Action Learning

1
Action Learning

• Your Company
• Anywhere, 21st June 2009
• Presented by Chris Yates Associates

2
Workshop Purpose

• To introduce Action Learning techniques in a way
  that demonstrates how the integration of learning
  and work in individual and group projects will
  improve those projects.

3
Todays Workshop Outcomes

• Understanding of the basic concept of Action
  Learning
• New/growing skills in Questioning and Reflection
• Awareness of the practical possibilities of
  Action Learning
• Curiosity to learn more about A/L
• Awareness of the relationship of A/L with other
  group processes

4
Survival Formula

• For any organisation, commercial, government
  or NGO, to survive in times of rapid change
• dl gt dc S
• dl Rate of learning
• dc Rate of Change
• S Survival

5
Learning from Action

• Work tends to be hectic and highly active rather
  than reflective and methodical. Most learning
  occurs in the process of doing a job, however the
  learning is rarely identified. Knowing how we
  learn from experience, we should be able plan to
  learn methodically from the experiences we are
  about to have.

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What is Action Learning?

• Action Learning
• is a social learning process which brings people
  together to find solutions to problems, and
  develops both the individuals and their
  organisations

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What Is Distinctive about Action Learning?

• Action Learning is about questioning learning to
  ask the right
• questions is fundamental to Action Learning
• Asking a good question can change the way we see
  ourselves
• Questions lead to more questions
• Questions are not advice, information,
  suggestions or ideas

8
Action Learning Formula

• Action Learning can be explained as
• L P Q
• L Learning
• P Programmed Instruction
• Q Ability to pose thoughtful questions

9
When is it Useful?

• In management development
• Training
• managing change
• Networking
• In all work
• Problem-solving

10
Who Are The Players?

• The Set
• A group of people, about six
• The Set adviser
• Person who steers the set through the Action
  Learning process
• The Issue holder
• The person who owns the airspace
• The Project Sponsor
• The person who commits resources to a project

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Two Kinds of Project
Pa
Pf
A
Pb
F
B
Project
E
C
Pe
D
Pc
Pd
Each set member works on his/her own project
All the set members work on one project
12
Process in the Set

• Airspace
• Asking questions
• Challenging
• Giving/asking for feedback
• Giving insights/ reflecting
• Trying out new behaviour
• Confidentiality
• Safety

13
Process in the Set

• Do not
• Give advice
• Make suggestions
• Give information
• Criticise
• Evaluate
• Hurry others
• Interrupt

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Finding The Sweet Spot
A set member asking questions in the set
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The Role of Set Adviser

• Helps the set learn
• Models helpful behaviour
• Listens, asks and models helpful questions, gives
  feedback, reflects, challenges, supports,
  encourages dialogue (not discussion),
  expresses/admits to feelings.
• Expects responsibility from members for their
  own work/learning
• Reflects to the set
• Facilitates
• Helps keep the set safe
• Not an expert, tutor, coach, chair or group
  leader.

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The Set Adviser

• Should be trained in facilitation
• Should have some experience of AL
• Guards the ground rules of the set
• Should be competent and confident to work with
  the processes of Action Learning
• Preferably enjoys it!

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Task Forces vs. Sets

• Problem Solving
• Incidental Learning
• Experts
• Outcomes

• Learning
• Planned Learning
• Learners
• Outcomes

18
Key Elements of Action Learning

• Sets with regular meetings
• A project, issue or task as a vehicle for
• learning
• Observing airspace and questioning process
• Reflecting both action and learning
• Time factor several months
• Emphasis on learning
• Work-based

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Experiential Learning By David Kolb
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The Set Cycle

• Another Version of Kolb

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Qs for an Action Learner

• What are you trying to do?
• Who is stopping you?
• What can you do about it?

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Q

• Good questions
• Challenge others
• Develop others
• Help others reflect
• Help others to action
• Develop ourselves

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More Qs for the action learner

• Who knows about what you are trying to do?
• Who cares about the solution getting implemented?
• Who has the power and resources to support you?

24
Gibbs reflective cycle from Hull and Redfern
(1996)
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Origins of Action Learning

• Reg Revans - Cambridge physicist and Olympic long
  jumper is the father of AL
• Observed scientists working in a laboratory
  acting as consultants to each other

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Origins of Action Learning

• Introduced AL to managers of mines
• Applied it to a hospital with doctors, nurses
  and administrators
• Took the concept to Belgium
• Formed a trust to promote AL

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Action Learning is Inductive
Beliefs
(Abstract)
Concept/Idea
Experience
(Concrete)
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Sources

• McGill I Beaty L, Action Learning A
  Practitioners Guide, Kogan Page, London, 1992,
  pp. 109-123.
• Weinstein Krystyna, Action learning A Journey in
  Discovery and Development, Harper Collins,
  Hammersmith, 1995.
• Inglis, Scott, Making the Most of Action
  Learning, Gower 1994.
• International Foundation for Action Learning
  website-http//www.ifal.org.uk/

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my set
I
members
30
Reflections are

• Unchallenged
• Undebated
• Voluntary
• Recorded
• Concise
• Public

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How People Develop Centre for Creative
Leadership
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Learning How to Learn

• The challenge for Action Learning is to help
  people to be more effective, not simply for the
  duration of the program but for the rest of
  their lives. The power of Action Learning is
  that in tackling the set project we
  acquire tools to help us face future problems
  and challenges more confidently and effectively.
• Learning implies doing things differently, of
  changing our actions, beliefs, behaviour
  or attitudes.

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Chinese Verb, To Listen
Ear
You
Eyes
Undivided Attention
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Communications Framework
Atmosphere
Reflection
Individual Awareness
Path Forward
Shared Awareness
Shared Aims
Individual Aims