Action Learning Jackie Chaplin Joyce Jeffray Ian Duncan

Slides:



Advertisements
Similar presentations
Making Improvement Happen Through Action Learning Angie Nisbet NatPaCT.
Advertisements

Introduction to Coaching and Mentoring
Taking the Chair A National Development Programme for Chairs, Vice Chairs and Chairs of Committees Module One Activity 1.1 OHT 1.
Where did the Quality Principles come from and what do they mean? Caroline Sharp Research Director, National Foundation for Educational Research.
Mentoring Awareness Workshop
Partnership Assessment Ref ICMM Tool # 4
Rationale To encourage all students to take a full part in the life of our school, college, workplace or wider community. To provide opportunities to enable.
Welcome The challenges of integrating service user and carer experiences into the Health and Social Care curriculum Reflections on an Open University.
Scenario 7: Exploring restorative approaches
1 Family-Centred Practice. What is family-centred practice? Family-centred practice is characterised by: mutual respect and trust reciprocity shared power.
Action Learning ‘Care to Lead’ Aspiring HR Director Programme Paul Schanzer & Ian Govier (Facilitators)
Experiential Learning Cycle
Fit to Learn Using the Employability Skills Framework to improve your performance at College The Employability Skills Framework has been developed by business.
Whose learning is it anyway?
Reflective Practice Leadership Development Tool. Context recognised that a key differentiator between places where people wanted to work and places where.
SUNITA RAI PRINCIPAL KV AJNI
Management Philosophy Ram Chapagain My overall philosophy involves leading by example. I want to know all of the aspects of the business so I can with.
Christian Studies in the Real World Vicki Schilling Lutheran Education Queensland.
[INSERT YOUR LOGO HERE] Action Learning for Facilitators.
STRENGTH-BASED TEAMING: Achieving Safety, Permanency & Well Being DAY TWO.
Educational Solutions for Workforce Development PILOT WORKSHOP EVALUATION MARY RICHARDSON MER CONSULTING.
Unit 250 Developing Yourself as a Team Leader
Thinking Actively in a Social Context T A S C.
Coaching Skills for Leaders Workshop Date 13th March 2014 Facilitator Mike White.
Dr Josette Bettany- Saltikov | Senior Lecturer in Research Methods Teesside University.
+ REFLECTIVE COACHING APRIL 29, Goals for Today Check in on where everyone is in our self-guided learning and practice with reflective coaching.
Mentoring Workshop. Workshop aims Aim To introduce participants to the role of the mentor and help them prepare for mentoring as a part of the Leadership.
ACTION LEARNING Ian Duncan Joyce Jeffray Simon Sikora Fiona Cook Action Learning Facilitators ECCF 2015 Cohort.
Aims of Workshop Introduce more effective school/University partnerships for the initial training of teachers through developing mentorship training Encourage.
Taking the Chair A National Development Programme for Chairs, Vice- Chairs and Chairs of Committees Module Two Activity 2.1 OHT 1.
Module 4 :Session 4 Working with others Developed by Dr J Moorman.
Multidisciplinary working. Working Together The majority of looked after children (LAC) are already known to children’s social care and may have been.
Mentoring The shape of LTFT Training
Action Learning an introduction. What questions about action learning would you like to have answered by the end of this session?
The Action Learning Journey Kate Cocozza Lead Nurse – PracticeDevelopment NHSGGC.
Using action learning to improve personal and organisational effectiveness.
Self Directed Support and the Workforce. SDS offers four options Option 1 – direct budget, complete control and flexibility Option 2 – control over design.
Module 2 Day 2 Transforming teaching, training and learning: focus on subject pedagogy.
Family &Youth Information Services Conference Action Learning in a Nutshell! 28th March 2014.
What is Facilitation? Facilitation is the process of taking a group through learning or change in a way that encourages all members of the group to participate.
Independent Enquirers Learners process and evaluate information in their investigations, planning what to do and how to go about it. They take informed.
ADULT LEARNING - BBT September AIMS To think about the importance of teaching and learning in our medical careers To explore how adults learn To.
TimingsActivity Welcome, introductions and liturgy Task 1 Task 2 Task 3 Closing prayer Programme © CatholicLinks.
Comenius: Future School Leaders Action Research Carol Taylor.
Marking and Feedback CPD
Adult Learners Are there differences between children as learners and adults as learners? Images retrieved on May 15/15 from
Marking and Feedback CPD Follow up to marking. Expectations and ground rules Respect the views of others Give everyone space to make a contribution All.
National Priorities. Definition of Effective CPD CPD consists of reflective activity designed to improve an individual’s attributes, knowledge, understanding.
Welcome LEARN: teamwork and communication in Quality Improvement
Coaching in Early Intervention Provider Onboarding Series 3
Action Learning Intentional learning from life, learning by doing
SCHOOL BASED SELF – EVALUATION
Facilitating Effective Meetings
Mentoring CPD Festival 2017.
Effective Action Learning
DELIVERING THE FUTURE: DEVELOPMENT CENTRE NOVEMBER 2005
Embracing The Student Cohort Community (SCC): Facilitating self-directed and peer support on a Doctor of Health and Social Care (DHSC) programme.
Multidisciplinary working
Action learning Session Two
ACTION LEARNING Ian Duncan Action Learning Facilitator
Action Learning An Introduction.
story based learning for relationship based care
Action Learning - a brief revision
Scenario 21: Restorative Approaches (A)
The origin and principles Core features Accelerators and inhibitors
NBS8328 International Management Practitioner
What is independent learning and what are the benefits for learners?
Stephen Bennett Sarah Holmes Pearl Barker Mark Wilkinson
PowerPoint presentation
Coaching.
Presentation transcript:

Action Learning Jackie Chaplin Joyce Jeffray Ian Duncan Action Learning Set Facilitators ECCF Programme

Aims To explore what action learning is and how it contributes to the ECCF Programme To explore the philosophy and the principles that underpin action learning To identify the benefits of action learning

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)

ECCF Programme Action Learning provides ECCF Fellows with the opportunity to Identify issues that are relevant to their role and explore how they might apply their learning to those issues Practice specific skills and how they will use those skills in their own workplace and review the outcomes of those actions Learn how to support and challenge colleagues while maintaining mutually beneficial relationships Be challenged to take a wider view of situations and how they might manage them

Action Learning uses reflection and the cycle of learning Stage 1: Having an experience Stage 4: Applying the learning Planning the next steps Stage 2: Reflecting on and analysing the experience Stage 3 : Concluding from the experience (Kolb 1984)

Action learning and adult Learning Respect Integrity Accepting personal responsibility for learning Commitment Self awareness Set and its members Action Openness to challenge and be challenged To Support and be supported Reflective practice

Principles underpinning action learning There is no learning without action and no sober and deliberate action without learning Adults learn best when they are directly involved in their own learning about a current life situation Adults who voluntarily choose a learning experience usually learn more readily Applying that learning in the workplace makes it more personally meaningful and of greater benefit to the organisation (Revans, 1998)

Five main elements of action learning The individual – voluntarily joins the group The set – a group of 4/8 people who meet regularly, agree ground rules and ways of working The issue or task – each person brings what they want to work on – a specific issue The processes – presentation of issues, challenge, support, agree actions, report back The facilitator – helps the group as it works and learns (Revans, 1998)

The set Equal amount of time Listen/encourage without interruption Empathise Ask questions to challenge and support Respect other individuals, the issues that they face and their perspectives

Presenter Each set member takes it in turns to present an issue or situation. Discusses it with the group honestly and openly. What is happening here? What am I contributing to this issue? What do I want to achieve? What is stopping me? Who can help?

Enabler The enabler helps the presenter with the issue. The object is to help define or redefine the problem or issue and his/her relationship in it, so that he/she can take steps towards solving it. Uses open questions. How does that make you feel? How do you want things to be? What is the most important aspect of this issue for you just now? What do you think would happen if …..? How would you know that? What could you do? What other options are there? What one thing could you do?

Action Learning Set Process Presentation of challenge what is the issue/ question/ • what are the contributing factors? • what did I do? • what did they do? • what do I want to happen ? Action Learning Set Process Dialogue with group; listening, questioning and challenging views, perceptions and assumptions. Make meaning of experience, draw conclusions , commit to integrating learning into everyday practice Bring ‘what happened’ back to the group. What went well / not so well / why? Reflection and creation of thoughts of new ideas, new understanding, new perspectives, commitment to action ‘Doing’ the action ‘Being’ the change

Learning happens at three levels: About the issue being tackled About oneself About the process of learning itself

Benefits of action learning For the participants Increased self awareness Increased confidence Ability to approach situations from a broader and more varied perspective than in the past More proactive than reactive in problem solving and decision making Better at listening Better at giving and accepting feedback Handling difficult conversations with more sensitivity and confidence

In summary Action learning facilitates the application of learning within the ECCF programme with benefits for Individuals Collaborative working The care of patients and their families Action Learning is about learning by, from and through action – so the rest of this afternoon we are going to learn about action learning …. by doing