Action Learning

Action Learning

Action Learning A method of personal, managerial and organisational development “Freedom from teachers, from any form of printed syllabus or regulations, from any fixed institution, or even from any literature save the most occasional… not even a case study or a business game” (Reg Revans)

Action Learning A method of personal, managerial and organisational development

Action Learning A way of learning from our actions, and what happens to us and around us, by taking time to question, understand and reflect, so that we gain insight and consider how to act in the future. Weinstein 1999

What is action learning ? A continuous process of learning and reflection supported by colleagues, with the intention of getting things done. McGill and Beaty 1994

What is action learning ? Action learning is an approach to the development of people in organisations which takes the task as the vehicle for learning. It is based on the premise that there is no learning without action and no sober and deliberate action without learning. Pedler 1997

Action Learning allows individuals to: 

learn from experience

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share that experience with others

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have other colleagues’ challenge and support

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take that challenge and implement it

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review with those colleagues the action taken and the lessons that are learnt. Revans 1998

Things to avoid in an action learning set: 

Imposing your values and opinions on others

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Giving advice

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Being judgmental

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Criticising or trivialising what the person is presenting

Benefits of action learning 

Increased confidence

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Increased self awareness

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Ability to approach situations from a broader and more political perspective than in the past

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More proactive than reactive in problem solving and decision making

Benefits of action learning 

More reflective than emotional in tense situations

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Better at listening

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Move into new jobs more quickly and effectively

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Achieve goals faster than expected

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Developing and stimulating others in the organisation

Principles of action learning 

Adults learn best when they are actually involved in their own learning about a current life situation

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Adults who voluntarily choose a learning experience usually learn more readily Emblen and Gray 1990

Learning happens at three levels: About the issue being tackled

About oneself

About the process of learning itself

Principles of Adult Learning 

Warmth and light (support and challenge)

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Listening

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Reflection

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Questioning

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Feedback (giving and receiving)

Learning

L≥C

Learning must be equal to or greater than the rate of change Revans 1982

What happens during an action learning set ?

 

Time

Presenters Role

Supporters Role

Beginning

Describing

Observing listening

Middle

Exploring Questioning Listening Thinking

Questioning Challenging Reflecting back Offering ideas

End

Exploring future actions

Asking what if? Challenging Presenter to find action points

Five main elements of action learning  

The individual – voluntarily joins the group The set – a group of 5/6 people who meet regularly

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The issue or task – each person brings what

they want to work on  The processes – the challenge, support  The facilitator – helps the group as it works and learns

Revans 1991

Differences in approaches to learning

Traditional learning

Action learning

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Historic case studies

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Current real case studies

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Individual focused

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Group based learning

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Learning about self/others

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Study own organisation

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Planning and doing

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Output/result based

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Learning about others

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Study of other organisations

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Planning

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Input based

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Past orientated

Present/future orientated

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High risk

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Low risk

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Active

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Passive

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Practical application

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Theories

Adapted from Margerison (1988)

Action Learning Equation

P+Q =L

P Programmed knowledge – expert knowledge, knowledge in books, what we do because that’s the way it has always been done Q Questioning – the aspect of previous experience is useful /relevant, or just what we don’t know L Learning – the result of combining the two

Problem Presenters Should 

Prepare for meetings

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Be clear what they want to achieve from their “airspace”, what they will do to ensure this and what they will ask of the set

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Structure their time

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Tell the set what they want and point out what isn’t helpful

Set Members Should be:

Listening and attending

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Learning not to interrupt

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Conveying interest and empathy

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Being supportive

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Challenging

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Asking helpful questions

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Being clear what they are about to say/asking and considering whether it is helpful to the presenter

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Providing information where required

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Offering insight and ideas (right time, right way)

The Kolb Learning Cycle

Stage 1: Having an experience Stage 4:

Stage 2:

Planning the next steps

Reviewing the experience

Stage 3 : Concluding from the experience

Kolb 1984

Facilitation Questions 

Can we stop for a moment and check how we are doing?

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How do you feel about what is going on?

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How helpful was that comment?

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Perhaps it would be more helpful to turn that comment into a question?

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What questions does that raise?

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Which question was most helpful, and why?

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Why has everyone ignored … statement?

Facilitation Questions 

     

Everyone seems a little tired – shall we take a break for a few moments? Perhaps we should check our ground rules? What are we trying to do here? How can we help … move on? How can we make this set more effective? What does that mean? Is that helpful?

Closing a Session 

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A member of the set takes notes throughout which will be revisited at the next session and are kept securely in the meantime An action plan is drawn up for each presenter which they will take away and act upon before the next session

Reg Revans Quotes 

"It is development of the self, not merely development by the self“

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"Thus, we may more accurately describe action learning as development of the self by the mutual support of equals..."