ACTION LEARNING
Jackie Chaplin
Joyce Jeffray
Ian Duncan
Action Learning Set Facilitators
ECCF Programme
Aims
• To explore what action learning is and how
it contributes to the ECCF Programme
• To explore the philosophy and the
principles that underpin action learning
• To identify the benefits of action learning
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)
ECCF Programme
• Action Learning provides ECCF Fellows with the
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
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)
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
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)
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)
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
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?
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?
Action Learning Set
Process
Presentation of challenge
• what is the issue/ question/
• what are the contributing
factors?
• what did I do?
• what did they do?
• what do I want to happen ?
Make meaning of
experience, draw
conclusions , commit
to integrating learning
into everyday practice
Dialogue with group; listening,
questioning and challenging
views, perceptions and
assumptions.
Bring ‘what happened’
back to the group.
What went well / not so
well / why?
Reflection and creation of
thoughts of new ideas, new
understanding, new
perspectives, commitment to
action
‘Doing’ the action
‘Being’ the change
Learning happens at three levels:
About
oneself
About the
issue being
tackled
About the process of
learning itself
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
In summary
• Action learning facilitates the application of learning within
the ECCF programme with benefits for
• Individuals
• Collaborative working
• The care of patients and their families
Action Learning is about learning by, from and through
action – so the rest of this afternoon we are going to
learn about action learning …. by doing