Learning by Changing: Action Science and Virtual Organization Development:

Perhaps the most important reason that action research has continued to be a central feature of organization development activities is that it is one of the better ways to bring about change. While action research has evolved into a number of different variants, the central features of involving groups of people 'as active, inquiring participants in the conduct of social experiments about themselves' (Argyris and Schon, 1996, p. 44) and engaging in a learning cycle of planning, acting, observing, and reflecting, have endured. French (1973) explains that "action research is so pervasive in OD efforts that organization development could be defined as `organization improvement through action research'" (p. 670). One action research approach is action science. In the following pages, I describe the use of action science in virtual team development. A Virtual Action Science Course According to Argyris and Schon (1987), a theory of practice consists of a set of interrelated theories of action that specify what actions, given a particular situation, will yield desired results. They distinguish between espoused theories or intentions and theories-in-use or actions. In action science, practitioners engage in dialogue and reflection on their theories of action, questioning the congruence between intentions and actions, the effectiveness of the actions they produce to implement their theories, and whether or not they value the world they create by their theories and actions. Action science stresses that language, how we talk to one another, is a basic form of action. For the past three years, I have worked with Dr. Mike Davis of The University of North London (then of The University of Manchester) to create a unique, largely virtual course to teach action science to individuals interested in workplace learning and the use of reflective technologies. Participants spend one week together in either location and then work together in transatlantic virtual teams for the next seven weeks. The purpose of the course is to create a laboratory where we use T-group experiences and action science case work as means to explore interpersonal competence, to facilitate group learning, and to begin to see how organizations can be changed by confronting and transforming defensive routines. Through the process of action and reflection--the essence of action research--we work to improve group process and critical reflection skills. Action science structures the second part of the face-to-face laboratory Participants write action science cases of problematic interactions in their work, and discuss them in small groups. In addition to theoretical input, each student takes turns to present an action science case study that is then explored and examined in a sub-group of five or six with support from the two facilitators. These same sub-groups are used in the computer-mediated component of the course. In the sections that follow, I illustrate this work with portions of the on-line team's discussion. We begin with an excerpt from a participant's action science case. Cecilia's unexpressed thoughts and feelings are indicated in italics. An Excerpt from Cecilia's case Great C: That's what I want to talk with you about. I'll be back on August 1, just like we've planned. I need to let you know though, that my two-week Military Annual Training date has changed and I'll have to go to Ft. S. after I return to work.... M: What are the dates for your training? Here it comes, I can hear her now. I don't want to tell her this -- but she needs to know in order to plan. I do understand that. C: Well, it's a special training period this year and it is actually going to be three weeks in length. It begins August 26 and lasts until September 16. M: Oh No. Three weeks, that's horrible. The dates are the worst possible. That's just when school starts. Believe you me -- I'd get out of this if I could. …