Action learning

By Duncan Mugumya
 Summary
• Understanding Action learning
• Components of Action learning
• Types of Action learning Programs
• Stages of Action learning
• Challenges associated with Action learning
• Parties and their responsibilities in action learning
 What is action learning?
• A modern learning technique through which work and learning
occur concurrently

• A process that involves a small group of people working on real

problems, taking action, and learning from their actions

• A tool for solving problems while building leaders, teams and

organizations

• AL involves real people resolving and taking action on real

problems in real time and learning while doing so.

• Carried out through action learning meetings/sessions

 Continuation
• A process of bringing together a group of people
with varied levels of skills & experience to
analyze an actual work problem & develop an
action plan.

• The group continues to meet as actions are

implemented, learning from implementation &
making mid-course corrections.
 Difference between action learning &
traditional training

Traditional training Action learning

Learning from experts Learning from own actions,
peers & experience
Simulated exercises Real problems
Evaluation by the trainer Learners evaluate progress
towards problem solution
Discussion, memorizing & tests Reflection, inquiry & feedback
Convergent approach Divergent approach
 Components of action learning
1. Project (problem, challenge or opportunity)
2. A group or team (presenter and the set)
3. Reflective questioning and listening
4. Taking action
5. Learning
6. Action learning Coach
NB: Optimizing the power & ensuring successful AL requires all
of the 6 elements, interweaving & supporting one another
 Project/problem
• Urgent to the individual, team or firm - not a made-up exercise

• Non urgent problems reduce creativity, commitment & learning

• The more complex in nature, the more powerful and valuable it

is for action learning

• Project should be feasible & within the authority of the group

• Single or multiple problems/projects

Examples of action learning projects

• Developing training programs for leaders

• Improving customer service

• Recruiting high tech workers

• Improving information systems

• Resolving conflict between departments

• Developing a new performance appraisal system

• Establishing work schedule

 group
• 4-8 members to maximize creativity
• From within and outside the organization
• Diverse so as to obtain fresh viewpoints
• May be familiar or unfamiliar with roles and situations
• Committed to solving problem
• Carefully listening to one another
• Willing to develop and learn
• Respectful of others, openness
• Constructive and supportive
• Focused on group rather than individual purpose
 Questioning and listening

• Questions & reflection above opinions & statements

• Questions help to clarify the exact problem

• Reflections help to come up with appropriate solutions

• Questions build group dialogue and cohesiveness

• They also generate innovative and systems thinking

• Opinions often create bias & affect functioning of the group

 Taking Action
• The group should take action towards solving the problem

• At minimum the group’s recommendations should be executed

• Taking action improves the group’s creativity & commitment.

• It helps to test the feasibility of actions

• No real learning occurs unless action is taken

• Actions are taken in between sessions

 Learning
• Learning is the strategic benefit of action learning

• Should occur at individual, group & organizational levels

• The coach facilitates learning through reflection & questions

• Through action learning, individuals;

• Gaining new knowledge and information
• Reasoning differently
• Behaving more effectively in groups
• Gaining greater understanding of their motives;
• Altering beliefs, values, and basic assumptions
 Action learning Coach
• Rotated among group members or an external person

• Someone that is authentic, trust worthy & open

• Focuses more on learning than solving the problem

• Authority to intervene any time to capture learning

• Ensure norms and processes are followed

• Facilitates learning through supportive questions

• NB: Without a designated coach the group focuses on solving the

problem
 Sample of questions used by the action learning coach
• “How are we doing as a team—okay or not okay?”
• “What have we done well so far?”
• “What could we do better?”
• Do we have clarity and agreement on the problem?
• How creative have we been?
• How could we be more creative?
• What actions are you (we) going to take as a result of this session?
• What have we learned about leadership, teamwork, problem
solving, company policies, customers, systems thinking (and so
on)?
• What have you learned about yourself?
 Competences developed through action
learning
• Increased self awareness
• Increased confidence
• Ability to approach situations from a broader and more varied
perspective than in the past
• More proactive than reactive in problem solving & decision
making
• Active listening
• Better at giving and accepting feedback
• Teamwork
• Interpersonal relations etc
 Types of action learning programMES
Single-problem or in-company Multiple-problems (open-group or
programme “classic”) programs
Entire group works on single problem Group works on multiple problems
Problem determined by organization Problems selected by members
Organization commits to take action Individuals commit to take action
Membership determined by the firm Members nominate themselves
Membership remains intact until Members who depart may be
disbanded replaced
Group recommends and/ or Individual implements the action
implements
Coach can be rotated or permanent Coach is usually rotated among
members.
 Stages of action learning
• Formation of the group
• Presentation of the project or problem
• Reframing the problem
• Determining goals
• Developing action strategies
• Taking action
• Capturing Learning
 Formation of the group
• Members selected by management for single project
programmes
• Members self-select in case of multiple projects programme

• Ensure diversity in order to bring out fresh ideas

• Group life span depends on the magnitude of the problem

• Group members should be oriented about action learning

 Presentation of the problem/project
• Same presenter for single project AL programmes

• Different presenters - multiple-project programmes

• Precise to put the group into a questioning mode

• The presentation should state the following;

– Importance of the project to the individual, group & firm

– Signs of progress as the group works on the project

– The benefits if this problem is minimized or resolved

– Anticipated difficulties as the group works on the project

 Reframing the problem
• Redefining the problem into a new content/context.

• The original problem is rarely the actual problem

• Questions & reflection to uncover the actual problem

• The group must build consensus on the problem

• Consensus on the problem leads to appropriate solution(s)

• The coach ensures that the group fully redefines the problem
 Determining the goal(s)
• Problem understood? What next? Determine the course of
action(s)
• The group is ready to progress towards solving the problem

• There is a switch between reframed problem & the goal

• The goal should be achievable

• The group should select the most goal strategic

• The goal(s) refocuses the energy of the group

 Developing action strategies

• Strategies are solutions to the problem

• Strategies can also be ways to undertake a project

• Various strategies are raised and assessed

• Identified through dialogue

• Should be appropriate & doable within available resources

• Consensus on strategies is important

 Taking action

• Implementation of agreed upon solution(s)

• Tangible actions must be taken in between sessions

• Responsibility to take specific action(s) is assigned

• Records of taken actions kept

• Records are used to review taken actions at Subsequent

sessions
 Capturing learning
• Involves identifying & recording new competences.

• Responsibility of the coach to capture learning.

• Has authority to interrupt the session for learning purpose.

• Coach occasionally switches from problem solving to learning.

• The coach uses questions & reflection to emphasize learning

points.
Challenges associated with Action learning
• Limited top management support & participation
• Inadequate preparation of participants
• Unpredictable changes among individual afterwards
• Uncooperative group members derail others commitment
• conflict among group members
• Refusal to share information by some members
• One member dominating the proceedings
 Action learning roles

• Problem presenter

• Action learning group members

• The action learning coach

 The problem presenter

• Present the problem with honesty and openness

• Respond to group questions genuinely

• Demonstrate vulnerability

• Show trust towards the group

• Commitment to take action

• Provide feedback during subsequent sessions

 Action learning group members
• Commitment to the group cause

• Reframing the problem through constructive questions

• Active listening

• Adhere to the rules of the group. E.g. attendance

• Willingness to experiment

• Willingness to learn

• Demonstrate empathy & encouragement

 Role of the coach
• Empowers group members by ensuring equal participation

• Creates a learning environment through building trust

• Accelerates the learning process

• Orients the individual, group & firm about action learning

• Coordinates the action learning programme

• Promotes action learning

• A role model for action learning oriented behaviour