The Action Learning Journey Kate Cocozza Lead Nurse – PracticeDevelopment NHSGGC

Learning Outcomes Recap on the theory of adult learning Recap on the theory of adult learning What is action learning What is action learning What is an action learning set What is an action learning set The roles of the set members The roles of the set members What we hope to achieve through action learning What we hope to achieve through action learning

Adult Learning Adults learn best when they are involved in their own learning Adults learn best when they are involved in their own learning Adults who voluntarily choose to learn – learn more readily Adults who voluntarily choose to learn – learn more readily

Action Learning is Based on the premise that: “There can be no learning without action and no (sober and deliberate) action without learning” Revans

Origins Of Action Learning Developed by Reg Revans Designed to enable individuals to : learn from experience learn from experience share that experience with others share that experience with others have colleagues criticise and advise have colleagues criticise and advise take advice and implement it take advice and implement it review actions taken and lessons learned review actions taken and lessons learned

Action Learning Principles Support and Challenge Support and Challenge Listening Listening Reflection Reflection Asking Questions (not giving advice) Asking Questions (not giving advice) Feedback – give and receive Feedback – give and receive

Action Learning/ Traditional Learning Historic cases Individual orientation Learning about others Programmed knowledge Planning Past orientated Low risk Passive Current real cases Group based learning Learning about self & others Questions + Programmed knowledge Present and future orientated Higher risk Active

What does it mean to be involved in action learning? Person joins Action Learning voluntarily Person joins Action Learning voluntarily Subscribe to the ground rules - timing, format, confidentiality, acceptable behaviour Subscribe to the ground rules - timing, format, confidentiality, acceptable behaviour Requires commitment to : Requires commitment to : -self awareness -to the set and its members -to action -to action Each person commits to bringing an issue they own and want to act on and learn from Each person commits to bringing an issue they own and want to act on and learn from

Learning on 3 Levels About the issue which is being tackled About the issue which is being tackled About what is being learned – oneself About what is being learned – oneself About the process of learning itself ie. learning to learn About the process of learning itself ie. learning to learn

The Set Equal amount of time Equal amount of time Listen/encourage Listen/encourage Do not interrupt Do not interrupt Empathise Empathise Ask questions Ask questions Respect other individuals Respect other individuals

Presenter You think of a task/issue that you face at work. Discuss it with the group. Be brief but specific. You think of a task/issue that you face at work. Discuss it with the group. Be brief but specific. What am I trying to do? What am I trying to do? What is stopping me? What is stopping me? What can I do about it? What can I do about it? Who knows what I’m trying to do Who knows what I’m trying to do Who cares? Who cares? Who can help? Who can help?

Enabler Helps the presenter with their issue. The object is to help them define or redefine the problem or issue and their relationship in it so that they can take steps towards solving it. Use open questions. Helps the presenter with their issue. The object is to help them define or redefine the problem or issue and their relationship in it so that they can take steps towards solving it. Use open questions. How does that make you feel How does that make you feel 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 that How would you know that What could you do What could you do How can you How can you

Things To Avoid In An Action Learning Set Do not impose your values, opinions or views Do not impose your values, opinions or views Don’t give advice Don’t give advice Don’t be judgemental Don’t be judgemental Don’t criticise or trivialise what the person is presenting Don’t criticise or trivialise what the person is presenting

Action Learning Allows Learning from experience Learning from experience Share experiences Share experiences Have colleagues challenge or support Have colleagues challenge or support Take the challenge and implement it Take the challenge and implement it Review with colleagues the action taken and the lessons that are learned Review with colleagues the action taken and the lessons that are learned