Action Learning Problem Brief

Action LearningOverview : M. Pedler 2005

What is Action learning?

Action learning:  focuses on real work issues and helps people to tackle intimidating tasks and challenges  enables people to learn actively with and from each other by encouraging them to exchange, support and challenge ideas in a constructive and mutually supportive environment.  is flexible and effective in a wide variety of work settings  generates transferable life skills for everyone especially in terms of personal, inter-personal and change management skills  supports organisational change and development.  is a form of knowledge management in action (instead of just talking about it!)  is a vital part of the learning mix for any manager

Although the idea of action learning is essentially a simple one, it is not possible to define it once and for all or in a single way. The founding father of action learning is Reg Revans, whose words “there is no learning without action, and no deliberate action without learning”, give the essence of the idea.

Because action learning involves change in people and organisations, it is concerned with profound knowledge of oneself and the world and cannot be communicated as formula or technique. Revans himself has never given a one sentence definition and has always maintained that there is no one form or version of Action Learning. Given this disclaimer, here is a definition of Action Learning as currently applied in many organisations today:

Action Learning is an approach to individual and organisational development. Working in small groups, people tackle important organisational issues or problems and learn from their attempts to change things.

Action Learning brings people together to support and challenge each other in action and learning. It requires each person to;

 join and take part voluntarily. No one can be compelled or required to take part against their will. In some organisations this can be a difficult condition to meet

1 Action LearningOverview : M. Pedler 2005

 choose and take responsibility for acting on an organisational problem which they want to act; they can tackle problems alone or in partnership with others, but these must be real issues which require action to resolve them

 join with others in a set or group of other action learners to support each other. The set is one of the key inventions of action learning where people help each other think through the issues, create options, and reflect on experiences

 take action and learn from the effects of that action. In action learning, the learning and action require one another.

As Revans points out, action learning is based on ancient wisdom rather than novel technique. There are many meetings in organisations, which can engage in action learning. Project teams, Quality Circles, Service Improvement Meetings, Learning Sets, Development Groups and so on, may all well be doing action learning. It doesn't matter what a group is called, the acid test is whether people are actually taking action on their organisational problems and learning from their experience.

However this is easier said than done. Many organisational project groups report or recommend actions rather than take the authority to change things. Other groups may tackle the tasks but lack the understanding and skills to reflect on their efforts and learn from them. Maintaining the discipline of action learning requires determination, skill and courage.

However, because action learning is both simple to understand but requires commitment and creativity to apply this means that it is never in danger, as some techniques are, of being here today and gone tomorrow. Putting the basic ideas of action learning into practice is always a challenge. It requires the people concerned to think through what it means to apply these ideas in this setting. In this sense each action learning set creates its own unique practice and it is this inventing element that maintains the freshness of the idea.

Action Learning Problem Brief

This is to help you think more widely about a suitable problem, opportunity or issue on which you wish to take action

1 Describe your problem situation in one sentence:

2 Why is this important?

To you?

To your organisation?

3 How will you recognise progress on this problem?

4 Who else would like to see progress on this problem?

5 How do you intend to go about tackling this problem - What are your first steps?

6 What difficulties do you anticipate?

7 What are the benefits if this problem is reduced or resolved?

To you?

To your organisation?

Structure of a Typical Learning Set

A typical set meeting might follow this sort of structure:

Check-in

Each person, in turn, says something about what has happened to her or him since the set last met and also to mention briefly any issues they might want to talk about. This allows for agenda items to be listed and also for people to share the “headlines” of their experiences since last time.

Setting the agenda

Each set member asks for the time he or she wants for discussing issues. When all the bids for time have been made, the order for the day is established.

Individual Time Slots

This is the body of the set meeting, when each individual takes a period of time to talk through: what he or she has done, or learnt, plans for future activity, or responses to events since the last meeting. It is up to the individual how this time is used and it is their responsibility to say how they want to make use of the time available to them e.g. asking for ideas/feedback/support with regard to a particular problem or area of activity. This can be done by challenging the unexamined assumptions the person is making, by supporting them when something new and perhaps risky is being contemplated (after, of course, having checked that the proposed course of action is beneficial), and by checking whether what the individual is now saying makes sense in terms of what is already known of them.

Review of Set Process

This stage only appears when somebody feels the need for it. Early on in the set’s life it can be useful to put some time aside to talk through people’s perceptions of how they are operating together as a set

Check-out

At the end of the meeting, each person briefly sums up their next steps and actions they will take before the next meeting. They may also raise any “unfinished business” which may be carried over until next time or which needs attention.

Set review

You may wish to use this sheet at an early meeting to get you into the habit if thinking about learning processes in your set.

1 The three things I've learned about my problem today are:-

2 The most important thing I've learned about myself today is:-

3 My action plan before the next meeting is

4 The one thing that stands out for me today in terms of our set is:-

5 We could improve our effectiveness as a a set if:--

Some Books & Resources

Revans RW (1998) ABC of Action Learning London : Lemos & Crane

The ABC of Action Learning is the only one of Revans’ books in print. It is available from Lemos & Crane at 64 High Street, Highgate, London N6 5HX Tel. : 020 8348 8263; website www.lemosandcrane.com

Pedler M (1996) Action Learning for Managers London : Lemos & Crane

A short practical introduction to action learning, illustrated with diagrams, checklists, questionnaires and case studies.

Pedler M The Action Learning Toolkit Ely, Cambs. : Fenman 2003

A trainers’ toolkit with lots of handouts, activities & CD Rom

Pedler M, Burgoyne J & Boydell T (2004) A Manager's Guide to Leadership Maidenhead : McGraw-Hill

An action learning approach to leadership

Action Learning : Research & Practice - The International Journal for Action Learning is available from Taylor & Francis at :

http://www.tandf.co.uk/journals/titles/14767333.asp

"'Thus it is that action learning does not pretend to supply the subject with much fresh cognitive knowledge; it is sufficient to help him use more effectively what he already has, and to reinterpret the experiences of yesterday in the light of tomorrow." R Revens