Category Archives: Evaluating action learning

Action Learning and the development of Social Work practice

Social workers need to develop a complex set of skills in order to fulfil their roles to the best of their ability, and … More

Action learning for boards

Action Learning for Boards

Seventeen years ago, I became CEO of ITC (Independent Theatre Council) – a brilliant job which I still love doing to this day! … More

Sowing the seeds with action learning

Sowing seeds – from a single action learning programme to a Pan-European movement

By Alessandra Gariboldi Head of Research and Development at Fitzcarraldo, Italy 4 years ago, I took part in an international programme called ADESTE. … More

Is action learning for you and your organisation?

Why take part in an action learning facilitator training course?

Our 3 day action learning facilitator training progamme is often booked up way ahead of time. It’s certainly popular, but potential participants sometimes … More

Capturing the action learning journey - learning log

ILM higher level endorsed programme – your action learning reflective learning log

Participants of our action learning facilitator training programme often go on to complete their qualification with the ILM higher level endorsed programme. This … More

Return on investment in action learning

Commissioners of action learning often ask us whether action learning provides a good return on investment and whether this can be measured. Measurement … More

Action learning feedback

Action Learning – it’s all about the outcomes

We have recently come to the end of an extended programme working with the Greater London Authority (Office of the Mayor of London … More

Finding a creative approach to evaluating action learning

Finding a creative approach to evaluating action learning

First of all I’ve had to overcome a stupid fear of doing a blog!  Why should I be so reluctant to do something … More

Evaluating action learning – expecting the unexpected

Mandy Hetherton explains how evaluating action learning requires an approach which makes room for the unexpected. The element of discovery is central to action learning. Participants learn things about themselves that they were unaware of; they experiment with new approaches to tasks; and they experience a way of working with others which is often quite different from the prevailing norm. More