# Instructional design/BADL/BDAL Participants

| Welcome to BDAL | Introduction to BDAL | Challenges | Organizational Culture | BDAL Participants | Design Situation Analysis |

## Choosing BDAL participants

The participants on a BDAL project are chosen for their ability to address their personal challenges, their ability to contribute to Action Learning Sets, and for the ability to contribute as a team member on Business Challenge Teams. Participants abilities include behavioral traits as well as technical and functional knowledge skills and abilities that would aid in solving the project’s unique personal and business challenges.
Participants are usually assigned their project during a “launch” module and have the opportunity to gain clarity and assess the projects scope, timelines, and constraints. BDAL is a learner-centered process where participants determine how they will proceed and operate after the launch of the project. Teams are supported by a learning coach and draw upon their executive sponsor, other resources and external stakeholders as needed.

## BDAL Participant Characteristics

Participant Characteristics :
| Appropriate | Inappropriate |
| Genuine interest in the project or issue | Participation for expected personal benefit or status |
| Ability to tolerate ambiguity | Oversized ego; self-centered |
| Ability to practice systems thinking (multi-discipline) | Linear thinker (single discipline) |
| Curiosity and intrinsic motivation to learn through reflection | People with a fixed belief that learning is a didactic process involving transmission of knowledge from expert to novice |
| Courage and willingness to take measured risks | Fear of failure; resistant to change; risk averse |
| Willingness to challenge values, beliefs and assumptions and engage in healthy debate | People who see competition not only in terms of their own performance but also in terms of impeding others |
| Ability to give and receive feedback | People who have difficulty with feedback |
| Ability to practice active listening and to ask insightful questions | People who are comfortable with routine |

## Team Characteristics

BDAL learning teams require a diversity of opinion and experience in order to foster lively discussions, question assumptions and consider new insights.
Team Characteristics :
| Appropriate | Inappropriate |
| Clear unity of purpose. (trust, commitment) | Warring cliques or sub-groups (low levels of trust and commitment) |
| Four to eight interdisciplinary inter- or intra-agency members (diversity of skills, talents, and perspectives) | Homogeneity (disciplines, functions, training, education, expertise) |
| Members possess group process skills | Rigid or dysfunctional group norms and procedures (Domination by one or two participants) |
| People are free in expressing their feelings as well as their ideas. | A climate of blame, defensiveness or fear |
| Members move comfortably in and out of different roles | Uncreative alternatives to problems |
| Outside guests/resources are sought and welcomed | Unequal participation or uneven use of group resources |
| Each individual carries his or her own weight | People who have difficulty with feedback |
| There is a lot of discussion in which virtually everyone participates | Restricted, poor quality or non-existent communication |

## BDAL Participant Quiz

Before continuing, let's verify that you understand what types of participants are best for BDAL. Examine the 5 potential candidates below and choose the 3 participants that are most appropriate for BDAL. Check your answers with the feedback given.
Now that you have reviewed what makes for good BDAL participation, you can put all your learning together and analyze the Design Situation Analysis
| Welcome to BDAL | Introduction to BDAL | Challenges | Organizational Culture | BDAL Participants | Design Situation Analysis |