmade disasters. Leaders do not often direct some of their boundary spanning functions – e.g., procurement, HR, finance, legal, marketing, and post-sales service – to actively scan their external environment in search of small harbingers of emerging major, disruptive, radical, trans-systemic, transformational, and discontinuous changes (i.e., butterfly effects). Early detection of such changes could serve to stimulate the creation of multiple strategic innovations that capitalize on the opportunities and threats that such environmental changes produce.

McGrath reminds us of a five-stage product life cycle that she repurposes as a model of the “wave of transient advantage”: Launch, Ramp Up, Exploit, Reconfigure, and Disengage. The same leaders and managers are unlikely to be successful in every phase. Each phase requires people with different, distinctive qualities. The Launchphase calls for people who like to explore, discover, make mistakes and learn from them, and generate a lot of ideas about possible new ventures. The Ramp Up phase requires people who can access resources and produce the new venture quickly. The Exploit phase needs people who excel at creating efficiencies and making sound decisions. The Reconfigure phase requires people who make and enact difficult decisions in managing a declining product line. The Disengage phase needs people who are direct and make difficult decisions as they redeploy resources from declining business to those that are ramping up.

I think McGrath’s model is useful in that it reminds us — and the executives with whom we consult and coach — that “…high-velocity companies cycle rapidly through the stages of competitive advantage. They also need the capacity to develop and manage a pipeline of initiatives, since many will be short-lived (p.65).” Such organizations do not depend on a single initiative to create and sustain a long term strategic competitive advantage. The critical element is the careful management of a large portfolio of transient advantages, each of which is at a different place in their respective life cycles.

However, many companies do not require transient advantage. McGrath refers to companies like GE, IKEA, Unilever, Julius Berger, and Swiss Re as “…companies that [can] create a strong position and defend it for extended periods of time (p. 64)…” with their own portfolios of products that do sustain their competitive advantage over extended periods of time. Therefore, Action Learning coaches cannot make assumptions about the nature of our clients’ competitive advantage.

As I reflect on McGrath’s article, I have myself assuming that the future of an enterprise would have to be at stake. Then, at least one good Action Learning problem comes to mind. That is:

“In order to maintain if not increase its competitive advantage, how can the leadership of a complex organization plan and manage its transformation from a traditional strategically oriented system to one that is guided by transient advantages?”

References

McGrath, R.G. (2013). Transient advantage. Harvard Business Review, June, 62-70.

Mintzberg, H. The rise and fall of strategic planning. New York: The Free Press and Prentice-Hall International.

Vaill, P. (1996). Learning as a way of being: Strategies for survival in a world of perpetual white water. San Francisco: Jossey-Bass.

Arthur M. Freedman

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