ACTION LEARNING
WORKSHOP
ADSHE Professional Peer Development Day
22nd September 2013
Shirley Dow, Janet Skinner, Julia Tait and Tanya Zybutz
Overview
Background
General principles
Demonstration
Experience
History
Professor Revans introduced the
concept of Action Learning to the
business world in the 1940s.
"Action learning is not new; like all
organic growth it depends more
upon the reinterpretation of old
and familiar ideas than upon the
acquisition of new cognitive
knowledge” Revans (2011).
“There can be no
learning without
action and no
action without
learning”
Revans (2011)
.…… an opportunity
to have regular
and purposeful
conversations
about current
uncertainties with
the absolute
intention of
discovering new
options
Revans (2013)
www.3dcoaching.com
Background
Action Learning was originally
intended for managers but it is ideally
suited for experienced dyslexia
practitioners
Now used in many different contexts:
business, education and the church
Based on coaching models of
supervision
What the action learning process can offer you:
A personal and
professional
development tool
Support and challenge
from peers.
A ‘safe’ environment
to explore new ways of
thinking and practising
Insight into how
others achieve
different solutions
Space for individual
reflective learning
which can lead to
action
A fresh perspective on
your working practices
and time to think about
creative ideas which
you can incorporate in
your regular work
How does it work?
Small groups (sets) of professionals work
together on real life issues/situations to
examine and challenge current ways of
working.
The presenter describes a situation, problem
or challenge that they are currently working
with.
The facilitator keeps focus, reflects back and
summarises.
The set members help the presenter review
his/her options. This helps the presenter
reflect and come to a deeper or different
understanding and decide on action.
Details
Other group
members also ask
questions – the
facilitator prompts
responses;
comments on any
questions which are
not helpful
At the end of the
session the
facilitator sums up
what has been
discussed and asked
the presenter what
they have learnt and
what action they will
take in consequence.
The presenter takes
what s/he has learnt
back to their
workplace –
initiating changes
and trying new ideas
or approaches
At the next meeting
the presenter
reports on the action
they have taken.
The role of the facilitator
The facilitator
initiates the
meeting by asking
the presenter
what s/he wants
to think about and
what s/he hopes
to gain from the
meeting. (This is
the contract).
The facilitator
ensures that the
questioning is
focussed and
specific and that
it is relevant to
the Presenter and
not the Set
Members.
The Role of the Set Members
Set members ask
questions, make
observations and
ensure that the
Presenter has
sufficient time for
reflection.
Before asking
questions, it is helpful
to think how useful
the question is to the
presenter.
Set members should
focus solely on
listening to the
presenter and what
s/he is saying and
helping him/her to
gain clarity, not on
how they would react
in a similar situation.
General Principles
Group members do not give advice, tell anecdotes, pass
judgement or talk about their own situations – their task is
to stay focussed on the Presenter and his/her issue
Each group member is responsible for resolving their own
issues
Other group members support and enable the Presenter to
explore issues for themselves
Empathy and confidentiality are essential
General principles
Group members do not give advice, tell anecdotes, pass
judgement or talk about their own situation – they stay
focussed on the presenter
Each member is responsible for resolving their own issues
Other members support and enable the individual to
explore issues for themselves
Empathy and confidentiality are essential
Careful questions
Open
questions
Contracting
questions
Clarifying
Challenging
questions
questions
Catalytic
questions
Diagram to describe the Action Learning Journey
References and further information
Hawkins P, Shohet R: Supervision in the Helping
Professions. Berkshire, McGraw Hill Education 3rd
edition (2011)
McGill I, Brockbank A: The Action Learning
Handbook. Oxon, Routledge (2004)
Revans, R ABC of Action Learning (2011) Tower
Publishing Limited: Farnham
Rogers, J: Coaching Skills - A Handbook. Berkshire,
Open University Press 3rd edition (2012)
Any questions?