Action Learning for Facilitators
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Schedule for today
• First hour: Action Learning theory and Q&A
• Break
• Small group Action Learning sessions (two 40
minute presentations per group)
• Feedback – key points and information about
Sets starting soon
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The man behind it: Prof Reg Revans
• 1945: Education plan for workers
at the National Coal Board
• Further development of Action
Learning for the National Health
Authority (which became the NHS)
• Internationally recognised
development method
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Key features
• Working on real problems
• Actual implementation of solutions – not “just
talking” about things
• Learning by doing
• Encourages an attitude of questioning and
reflection
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L=P+Q
• L stands for Learning
• P stands for Programmed Knowledge
• Q stands for Questioning Insight
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Kolb’s learning cycle
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Function of the group
• The small group provides challenge & support
• You each tackle your own problem and
implement your own solution
• “The process integrates:
– Research (into what is obscure)
– Learning (about what is unknown)
– Action (to resolve a problem)” – Reg Revans
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Benefits to participants
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Personal development
Peer support
Provides reflection time
Enables more effective handling of difficult
situations
• Skills development
• Clearer understanding of how you learn
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Volunteer Managers…
resourceful
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Action Learning and our sector both:
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Value the individual
Have a commitment to equality
Work in conditions of confusion and risk
Respond to change
Are flexible – new ways of doing things
Create networks and partnerships
Challenge and question
With thanks to NACVS ALMs project 2004
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What happens in a Set meeting?
• Usually:
– Five to six participants
– A facilitator
– Meet every five- to six-weeks
– Time frame varies
– Participants have equal ‘air time’
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What is ‘air time’?
• Presenter talks through an issue, problem or
opportunity
• Supporters ask open questions aiming to
clarify, to offer insight and challenge
• Presenter develops action points
• Review: whole group comment on what they
have learned from the session
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The facilitator
• Helps it all happen
• Maintains timetable and ground rules
• And as they become more experienced:
– Models Action Learning skills
– Assists your skills development
– Enables the focus on learning
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When you’re presenting think:
• How can I describe my issue clearly?
• What do I want from the group? Do I know
what I want?
• Am I holding back key information?
• Do I feel OK to tell the group I need to stop
and think?
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When you’re supporting think:
• How can I show empathy and concern?
• Am I asking questions rather than offering
solutions?
• When should I challenge?
• What can I learn from this?
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When you’re reviewing think:
• What have I learned?
• How have my thoughts/feelings changed
about my problem?
• Have any of my behaviours changed?
• What helps/hinders my learning?
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Types of questions
• Inquiry: to help clarify the situation and the way forward
e.g. what do you want to achieve?
• Challenging: to help the presenter achieve insight or a
fresh perspective.
e.g. what are the obstacles, and are they real?
• Catalytic: to trigger new ideas and thinking
e.g. what’s the worse that could happen if you do xyz?
• Cathartic: to help release emotions
e.g. how does xyz make you feel?
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Ready, set…
…let’s have a go!
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Additional techniques
• Once you feel more confident facilitating Action Learning,
you can introduce new techniques into the set, such as:
- Brainstorming and reverse brainstorm
- Sitting out
- Role, or ‘real’ play
- Gestalt switch
- Synectics
- Dialogue pairs
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Giving and receiving feedback
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Clear
Owned
Regular
Balanced
Specific
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Resources
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www.glv.org.uk
www.expertsinvolunteering.org.uk
www.actionlearningsets.com
www.ifal.org.uk
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Getting in touch
Jennifer Anderson: Jennifer@glv.org.uk
May Macnair: May@glv.org.uk
GLV general contact details:
info@glv.org.uk, 020 7953 7317
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