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Action learning is an experiential learning method
in which participants learn by doing,
and then reflect on what they have done.
There are several varieties of action learning.
In most varieties, the participants work on real tasks
in small teams (or learning sets).
As they do so they learn leadership,
teamwork, facilitation and additional skills of value to the organisation.
Revans, describes learning as having two components.
Programmed instruction,
where a teacher or instructor provides information to the learner.
And, understanding that arises when learners
use questioning to help each other explore the situations they face.
This second component can be referred to as action learning.
It can be characterised as a project being chosen
that is of value to an organisation and
requires the application of relevant skills and knowledge.
A facilitator guides the learning set as they work through the group project.
In practice, each application of action learning is usually a little different,
fine-tuned to suit the particular organisation and its aims.
Action learning has the potential to achieve three key sets of outcomes.
Skills relevant for organisational flexibility can be enhanced and broadened.
By working as a team on real tasks participants develop facilitation,
problem-solving and communication skills.
Important organisational tasks and outcomes can be achieved.
The projects are sufficiently complex that the team
has to engage in collaborative problem solving to achieve an outcome.
And, the organisation can develop more innovative and flexible people,
that in turn can lead to positive cultural change.
Once an appropriate project has been selected,
and support for action learning secured,
you would then create your action learning members.
The action learning teams are formed ideally of volunteers who together constitute a diverse
team.
The early team meetings are facilitated in such a way
that teams quickly become effective at self management.
When group members meet they would begin
by discussing their experience of implementation,
identifying issues (or potential issues) they have encountered.
Once all issues have been identified,
group members prioritise the issues
agreeing which is the most important
and which should be dealt with first.
They would then follow a 5-step structured process,
known as a learning set process.
The group member who identified the issue
is given five minutes to describe the issue in more detail.
Group members ask questions in order to explore further the issue
and its implications for practice.
Group members seek to define the problem by making specific statements
of which there could be a number.
The individual group member would prioritise
these statements into a list;
and create a question to ask the learning set (related to practice).
Group members offer solutions, answers and/or advice to the problem.
This should lead the individual member to
identify ëactionsí to be implemented.
These should be specific and achievable.
All members have the opportunity to reflect on the overall process
including the individual member, the group as a whole,
and the facilitator.
This process is described as ëdouble-loop learningí
since the learning process occurs through the
exploration and exchange of ideas between practitioners.
As opposed to single-loop learning
of more traditional classroom-based training
where an ëexpertí imparts information to the ëlearnerí.
Once the learning set have created strategies for issues encountered,
it is essential this is fed back through organisation structures.
This is referred to as the Feedback Loop.
The ëfeedback loop modelí describes the structure
that needs to be in place to enable effective action learning programs to occur.
This enables whole organisations to
become part of this reflective learning model.