Pages: 24

This chapter defines traditional action learning and show how it differs from accelerated action learning (AAL). To accelerate action learning, it is necessary to review each step of the traditional Action Learning Model and take each step faster and more effectively to make it AAL. In Accelerated Action Learning, organizational employees are trained to recognize business problems, identify training challenges, formulate an organizational vision, or pinpoint business goals. In accelerated action learning, organizational workers do not wait for managers to put them on a team. In accelerated action learning, team members remain free to experiment. In accelerated action learning, teams also have two team leads. Such limitations may include: Completing the action learning set in accelerated action learning follows the abovementioned limitations. Additionally, in accelerated action learningm team members are individually asked how they dealt with the stress created by time pressures and how they might improve their performance when under time pressure.

Pages: 14

This chapter focuses on the first phase of accelerated action learning. It examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve or avoid those common mistakes. First, it brings together a team of workers that collectively possesses the knowledge, skills, and attitudes to solve a business problem, formulate a vision, achieve a business goal, or otherwise contribute to organizational success. When thinking about AAL to solve a business problem, meet a training challenge, formulate an organizational vision, or achieve a business goal, microlearning can be used. These methods can be used when selecting a business problem, training challenge, organizational vision, or business goal. Microlearning can offer real-time information about: Team Leaders and team facilitators do not play a role in this first phase of the AAL model.

Pages: 11

This chapter focuses on the second phase of accelerated action learning. It examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. In this phase of accelerated action learning, microlearning can be organized around choosing people to serve on AAL teams. In the phase of AAL, team leaders and team facilitators would probably not play any role. The reason is simple enough: the team in phase two has not yet been formed and therefore no team leaders or team facilitators exist for the team. Perhaps learner reflection plays a limited role in the second phase of the AAL model because the AAL team has yet to be formed. Individual team members have not yet been selected, and the team does not yet exist until this phase is completed.

Pages: 13

This chapter focuses on the third phase of accelerated action learning. It explores how briefings can be organized, summarizes the role that microlearning can play in this phase, and reviews the roles that team leaders and team facilitators can play in this third phase. The chapter examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. But, for now, note that most briefings are presented to the AAL team and are typically one hour or less in length. Whenever the authors have delivered briefings, we have found that the question-and-answer session at the end of the briefing is filled with questions that usually require additional investigation beyond the initial briefing.

Pages: 13

This chapter also examines how measurable goals for an AAL team can be established, the role that microlearning can play in the fourth phase, and reviews the roles that team leaders and team facilitators can play in this fourth phase. It examines how individual reflection plays and delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. The chapter ends with a tool suitable for on-the-job application, and that tool provides practical help in establishing measurable goals. The team leader and the team facilitator must take active roles in this phase. The team facilitator's role in this phase is to ensure that team members learn about measurements and metrics. The venue for establishing measurable goals for an accelerated action learning set should make only a slight difference in the ultimate results of this phase.

Pages: 11

This chapter examines how experiments can be designed, the role that microlearning can play in the fifth phase, and reviews the roles that team leaders and team facilitators can play in this fifth phase. It examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. The last step in this phase is to share results of each experiment with the AAL team sponsors and with other relevant stakeholders. In all except for first two phases of AAL, team leaders keep the team members on task, and the team facilitator keeps team members working together. In this phase, and as experiments are designed and conducted, it is important to ensure that all team members are engaged. Each step of this phase can be the focus of reflection.

Pages: 12

This chapter examines how an equal emphasis on results and employee development can be achieved, the role that microlearning can play in the sixth phase and reviews the roles that team leaders and team facilitators can play in this sixth phase. It also examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. The chapter ends with a tool suitable for ensuring that an equal emphasis is placed on getting business results and developing workers on the team. During such a meeting, the team leader can emphasize that his/her role is to focus on achieving the business results, while the team facilitator can emphasize that his/her role is to focus on ensuring that the team is developed collectively and individually.

Pages: 10

This chapter opens with a case story that dramatizes the situation when a team has reached the conclusion of the accelerated action learning set. It examines how the conclusion of an AAL team can be handled, the role that microlearning can play in the seventh phase, and reviews the roles that team leaders and team facilitators can play in this seventh phase. The chapter ends with a tool to facilitate concluding an accelerated action learning set. That was the end of this phase of the AAL project. Team facilitators work to ensure that the voices of all team members are heard during the team project and that team members benefit from the employee development opportunities presented to them. If the team leader and team facilitator agree with team members that the AAL project set limitations have been reached, then the team knows that it is time to dissolve team efforts.

Pages: 14

This chapter opens with a case story that dramatizes the situation when a team is brought together for a debriefing. It examines how the debriefing of an AAL team can be handled, the role that microlearning can play in this phase, and reviews the roles that team leaders and team facilitators can play in this eighth phase. The chapter examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. To address these goals, complete these sentences: An AAL team debriefing will typically include the team leader, the team facilitator, and all team members. Microlearning in this phase can be used to best effect if team members have been briefed on how to make meetings and briefings most effective and then apply those principles to the AAL team debriefing.

Pages: 8

This chapter examines how the debriefing of an AAL team can be handled, the role that microlearning can play in the ninth phase, and the roles that team leaders and team facilitators can play in this ninth phase. It examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. The chapter ends with a tool to facilitate individual debriefings of individual members of an AAL. Nicholson faced the task in this phase of debriefing everyone on the team about the AAL experience. For the ninth phase of accelerated action learning to be carried out successfully, the team must be individually debriefed. Individual debriefings can be evaluated before, during, and after they are conducted.

Pages: 7

This chapter examines how reassignments to new AAL teams are handled, the role that microlearning can play in the tenth phase, and reviews the roles that team leaders and team facilitators can play in this tenth phase. It examines how individual reflection plays a part in this phase, delineates how virtual and hybrid settings should be considered in this phase, lists common mistakes made in this phase, and offers tips on how to solve, or avoid, those common mistakes. The chapter ends with a tool to facilitate individual reassignments based on individual development needs. It is time to consider reassigning the team members to new AAL teams where they can be further developed in line with the skills each individual team member needs. To reassign AAL team members to future AAL teams to meet the development needs of members of the future teams, it is first necessary to identify issues to be addressed by future AAL teams.

Pages: 26

This chapter opens with a case story that summarizes all the phases in accelerated action learning (AAL). Each team member was debriefed individually by the team facilitator to discuss his or her personal development during the action learning set. Based on the debriefing, the team members were reassigned to different action learning sets that aligned with their individual development needs. The authors have found that, when using action learning, the approach can fail if workers are not held accountable for their performance in an action learning set. Many creativity-enhancing techniques can be applied as an Accelerated Action Learning team investigates problems, issues, opportunities, goals, or solutions. It is possible for an accelerated action learning team to meet over the lunch table, at dinner, at the water cooler, or next to someone's desk. To cite a simple example of a manual simulation, suppose that an AAL team is experimenting with a new manufacturing flow on an assembly line.