Action Action LearningLearning

‘‘Care to Lead’Care to Lead’

Aspiring HR Director ProgrammeAspiring HR Director Programme

Paul Schanzer & Ian Govier Paul Schanzer & Ian Govier (Facilitators)(Facilitators)

An elephant is like a fan

An elephant is like a wall

An elephant is like a spear

An elephant is like a tree

An elephant is like a snake

An elephant is like a

rope

What is Action Learning?What is Action Learning?

A way of learning from our actions, and A way of learning from our actions, and

what happens to us, and around us, by what happens to us, and around us, by

taking time to question, understand and taking time to question, understand and

reflect, to gain insight, and consider how reflect, to gain insight, and consider how

to act in the futureto act in the future

Weinstein 1999

A continuous process of learning A continuous process of learning

and reflection supported by and reflection supported by

colleagues, with the intention of colleagues, with the intention of

getting things donegetting things done

McGill and Beatty 1998

Action learning is an approach Action learning is an approach to the development of people in to the development of people in

organisations which takes the task as organisations which takes the task as the vehicle for learning. It is based on the vehicle for learning. It is based on the premise that there is no learning the premise that there is no learning

without action and no sober and without action and no sober and deliberate action without learningdeliberate action without learning

Pedler 1997

Thus it is that action learning does Thus it is that action learning does not pretend to supply the subject not pretend to supply the subject with much fresh cognitive knowledge; with much fresh cognitive knowledge;

it is sufficient to help them use more it is sufficient to help them use more effectively what they already have, effectively what they already have, and to reinterpret the experiences of and to reinterpret the experiences of

yesterday in the light of tomorrow.yesterday in the light of tomorrow.

Reg Revans

Principles of Action LearningPrinciples of Action Learning

• Adults learn best when they are Adults learn best when they are

actually involved in their own actually involved in their own

learning about a current life situationlearning about a current life situation

• Adults who voluntarily choose a Adults who voluntarily choose a

learning experience usually learn learning experience usually learn

more readilymore readilyEmblen and Gray 1981

Six main elements of Six main elements of Action LearningAction Learning• The individual - The individual - who voluntarily joins the group

• The set - The set - a group of people who meet regularly

• The issue or task -The issue or task - each person brings what they want to

work on

• The processes - The processes - the challenge, support

• The facilitator -The facilitator - who helps the group as it works and

learns

• The outcomeThe outcome - - action and learning

Revans 1991

What happens during an What happens during an Action Learning Set ? Action Learning Set ?

Time ThePresenter’sRole

TheSupporter’sRole

Beginning Describing ObservingListening

Middle ExploringQuestioningListeningThinking

QuestioningChallengingReflecting backOffering ideas

End Exploring futureactions

Asking what if ?Challengingpresenter to findaction points

Principles of Action LearningPrinciples of Action Learning

• Warmth and Light (support and Warmth and Light (support and challenge)challenge)

• ListeningListening

• ReflectionReflection

• QuestioningQuestioning

• Feedback (giving and receiving)Feedback (giving and receiving)

To look is one thing, to see To look is one thing, to see what you look at is another.what you look at is another.

To understand what To understand what you see is another. you see is another.

To learn from what To learn from what you understand you understand

is something else. is something else.

But to act on what you But to act on what you learn is all that matters.learn is all that matters.

LearningLearning

L>CL>C

Learning must Learning must

be equal to or be equal to or

greater than the greater than the

rate of changerate of change Revans 1983

Learning happens at three Learning happens at three levels:levels:

About the About the issue being issue being tackledtackled

About the process of About the process of learning itselflearning itself

About About oneselfoneself

Action Learning allows Action Learning allows individuals to:individuals to:• Learn from experienceLearn from experience

• Share that experience with othersShare that experience with others

• Have other colleagues challenge and Have other colleagues challenge and supportsupport

• Take that challenge and implement itTake that challenge and implement it

• Review with those colleagues the action Review with those colleagues the action taken and the lessons that are learnt.taken and the lessons that are learnt. Revans 1993

Action Learning EquationAction Learning Equation

P+Q = LP+Q = L

P - Programmed Knowledge - P - Programmed Knowledge -

expert knowledge, knowledge

in books, what we do because

that’s the way it has always

been done

Q - Questioning - Q - Questioning - the aspect of

previous experience is useful

relevant or just what we don’t

know

L - Learning -L - Learning - the result of the

combination of the two

L=(P+Q+A+R) = C > SQL=(P+Q+A+R) = C > SQ 

L      L       = Learning    = Learning   

P   P   = Programmed Knowledge    = Programmed Knowledge   

Q   Q   = Questioning  & Assessing= Questioning  & Assessing

A      A       = Action    = Action   

R      R      = Reflection    = Reflection   

C       C        = Planned Change  = Planned Change 

SQ  SQ   = Status Quo= Status Quo

Differences in approaches Differences in approaches to learning to learningTraditional Learning• Historic case studies

• Individual focused

• Learning about others

• Study of other organisations

• Planning

• Input based

• Past orientated

• Low risk

• Passive

• Theories

Action LearningAction Learning• Current real case studiesCurrent real case studies• Group based learningGroup based learning• Learning about self / Learning about self /

othersothers• Study own organisationStudy own organisation• Planning and doingPlanning and doing• Output / result basedOutput / result based• Present / future orientatedPresent / future orientated• High riskHigh risk• ActiveActive• Practical applicationPractical application

adapted from Margerison 1988

The Kolb Learning CycleThe Kolb Learning Cycle

Stage 1: Having an experience

Stage 3 : Concluding from the experience

Stage 4:

Planning the next steps

Stage 2:

Reviewing the experience

Kolb 1984

Benefits of Action Benefits of Action LearningLearning

• Increased confidenceIncreased confidence

• Increased self awarenessIncreased self awareness

• Ability to approach situations from a broader and more Ability to approach situations from a broader and more political perspective than in the pastpolitical perspective than in the past

• More proactive than reactive in problem solving and More proactive than reactive in problem solving and decision makingdecision making

• More reflective than emotional in tense situationsMore reflective than emotional in tense situations

• Better at listeningBetter at listening

• Move into new jobs more quickly and effectivelyMove into new jobs more quickly and effectively

• Achieve goals faster than expectedAchieve goals faster than expected

• Developing and stimulating others in the organisationDeveloping and stimulating others in the organisation

Things to avoid in an Action Things to avoid in an Action Learning Set:Learning Set:

• Imposing your values and opinions Imposing your values and opinions on otherson others

• Giving adviceGiving advice

• Being judgmentalBeing judgmental

• Criticising or trivialising what the Criticising or trivialising what the person is presentingperson is presenting

Facilitation QuestionsFacilitation Questions• Can we stop for a moment and check how we are doing?• How do you feel about what is going on?• How helpful was that comment?• Perhaps it would be more helpful to turn that comment into a question?• What questions does that raise?• Which question was most helpful and why?• Why has everyone ignored … statement?• Everyone seems a little tired - shall we take a break for a few moments?• Perhaps we should check our ground rules?• What are we trying to do here?• How can we help…move on?• How can we make this set more effective?• What does that mean?• Is that helpful?

It sounds as though you are feeling…..It sounds as though you are feeling…..

How does that make you feel?How does that make you feel?

What do you think is really going on?What do you think is really going on?

What do you think would happen if….?What do you think would happen if….?

Do you think that….?Do you think that….?

How would you know if…?How would you know if…?

What could you do?What could you do?

How can you….?How can you….?

Some ‘Ground Rules’ Some ‘Ground Rules’ for consideration for consideration

• ConfidentialityConfidentiality• AttendanceAttendance• SchedulingScheduling• Air SpaceAir Space• ListeningListening

• Non-interruptionNon-interruption• EmpathyEmpathy• Open questionsOpen questions• RespectRespect• Fun!Fun!

Action LearningAction Learning

A way of learning from our actions, and A way of learning from our actions, and

what happens to us, and around us, by what happens to us, and around us, by

taking time to question, understand and taking time to question, understand and

reflect, to gain insight, and consider how reflect, to gain insight, and consider how

to act in the futureto act in the future

Weinstein 1999

Final Final

ThoughtsThoughts

If we always do If we always do what we’ve what we’ve always done… always done…

……we’ll always we’ll always get what we’ve get what we’ve always got!always got!

What am I What am I (are we)(are we)

going to going to do differently do differently

after today?after today?

……I’ll probably I’ll probably

do nothing about it!do nothing about it!

If I do nothing If I do nothing about it in 24 hours… about it in 24 hours…

and and finally…finally…

When people who When people who are not used to are not used to

speaking are speaking are heard by people heard by people

who are not used to who are not used to listening, then real listening, then real

change occurschange occurs

Thank YouThank You

DiolchDiolch

Paul Schanzer & Ian Govier (Facilitators)

‘‘Care to Lead’Care to Lead’

Aspiring HR Director ProgrammeAspiring HR Director Programme

Website: www.ctrtraining.co.ukWebsite: www.ctrtraining.co.uk

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