ACTION LEARNING Ian Duncan Action Learning Facilitator eHealth Leadership Programme Good afternoon, and welcome to this presentation about Action Learning as part of the eHealth Leadership Programme. I’m Ian Duncan, and I’ll be facilitating your Action Learning sessions during the programme. I’d like to take this opportunity to give those of you new to Action Learning, an overview of what it is all about. For those of you who already have some experience of Action Learning I hope that this serves as a refresher.

Aims of the Presentation Answer the question – ‘What is Action Learning?’ Why Virtual Action Learning? Facilitate the launch of your Action Learning Set My aims for the presentation are threefold – firstly to explain what Action Learning is all about; secondly to offer a rationale for the inclusion of Action Learning in this programme, and finally, by providing this understanding in advance, facilitate your preparation and enable you to get the most out of the sessions.

What is Action Learning? “A continuous process of learning and reflection that happens with the support of a group of colleagues, working with real problems, with the intention of getting things done.” (McCormack et al 2004) Lets start with this useful description of Action Learning, the salient points being it’s an ongoing cyclical process; the group setting; working on ‘live’, here and now problems; and the action intent.

Components of Action Learning The Individual The Set The Issue or Task The Process The Facilitator The components of Action Learning are the individuals, typically 6 to 8, who come together as a group, or Set; the problems, or issues they bring to work on, utilising the Action Learning process – more about that in a moment - and a facilitator, who’s role is to guide the Set to achieve its purpose.

Action Learning Set Roles & Meeting Format Presenter Set Members Facilitator FORMAT ‘Checking In’ Feedback Issues Review Within an Action Learning Set there are three roles – the presenter role is taken by a set member when they are working on their problem or issue; the other Set members’ role is to support the Presenter; in the course of a session the Presenter role will rotate amongst members, whilst the Facilitator‘s role is to support and guide the Set in its endeavour. The format of a typical meeting will include a brief ‘checking in’ period at the start, when members touch base with each other. Members will then provide feedback on their progress with issues presented at the previous session. The bulk of the session time will be used for members to present and work on their issues, and the session will conclude with a brief review of proceedings – the learning gained, and any required action points.

Core skills in Action Learning The combination of active, empathetic listening and asking open, incisive questions are fundamental to the Action Learning process. Though these skills may seem easy, and straightforward, in practice it can be challenging to maintain the levels of attentiveness & awareness required. With practice and support you will become adept at deploying these skills consistently.

Things to avoid in Action Learning Imposing your values and opinions on others Giving advice Being judgemental Criticising, or trivialising the issue being presented Action Learning is an enabling process, the aim of which is to create optimum conditions for the presenter to think through their issue, and thereby generate their own solution. Offering our own opinions and solutions can actually get in the way of this, and are, therefore best avoided.

Develop an approach more suited to ‘Wicked Problems’ Now lets explore the reasons why Action Learning is being included in this programme - Action Learning is well suited to addressing complex, multi-layered (wicked) problems (i.e. Problems where there are no obvious solutions), rather than ‘tame problems (i.e. Problems of a straightforward, or technical nature where a solution can be easily discerned)

Get comfy ‘sitting with uncertainty’! In our organisations and busy professional lives we don’t have time to be uncertain; we are expected to act self assuredly, and provide quick answers. Gradually, however, we have become more certain, but less informed, and far less thoughtful. Action Learning creates a space for us to explore our confusion, and not knowing; an opportunity to ’sit with uncertainty’. Though uncomfortable, this allows us to be more curious, and explore other perspectives, perceptions and experiences.

Develop the art of asking powerful questions As professionals we are conditioned to solve problems and sort things out for others. In Action Learning, however, our role is to help the presenter find the solution for themselves. In Action Learning the most powerful questions are those which are non-directive, and free of our personal biases, advice and opinions. You will also find the art of asking powerful questions very useful beyond the Action Learning setting.

Why ‘Virtual’ Action Learning? Technologically viable Accepted ‘genre’ of Action Learning – not 2nd rate alternative In keeping with eHealth philosophy & agenda Financial & environmental imperatives Improvements in information and communication technologies make Virtual Action Learning viable, indeed VAL is widely utilised, and accepted, as a 1st choice approach, not a poor alternative to traditional face to face approaches. In addition a virtual approach is entirely in keeping with the eHealth philosophy and agenda, and addresses the financial & environmental imperatives faced by all contemporary organisations.

Email: ian.duncan@blueyonder.co.uk Contact Phone/ Text: 07906492151 Email: ian.duncan@blueyonder.co.uk Thank you for viewing this presentation, I hope that you found it useful. If you have any questions, or if I can be of assistance in any way please do get in touch. I look forward to speaking to you in person at our first session.