Action LearningOverview : M. Pedler 2005
What is Action learning?
Action learning:

focuses on real work issues and helps people to tackle intimidating tasks and
challenges

enables people to learn actively with and from each other by encouraging them to
exchange, support and challenge ideas in a constructive and mutually supportive
environment.

is flexible and effective in a wide variety of work settings

generates transferable life skills for everyone especially in terms of personal,
inter-personal and change management skills

supports organisational change and development.

is a form of knowledge management in action (instead of just talking about it!)

is a vital part of the learning mix for any manager
Although the idea of action learning is essentially a simple one, it is not possible to define it
once and for all or in a single way. The founding father of action learning is Reg Revans,
whose words “there is no learning without action, and no deliberate action without learning”,
give the essence of the idea.
Because action learning involves change in people and organisations, it is concerned with
profound knowledge of oneself and the world and cannot be communicated as formula or
technique. Revans himself has never given a one sentence definition and has always
maintained that there is no one form or version of Action Learning.
Given this disclaimer,
here is a definition of Action Learning as currently applied in many organisations today:
Action Learning is an approach to individual and organisational development.
Working in small groups, people tackle important organisational issues or problems
and learn from their attempts to change things.
Action Learning brings people together to support and challenge each other in action
and learning. It requires each person to;

join and take part voluntarily. No one can be compelled or required to take
part against their will. In some organisations this can be a difficult condition to
meet
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Action LearningOverview : M. Pedler 2005

choose and take responsibility for acting on an organisational problem which
they want to act; they can tackle problems alone or in partnership with others,
but these must be real issues which require action to resolve them

join with others in a set or group of other action learners to support each
other. The set is one of the key inventions of action learning where people
help each other think through the issues, create options, and reflect on
experiences

take action and learn from the effects of that action. In action learning, the
learning and action require one another.
As Revans points out, action learning is based on ancient wisdom rather than novel
technique. There are many meetings in organisations, which can engage in action
learning. Project teams, Quality Circles, Service Improvement Meetings, Learning
Sets, Development Groups and so on, may all well be doing action learning. It
doesn't matter what a group is called, the acid test is whether people are actually
taking action on their organisational problems and learning from their experience.
However this is easier said than done. Many organisational project groups report or
recommend actions rather than take the authority to change things. Other groups
may tackle the tasks but lack the understanding and skills to reflect on their efforts
and learn from them.
Maintaining the discipline of action learning requires
determination, skill and courage.
However, because action learning is both simple to understand but requires
commitment and creativity to apply this means that it is never in danger, as some
techniques are, of being here today and gone tomorrow.
Putting the basic ideas of
action learning into practice is always a challenge. It requires the people concerned
to think through what it means to apply these ideas in this setting. In this sense each
action learning set creates its own unique practice and it is this inventing element that
maintains the freshness of the idea.
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Action LearningOverview : M. Pedler 2005
Action Learning Problem Brief
This is to help you think more widely about a suitable problem, opportunity or issue
on which you wish to take action
1
Describe your problem situation in one sentence:
2
Why is this important?
To you?
To your organisation?
3
How will you recognise progress on this problem?
4
Who else would like to see progress on this problem?
5
How do you intend to go about tackling this problem - What are your first
steps?
6
What difficulties do you anticipate?
7
What are the benefits if this problem is reduced or
resolved?
To you?
To your organisation?
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Action LearningOverview : M. Pedler 2005
Structure of a Typical Learning Set
A typical set meeting might follow this sort of structure:
Check-in
Each person, in turn, says something about what has happened to her or him since the
set last met and also to mention briefly any issues they might want to talk about. This
allows for agenda items to be listed and also for people to share the “headlines” of their
experiences since last time.
Setting the agenda
Each set member asks for the time he or she wants for discussing issues. When all the
bids for time have been made, the order for the day is established.
Individual Time Slots
This is the body of the set meeting, when each individual takes a period of time to talk
through: what he or she has done, or learnt, plans for future activity, or responses to
events since the last meeting. It is up to the individual how this time is used and it is their
responsibility to say how they want to make use of the time available to them e.g. asking
for ideas/feedback/support with regard to a particular problem or area of activity. This
can be done by challenging the unexamined assumptions the person is making, by
supporting them when something new and perhaps risky is being contemplated (after, of
course, having checked that the proposed course of action is beneficial), and by
checking whether what the individual is now saying makes sense in terms of what is
already known of them.
Review of Set Process
This stage only appears when somebody feels the need for it. Early on in the set’s life it
can be useful to put some time aside to talk through people’s perceptions of how they
are operating together as a set
Check-out
At the end of the meeting, each person briefly sums up their next steps and actions they
will take before the next meeting. They may also raise any “unfinished business” which
may be carried over until next time or which needs attention.
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Action LearningOverview : M. Pedler 2005
Set review
You may wish to use this sheet at an early meeting to get you into the habit if thinking
about learning processes in your set.
1
The three things I've learned about my problem today are:


2
The most important thing I've learned about myself today is:-
3
My action plan before the next meeting is
4
The one thing that stands out for me today in terms of our set is:-
5
We could improve our effectiveness as a a set if:--
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Action LearningOverview : M. Pedler 2005
Some Books & Resources
Revans RW (1998) ABC of Action Learning London : Lemos & Crane
The ABC of Action Learning is the only one of Revans’ books in print. It is
available from Lemos & Crane at 64 High Street, Highgate, London N6 5HX
Tel. : 020 8348 8263; website www.lemosandcrane.com
Pedler M (1996) Action Learning for Managers London : Lemos & Crane
A short practical introduction to action learning, illustrated with diagrams,
checklists, questionnaires and case studies.
Pedler M The Action Learning Toolkit Ely, Cambs. : Fenman 2003
A trainers’ toolkit with lots of handouts, activities & CD Rom
Pedler M, Burgoyne J & Boydell T (2004) A Manager's Guide to Leadership
Maidenhead : McGraw-Hill
An action learning approach to leadership
Action Learning : Research & Practice - The International Journal for Action
Learning is available from Taylor & Francis at :
http://www.tandf.co.uk/journals/titles/14767333.asp
"'Thus it is that action learning does not pretend to supply the subject with
much fresh cognitive knowledge; it is sufficient to help him use more
effectively what he already has, and to reinterpret the experiences of
yesterday in the light of tomorrow." R Revens
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