2. Action Learning
A continuous process of
learning and reflection that happens
with the support of a group of
colleagues, working with real
problems, with the intention of getting
things done
(McCormack et al 2004)
3. • Action learning provides opportunity to
Identify issues that are relevant to their
role and explore how they might apply their learning
to those issues
Practice specific skills and how they will
use those skills in their own workplace and review the
outcomes of those actions
Learn how to support and challenge
colleagues while maintaining mutually beneficial
relationships
Be challenged to take a wider view of
situations and how they might manage them
4. Action Learning uses reflection and
the cycle of learning
Stage 1: Having an experience
Stage 4:
Stage 2:
Applying the
learning
Planning the
next steps
Reflecting
on and
analysing
the
experience
Stage 3 : Concluding from the
experience
(Kolb 1984)
5. Action learning and adult
Learning
•
•
•
•
Respect
Integrity
Accepting personal responsibility for learning
Commitment
• Self awareness
• Set and its members
• Action
• Openness
• to challenge and be challenged
• To Support and be supported
• Reflective practice
6. Principles underpinning action
learning
• There is no learning without action and no
sober and deliberate action without learning
• Adults learn best when they are directly
involved in their own learning about a
current life situation
• Adults who voluntarily choose a learning
experience usually learn more readily
• Applying that learning in the workplace
makes it more personally meaningful and of
greater benefit to the organisation
(Revans, 1998)
7. Five main elements of action learning
• The individual – voluntarily joins the group
• The set – a group of 4/8 people who meet
regularly, agree ground rules and ways of
working
• The issue or task – each person brings what
they want to work on – a specific issue
• The processes – presentation of issues,
challenge, support, agree actions, report back
• The facilitator – helps the group as it works
and learns
(Revans, 1998)
8. The set
•
•
•
•
•
Equal amount of time
Listen/encourage without interruption
Empathise
Ask questions to challenge and support
Respect other individuals, the issues
that they face and their perspectives
9. Presenter
• Each set member takes it in turns to
present an issue or situation. Discusses it
with the group honestly and openly.
•
•
•
•
•
What is happening here?
What am I contributing to this issue?
What do I want to achieve?
What is stopping me?
Who can help?
10. Enabler
The enabler helps the presenter with the issue. The object is to
help define or redefine the problem or issue and his/her
relationship in it, so that he/she can take steps towards solving it.
Uses open questions.
• How does that make you feel?
• How do you want things to be?
• What is the most important aspect of this issue for
you just now?
• What do you think would happen if …..?
• How would you know that?
• What could you do?
• What other options are there?
• What one thing could you do?
11. Learning happens at three levels:
About
oneself
About the
issue being
tackled
About the process of
learning itself
12. Benefits of action learning
For the participants
• Increased self awareness
• Increased confidence
• Ability to approach situations from a
broader and more varied perspective than
in the past
• More proactive than reactive in problem
solving and decision making
• Better at listening
• Better at giving and accepting feedback
• Handling difficult conversations with more
sensitivity and confidence
13. In summary
•Action learning facilitates the application
of learning within the subject with
benefits for
• Individuals
• Collaborative working
• The care of patients and their families
Action Learning is about learning by, from and
through action
