1. Action Learning: Maximizing its use
in Community-Based Leadership
Development Programs
Donna R. Dinkin, DrPH, MPH
336-643-4165
drdinkin@hotmail.com
dinkind@ccl.org
Dinkin & Associates LLC, 2012

2. Today’s Goals
p To increase understanding of Action-Learning as a
developmental methodology
p To increase understanding of how regional PHLIs
have utilized Action-Learning Projects
p To increase understanding of strategies and
challenges to maximizing the use of action-learning
projects in leadership development programs
Dinkin & Associates LLC, 2012

3. What is
Action Learning?
A coach - supported process involving a small group
of people solving real problems … while at the
same time focusing on what they are learning …
and how their learning can benefit each group
member … and the organization or community as a
whole. (Michael J. Marquardt)
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4. Critical Success Factors
 A real problem or project that is relevant, complex
and important
 A diverse team of 5-7 people
 Commitment to Action
 Equal commitment to personal and
shared Learning
 Reflection, Questioning and Feedback
 A skilled learning and process observer (ALC)
 Accountability
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5. What Action Learning is not…
 Outdoor adventures
 Team Building Activities
 Group Simulations
 Table-top exercise
 Individual Projects
 Case Studies
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6. The Action Learning Cycle
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7. Investment and ROE
What did I just agree to? What might I get in return?
Longer meetings More creativity and
Deeper level of dialogue; innovation from team
exposed elephants Better project solutions and
Questions & Reflection outcomes
Observation and interruptions Higher level of team
Slowing down to speed up performance
Personal and team
Giving and Receiving
development
Feedback
Enhanced relationships
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8. Integrated LDP Design
Kick-off Session I Session II Session III/Graduation
360 Self- Assessment Process and 1:1 Coaching
Action Learning Team Project
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9. The Melt Down – The Coaches Role
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10. What can one learn through an AL
Experience?
 Project Issue or Challenge
 Public Health Skill or Methodology
 Self – behaviors, skills
 Others* – behaviors, strengths etc. / social networking
 New knowledge and new skills (mastery) i.e. conflict
management, leading teams etc.
 Team Leadership and Performance
 Transformation of Organizational / Community System
 LEARN HOW TO LEARN
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11. The Changing Role of a ALC
Team Charter & Progress Note Report &
Project Statement Presentation
FORMING STORMING NORMING PERFORMING ADJOURNING
•Observe dynamics •Harvest Learnings
•Model Learning Behavior •Push to deeper levels •Mirror back to team
•Hold Team Accountable •Assure integration of program •Increase Stickiness
•Slow team down content •Celebrate work
•Help team transfer learning
•Lead Dialogue •Seek examples of new behaviors
•Assure Team Process for Learning •Re-examine learning goals
•Promote Relationship Building •Re-examine team charter
•Set Learning Goals
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12. Tools and
Exercises
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13. Dinkin, D.R. & Frederick, S. L. (in publication).
Action-learning projects used in public health
leadership institutes, Leadership in Health Services,
Emerald Publishing
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14. PHLIs - Project Requirements
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15. Challenges Expressed by PHLI
Directors
 $$$, Economic struggles of states and orgs; workforce development is not highly
valued by those in power
 Some scholars see the project as busy work; struggles with momentum
 Knowing how much to ask of busy scholars and how much to nag them to get
deliverables in on time (tracking and supporting)
 PH culture is action oriented; not learning oriented
 Time for scholar teams to meet
 Finding effective ways to use technology
 Institute design is a challenge when you are a new program; knowing up to provide
an adequate “set-up” to project work
 Unable to provide much support or advising to project teams
 Various project team structures within one Institute is a challenge
 Various levels of skill /ability of outside mentors, advisors & coach
Dinkin & Associates LLC, 2012

16. Challenges to Evaluating Action
Learning Experiences
 What is success? – This is not always known (learning vs
action); what are the most effective evaluation questions
 The return is not always able to be quantified
 Can evaluation of AL be separated from the program
evaluation
 Lack of appreciation for learning process mid-program
 Evaluation overload (response burden) or a lack of
$/resources to evaluate
Dinkin & Associates LLC, 2012

17. For More Information
 Day, D.V., The Difficulties of Learning from Experience and the
Need for Deliberate Practice, Industrial and Organizational
Psychology, 3 (2010)
 O’Neil, J. and Marsick, V., 2007. Understanding Action Learning,
AMA
 Plager, D., Action ‘Thinking’ – A Cognitive Approach to Action
Learning Programs, OD Practitioner, 41 (2009)
 Sofo, F., Yeo, R., Villafane, J., Optimizing the learning in Action
Learning: Reflective Questions, Levels of Learning and Coaching,
Advances in Developing Human Resources, 2010, 12, 205.
THANK YOU!!!
Dinkin & Associates LLC, 2012