Action Learning

Action learning is a specific process for workplace-based professional development that has grown out of the work Reg Revans (who died in 2003) has been widely used in many organisations in the UK and Europe since 1945, and has spread to many other parts of the world. The term is sometimes with broader meanings, to include a range of ways action learning principles have been adapted to more or less different processes, but in the interests of clear communication, we refer to the work of Revans and his successors.

Action learning is different from mainstream training, education and professional development. The main objective is to learn how to ask appropriate questions in conditions of risk, rather than to answer questions that have been defined by teachers, and do no allow for ambiguous responses because the examiners know the approved answers. Action learning typically involves groups of people (learning sets) working on real workplace problems. It is about people learning to solve problems at work, from experience through reflection and action.

While action learning is individually focused, it uses a small group, known as a 'learning set', which provides a forum where set member's ideas can be challenged in a supportive environment.  Action learning is an iterative, experiential process, involving a cyclical notion of learning. The elements of the cycle are:

Ø  an action; or some kind of current reality

Ø  reflection - considering of the effects, successful and unsuccessful, of that action; (theory formation)

Ø  generalizing - identifying new learning from this experience, that can be applied;  (option generation) and

Ø  planning - on the basis of generalizations, deciding how to act in the future (aspirational focus).

 

While all elements of the cycle are necessary for the action learning process to take place, the notion of reflection is particularly crucial to an understanding of action learning: Action learning is based on the relationship between reflection and action reflection is the essential link between past action and more effective future action reflection is a necessary precursor to effective action and learning from experience can be enhanced through deliberate attention to this relationship.

 

How can we use this?

We can easily apply action learning principles by establishing our own learning "set" or small group of people with whom we can discuss a topic, issue or share something we have recvently learning. Discussions can then focus on how new knowldge or insights might be applied in practical terms.

 

A 20 page booklet on Action learning is available as a PDF doenload at www.ReadyToManage.com

 

Dr Jon Warner, ReadyToManage Inc. www.ReadyToManage.com