Action Learning- A powerful teaching and
learning method
Francesca Entwistle & Radica Hardyal
Midwifery
School of Health & Social Work
Aim of this workshop
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To introduce you to Action Learning
To discuss how Action Learning works
To ‘have a go’ in small groups
To gain feedback from the group
To equip you with a ‘package’ to take away and develop
within your own discipline.
Definition
“Action Learning is a pragmatic and moral philosophy
based on a deeply humanistic view of human potential
that commits us, via experiential learning, to address the
intractable problems of organisations and societies.”
Pedler (2012)
Action Learning enables deeper learning, exploring
‘common’ practices that can be ‘unpicked’ and
‘rebuilt’ in a meaningful way
Reducing the risk of a ‘Never Event’ focus
on Patient Safety, reducing cost to the
and
documentation
our to
journey
exploring
mother
and family and also
the Trust
Swab Checks
through ‘Action Learning’
Duplication,
Confusion with
signing, increased
workload
Look at the
evidence &
empower staff
The sticker for
transfer to the ward
could have an area
for ensuring swabs
are checked
Audit, outcomes,
CQC
ACCOUNTABILITY
Another idea could be to
use the yellow notes for
normal deliveries and any
cases in theatre use the
‘theatre swab’ checklist so
that duplication in two
places doesn’t occur
From Clinician to
Specialised
Midwives
Non clinical
work
Midwifery is an
ever changing
environment
However the
unexpected can
happen and this
can affect clinical
practice
‘Action Learning Set’
Increased knowledge and
strength aids return to
clinical duties
A non-clinical role should be viewed as a
privileged position, giving an increased
learning of organisational processes.
Privileged
position
Appropriate orientation into the non-clinical
role would enable staff to develop themselves
and assist in benefiting service needs.
Thinking outside
the box
Awareness of the
organisation
Checking
Antenatal
Notes in
relation to
Payment by
Results (PBR)
Essential skills
 Powerful Listening
 Powerful Questioning
‘the quality of a person’s attention determines the quality of
other people’s thinking’
Kline, 2013, p.17.
Principles of Action Learning
• An approach for problem solving
• Turns reflection into action
• Works well for experienced professionals
Reflection
Learning
Action(doing)
How does it work
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An action learning group/set facilitator
The set adopts ground rules
Each person brings a ‘focussed’ based problem or issue
Learning occurs through listening, questioning and
actions
• Learning comes from inside and outside of action
learning group
Role of the Set Facilitator
• Helps group to focus and to use Action Learning
principles
• Helps members to consciously be aware of what they
do, say, think, feel
• Draws attention to learning opportunities within and
outside the set
• To be a role model to help learning and working in the
set
What students say
Action Learning has given me the
skills to assess a problem and,
through research, discussion and
reflection, find a solution. It has
helped me to grow as an individual
and develop my confidence in my
new senior post.
What became evident is, as individuals, we are very hasty to
make assumptions about others, merely based on how we think
we would feel in that situation. Action learning requires a problem
to be identified and examined in detail, to reach a plan of action
through open, unpersuasive questioning.
Lets try it - format
Think about a ‘problem’ to bring to the group
• Volunteer problem holder has 10
mins. airspace to present their
problem
• Members listen and formulate one
question to ask (see handout)
• Facilitator clarifies the issue
• Observers feedback and ask further
questions e.g what would happen if…
• Problem holder decides on actions
Feedback
from
the action learning groups
Capturing your
reflection
Further reading:
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Cardiff, S (2012) Critical and Creative Reflective Inquiry: surfacing narratives to enable
learning and inform action. Educational Action Research: an international Journall.
Routledge. Vol.20, No. 4, Dec.
Fullan, M. (2011) Change Leader: Learning to do what matters most. London Jassey-Bass.
Kline, N (2013) Time to Think: Listening to ignite the human mind. Cassell Illustrated. UK.
Lewis, S. Passmore, J & Cantori, S (2011) Appreciative Inquiry for Change Management: Using
AI for Change Management: using AI to facilitate organisational development. London: Kogan
Press.
Revans R, (2011) ABC of Action Learning. Gower Publishing Ltd.
Pedler M (2012). Action Learning in Practice. 3rd edn. Gower Publishing, Brookfield, VT
Weinstein K. (2002) Action Learning. A Practical Guide. (2nd ed) Oxford. Gower.