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
share that experience with others
have other colleagues’ challenge and support
take that challenge and implement it
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
Giving advice
Being judgmental
Criticising or trivialising what the person
is presenting
Benefits of action learning
Increased confidence
Increased self awareness
Ability to approach situations from a
broader and more political perspective
than in the past
More proactive than reactive in problem
solving and decision making
Benefits of action learning
More reflective than emotional in tense situations
Better at listening
Move into new jobs more quickly and effectively
Achieve goals faster than expected
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
Adults who voluntarily choose a learning
experience usually learn more readily
Emblen and Gray 1990
Learning happens at three
levels:
About the
About
issue being
oneself
tackled
About the process
of learning itself
Principles of Adult Learning
Warmth and light (support and challenge)
Listening
Reflection
Questioning
Feedback (giving and receiving)
Learning
Learning must be
L≥C 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
Questioning Challenging
Listening Reflecting back
Thinking Offering ideas
End Exploring future Asking what if?
actions 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
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
Historic case studies Current real case studies
Group based learning
Individual focused
Learning about self/others
Learning about others
Study own organisation
Study of other organisations Planning and doing
Planning Output/result based
Input based Present/future orientated
Past orientated High risk
Low risk Active
Passive Practical application
Theories
Adapted from Margerison (1988)
Action Learning Equation
P Programmed knowledge –
expert knowledge,
knowledge in books, what we
do because that’s the way it
P+Q
has always been done
Q Questioning – the aspect of
previous experience is
useful /relevant, or just
=L what we don’t know
L Learning – the result of
combining the two
Problem Presenters Should
Prepare for meetings
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
Structure their time
Tell the set what they want and point out
what isn’t helpful
Set Members Should be:-
Listening and attending Asking helpful questions
Learning not to Being clear what they
interrupt are about to say/asking
and considering whether
Conveying interest and it is helpful to the
empathy presenter
Being supportive Providing information
Challenging where required
Offering insight and
ideas (right time, right
way)
The Kolb Learning Cycle
Stage 1: Having an
experience
Stage 4: Stage 2:
Planning the Reviewing
next steps the
Stage 3 : Concluding from experience
the experience
Kolb 1984
Facilitation Questions
Can we stop for a moment and check how we are
doing?
How do you feel about what is going on?
How helpful was that comment?
Perhaps it would be more helpful to turn that
comment into a question?
What questions does that raise?
Which question was most helpful, and why?
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
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“
"Thus, we may more accurately describe
action learning as development of the
self by the mutual support of equals..."
