Organizations in all sectors and in all industries are and will
continue to be confronted by the challenge of multiple changes in
their external environments. For example, creation of disruptive
technologies, fluctuating economies, increasing or decreasing
governmental regulations, demographic shifts, human and natural
disasters, expanding globalism, and aggressive competition. As the
environmental landscape changes unpredictably along many different
dimensions, organizations must recognize and adapt to the
discontinuous threats and opportunities that these changes create.
This calls for organizations themselves to change in ways that
their unique histories have not prepared them. Thus, organizations
today need effective tools to enable them to quickly create
solutions for complex, systemic, important, unprecedented problems.
Organizations must also learn from their experiences in creating
such solutions: high potential managers must acquire
executive-level knowledge, skills, and attitudes; problem solving
team members must learn how to develop high performing teams; team
members must learn how to deal with problems among interdependent
subsystems and between their organization and its various
stakeholders. These are the areas in which action learning makes a
powerful and enduring impact. This book is intended for leaders at
all organizational levels who are contemplating leading, planning,
and managing complex systems change using action learning. It has
two parts. In part I, the authors use a series of questionnaires to
enable organizational leaders to make informed decisions about the
kinds and types of consultants they might engage to assist them in
leading transformational, unprecedented organizational change and
leadership development programs. The types of consultants
considered are contract employees (extra-pairs-of-hands),
trainer-educators, technical experts (techsperts) and subject
matter experts (SMEs), consulting organizational psychologists
(COPs) and organization development and change (OD&C)
practitioners, task or process facilitators, and action learning
team coaches. The authors encourage leaders to avoid all or nothing
choices and to consider, instead, employing a mix of types of
consultants to be deployed where each type is best suited to be of
assistance. Multidisciplinary consulting teams are encouraged. Part
II focuses on the requisite infrastructure for action learning
projects and the role responsibilities that leaders must assume to
assure the success of these efforts. The authors provide a detailed
description of the essential elements of an effective action
learning project. These are: 1.Compelling, important, urgent,
complex, unprecedented problems 2.The action learning team 3.The
questioning and reflection process 4.The commitment to taking
action 5.The commitment to learning 6.The action learning team
coach For each element, the authors provide detailed descriptions
of essential leadership functions and the common issues that
emerge. We provide advice to leaders on actions they can take to
solve emerging project management problems and to learn from the
experiences. The contributions of action learning to the process of
developing a learning organization is also explored.
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