Action Learning Matters
A resource pack on Action Learning
The Action Learning for Managers team: Kate Holmes, Rachel Jones and Jane Watts.
The copyright remains within NACVS. In order to make effective use of the resource people are free to copy the cards for use in Action Learning sets and for training but should credit the publication.
Publisher
National Association of Councils for Voluntary Service (NACVS) 2004 www.nacvs.org.uk
Copies of the cards can be obtained from
NACVS, Arundel Court, 177 Arundel Street, Sheffield S1 2NU
ISBN 0 953994 04 X
Introduction
Action Learning Matters aims to assist people who wish to introduce Action Learning to their organisation or networks.
Developed in the middle of the 20th Century by Reg Revans when working for the National Coal Board, Action Learning is a simple yet powerful tool for personal and professional development. It has been used to great effect in both the private and statutory sectors.
With the launch of the Action Learning for Managers Project (ALM) in 2001, hundreds of voluntary and community organisations were introduced to the approach. Individuals from different organisations worked together in groups breaking down barriers and working together. As the ALM Project comes to an end in 2004, the Government have recognised the usefulness of Action Learning to the voluntary and community sector in their ChangeUp document. They would like to see it used across the sector to enhance the skills of leaders and teams.
In times of rapid change, Action Learning involves intentionally taking time out for reflection and action planning. We hope that this pack helps you to think deeply about your hopes for an Action Learning Programme and to turn those dreams into a reality. By involving people with diverse perspectives, you can generate the breakthrough thinking that is needed to tackle increasingly complex challenges in the workplace.
The Action Learning for Managers Project brought together set members from different voluntary and community organisations who worked on a wide range of work issues chosen by themselves. There is not a fixed way to do Action Learning. It is possible to have sets internal to an organisation, to work with other organisations and with different sectors. Some sets involve people from the same hierarchical level whilst others bring together people from different levels and departments. The Resource List signposts you to reference materials that describe uses of Action Learning in a wide range of situations.
What
is Action Learning?
Action Learning involves working on real problems, focusing on learning and actually implementing solutions. It is a form of learning by doing.
Revans said "The process integrates: research (into what is obscure); learning (about what is unknown) and action (to resolve a problem) into a single activity and develops an attitude of questioning and reflection to help individuals respond effectively in a rapidly changing world."
Learning requires Programmed Knowledge (ie. knowledge in current use) and Questioning insight: L = P + Q
By using the knowledge and skills of a small group of people combined with skilled questioning, individuals are enabled to re-interpret old and familiar concepts to produce fresh ideas – often without needing new knowledge.
Are
there different ways to form Action Learning Sets?
Possible ways of forming sets
- Individuals from a variety of organisations bring issues focusing on one topic (eg. leadership)
- Individuals from a variety of organisations bring a variety of issues (the ALM model)
- Parents come together to develop their parenting skills
- Trustees meet regularly to learn more about good governance
- Mental Health professionals meet to share best practice
- Individuals from different departments or levels of seniority in one organisation meet to improve systems, work on a joint project or a change issue.
What does Action Learning involve?
- A group of people (usually 5 or 6) initially with a facilitator
- Meeting regularly for an agreed period (eg. 6 occasions)
- Sharing real issues, problems or opportunities
- Considering professional, personal and organisational goals
- Questioning and challenging
- Making action points
- Reporting back to subsequent meetings
- Obtaining feedback
- Learning
- Supporting others
Action Learning improves skills
It has made me more aware of my actions and interaction with people. It has made me more reflective in my decision making. It has improved my listening and questioning skills and enhanced my awareness of body language. It has increased my organisational abilities. It has given me the confidence that there is a solution for most problems if not all!"
Project Worker from a National Infrastructure Body for the voluntary and community sector
What will you and your organisation gain from Action Learning?
- Skills development
- Personal growth
- Enhanced self-confidence
- Greater self-awareness
- A new way of solving problems
- A clearer understanding of how you learn
- Support, challenge and motivation
- Manage change
- Develop partnerships
- Motivate staff
- Reduce stress
What will you contribute to Action Learning?
- If you think a lot, you will ask good questions
- If you do a lot, you will like supporting people to devise action plans
- If you know a lot, you will share that information
- If you are not an expert, you will bring a fresh approach and challenge assumptions
- You will bring your unique perspective on the world
What does Action Learning share with the voluntary and community sector?
- Values the individual and their perspective
- Shows commitment to equality of opportunity and diversity
- Creates networks and breaks down barriers
- Uses listening, questioning and challenging
- Has no unnecessary hierarchy or bureaucracy
- Often works in conditions of confusion and risk
- Responds to and creates change
- Operates flexibly and considers new ways of doing things
- Supports and empowers individuals, groups and organisations
Action Learning as an alternative to traditional training
"Action Learning is a real alternative to short off-the-peg training which does not really alter how people feel or work. It develops networks of contacts, critical friends, mentors and professional links. These can then help participants to make real progress in challenging and difficult situations by giving them the legitimacy of informed discussion within the group. It encourages reflection in a climate where everything has to be done by yesterday."
Action Learning facilitator, North East
Questions
for Facilitators – an aid for reflection
- How clear am I on the role and responsibilities of an Action Learning facilitator?
- How do I enable the set to focus on the learning rather than the detail of the issue?
- What Action Learning skills can/should I model?
- When is it appropriate to intervene?
- How am I enabling the set to keep to task and to maintain the timetable?
- How can I encourage all set members to contribute their perspectives?
- How can I build an atmosphere of trust?
- How can I enable set members to take more responsibility for their learning and actions?
- Why is it important not to impose my knowledge and view on the set?
- How do I help to maintain a positive atmosphere?
- What am I learning?
- What should/could I be doing differently?
- How do I help the group work towards self-facilitation?
- How do I promote and encourage the idea of recording learning?
- What tools can I introduce to help participants express themselves well?
Questions
on how to decide what issue to work on – an aid for reflection
- Is the challenge important, significant, complex and real?
- Who, if anybody, needs to approve of my choice of issue?
- Am I certain I will be able to take action on the dilemma?
- What is the time frame for making progress on the issue?
- How would I feel if I were not able to resolve the problem?
- Can I explain what is in my head and heart to other people?
- Am I willing to be challenged on this area of my work, life or personality?
- Would it be most useful to work on a familiar or unfamiliar issue?
NB – People use different words to express their issue as demonstrated above. One way to come up with potential issues to work on is to ask yourself "What is troubling me or exciting me about work?"
Action
Learning reduces isolation
"Being at the top of an organisation is actually quite a difficult situation when you need to discuss an issue or a problem with anyone. As a facilitator and member of an Action Learning Set with a strong trust element, it is fabulous to be able to bring issues to the group that really help me in my professional life."
Chief Executive of a national charity and a participant in the ALM Facilitator Training Programme
Question
for Supporters – an aid for reflection
- How do I ensure that I ask questions rather than offer solutions?
- What can I do to show my empathy and concern?
- How do I demonstrate my belief that the presenter is the expert on the issue?
- To what extent do I reflect back what the presenter says?
- How am I helping the presenter to think in different ways about their problem?
- How do I welcome the perspectives offered by other set members?
- What are my motives when asking questions?
- When is it appropriate to support and when should I challenge?
- How does the presenter want me to help?
- What can I learn from this?
Action
Learning and thinking outside the box
"The facility to be able to share thoughts, plans, dreams and aspirations plus talking through problems with a group of peers outside my organisation is invaluable.
I believe Action Learning is especially suited to the voluntary sector where managers often work alone and with a voluntary trustee board whose knowledge of business and management may be limited. The group provides support and facilitates thinking outside the box without fear."
Manager of a local advice agency, South East
Question for Action Points – an aid for reflection
These question might be asked by the supporters or by the presenter of themselves. For simplicity these questions are written as if a supporter is questioning a presenter on their action points. Supporters can continue to ask questions as the presenter describes their action points.
- What do you want to do/improve/change by the next set meeting?
- Who will carry out the action points?
- What might prevent you carrying out your action points?
- Who do you need to work or consult with?
- What is the timetable for carrying out the specific action points? How realistic is that?
- What are the competing priorities and how will you handle them?
- What are the risks of acting in this way for you and/or the organisation and/or other people?
- What do you hope to feel when you have taken action?
- If you choose not to take action, how do you justify this?
What do Action Points help us to do?
- Take a step-by-step approach to problem solving, change and development
- Develop leadership skills as we take charge and reach our goals
- Test our learning back in the workplace
- Identify the support and resources we need
- Help us to make organisational and personal changes
- Become more realistic about how we manage our time
- Recognise that there are many possible solutions
- Stay positive as we realise we can do something
- Learn more about ourselves, our issue, our set and our organisations
- Transfer our learning across the organisation
Questions
for all set members when reviewing the learning – an aid for reflection
- What have I learned in this Action Learning session?
- How have my thoughts about my issue changed?
- How different are my feelings about my problem now?
- What changed behaviours do I notice in myself?
- What is the impact of my learning on my boss, my team and my organisation?
- What helps my learning?
- What hinders my learning?
- What are my learning needs and how can I meet them?
- What more do I want to learn?
- How do I ensure that my learning is transferred across the organisation?
Action Learning develops awareness of self and others
"It has made me more aware of what makes me tick and given me more confidence in my capabilities. It helped me to appreciate the different ways in which people learn. It has enabled me seek out and use other peoples’ skills."
Manager of a local voluntary organisation, South Coast
Resources List
Books:
ABC of Action Learning
Reg Revans, 3rd edn., 1998, London, Lemos and Crane.
Action Learning
Ian McGill and Liz Beaty, 2nd edn., 2000, London, Kogan Page.
Action Learning for Managers
Mike Pedlar, 1996, London, Lemos and Crane.
Action Learning
Krystyna Weinstein, 2nd edn., 1999, London, Gower.
Optimising the Power of Action Learning
Michael J Marquardt, 2004, Palo Alto, CA, Davies-Black Publishing.
Training Resources:
The Action Learning Handbook
Ian McGill and Anne Brockbank, 2004, London, Routledge Farmer.
The Power of Experiential Learning: a handbook for trainers and educators
Colin Beard and John P Wilson, 2002, London, Kogan Page.
Achieving Results through Action Learning
Ian Cumming and Ko Hall, 2001, Peter Honey Publication Ltd.
Websites:
www.alm-vol.org.uk – the website of the ALM Project.
www.ifal.org.uk – the website of the International Foundation for Action Learning.