Philosophy of Action
Learning
The philosophy behind action learning is that there can be no learning
without action and that there can be no deliberate and effective action
without learning.In action learning, small groups of individuals grapple
with real problems and use shared reflection to both find acceptable
solutions and to deepen learning about the problem, the solution and the
individuals themselves.
Key ideas underpinning action learning are the following:
1.
|
The
content of action learning is 'problems' rather than 'puzzles'.
Puzzles have one correct solution; problems may have many. The aim
in action learning is not to seek to reduce situations to the best
advice, but to maximise the richness of understanding |
2.
|
Reflective
practice sits at the heart of the action learning process. Feelings,
perceptions and relationships often are the trickier parts of
organisational problems to understand than the facts and data.
Insightful questioning is therefore used in preference to 'wise'
advice. Advice tends to focus on what you do to solve a known
problem; questions help understand and learn the depths of a problem |
3.
|
Group
process honours the fact that people all learn differently. It
encourages openness, expression of vulnerability, self-examination
and support in action |
4.
|
The
type of learning aimed for is deeper than the simple addition of a
needed technique or skill to an individual's repertoire. It is more
transformational in nature, aiming to get the person to address the
paradigms they have about themselves and aspects their world; what
Chris Argyris called 'double loop' learning. |
Focus of Action Learning Projects
Individuals bring problems to the group for reflection. Generally the
sorts of problems which are worked upon fall into three categories:
1.
|
Research projects based around searches for new skills, information or
techniques. |
2.
|
Organisational problems which the individual needs to confront. Often
these have less to do with 'task' than with behavioural issues and
'politics'. They are the sort of problems where it is impossible to find a
course to teach you |
3.
|
Personal development issues which may include career issues or blockages
to personal effectiveness. |
Over the years two quite different approaches to
action learning have emerged. One approach (predominently from the USA)
tends towards specific work projects as the focus. The group assembles
specifically for that project and terminates once the project has been
completed.
The other model (more widespread in the UK, and the format used by Cadence
primarily) focusses around the group and its members, with individuals
each bringing one or more project over time for reflection by the group.
Process and Structure of Action Learning
The structure consists of a group of 5-8 voluntary members (of diverse
personal styles and functional backgrounds) meeting every 4-6 weeks for
half a day under the process guidance of a facilitator (who may be a
specialist or may be one of the group in rotation). Usually there is only
time to address two issues in depth per session, so members 'bid for
space' for their issues.
An issue is then described briefly to the group. The group then explores
aspects of this 'presenting' problem via questions to encourage the
problem owner to uncover deeper insights to the problem, its causes and
its solutions. After discussion, the problem owner concludes what they are
going to do (and reports back on this at the next meeting).
Finally the individual and the group reflect on the process and the
learning from the discussion. Often this is the most valuable part of the
meeting.
Often the content of a meeting is sensitive and highly personal and the
territory may span organisational politics and personalities as well as
personal weaknesses, mistakes and vulnerabilities. So, the
confidentiality, support and safeness of the group need to be guaranteed
by the process of the group and the trust between members.
How the group evolves over a period of time and how the individuals learn
to express themselves and take risks are other areas of learning that are
both profound and rare to experience in most organisational settings.
Advantages and
Disadvantages
- relative to other learning approaches
Action learning has significant strengths and also some sizeable
drawbacks.
One drawback is the extent of time commitment for members. Half a day a
month is a significant time investment for learning. It is an appropriate
commitment if the individual's learning needs match the sorts of things
that action learning is good at delivering.
Action learning is very good at helping individuals deal with 'soft'
personal, team and organisational issues; some of the things most
difficult to learn via conventional training methods. These include things
like identifying and dealing with the emotional aspects of work; dealing
with relationships and organisational politics; dealing with self image -
strengths, weaknesses, trust and distrust issues, career goals and
personal blockages etc; participating in a team which values and practises
openness, confrontation, feedback and diversity.
Action learning is not a substitute for personal therapy, if this is what
is needed. Nor is it as efficient as coaching or training if what is
needed is acquisition of technique or managerial skill. For the task/data
side of project management and research projects, there are more time
efficient approaches than action learning.
In view of the above, it is important that individuals sort out their
depth of interest in the sort of learning that action learning offers
before committing to a group. For a group to work well, there is a need
for all members to dedicate a high priority to action learning in their
diary; part-time, part-commitment will not lead to the high levels of
trust and disclosure needed for deep learning and transformational
thinking.
Examples of successful action learning programmes are many. Most
frequently cited are groups operating in the sorts of organisations
subjected to political interference and difficult to control environments
(eg local authorities, public health, education).
Applicability is not limited to these areas, however and individuals
operating at senior management levels often have to address the sort of
human, political and emotional issues that action learning works best
with.
philosophy
& key ideas