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Effective Action Learning

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Presentation on theme: "Effective Action Learning"— Presentation transcript:

1 Effective Action Learning

2 Learning Outcomes: By the end of the session participants should:
Understand the principles of action learning Understand the process of action learning including the support/challenge model, listening and questioning techniques. have established ground rules for the set Understand the role of the facilitator in developing an effective action learning set understand how to reflect upon and evaluate the process of action learning, e.g. added value, ROI.

3 What is action learning?
Learning to take effective action – taking effective action! Working on real live problems and issues Learning from one another and with one another – action learning is a social process. Working and learning in a set of ‘comrades in adversity’ Helping yourself and others to learn Recognising what has been learned.

4 Action Learning A way of learning from our actions, and what happens to us, and around us, by taking time to question, understand and reflect, to gain insight, and consider how to act in the future Weinstein 1999

5 Action learning Involves a group of people (action learning set) who work together on learning, using reflection and exploration of issues and problems (group or individual) associated with work Provides time and space to question, support and encourage as reflection occurs

6 Principles and components of Action Learning:
Support and challenge Active Listening Reflection Open Questioning; who, what, why, when, where, how Feedback (giving and receiving)

7 Process Participant presents an issue (tells the story)
Enablers listen in order to understand and empathise Clarifying questions Presenter sets the agenda (identifies what they want help with) When everyone is clear on what the presenter wants, questioning begins

8 To help the presenter to explore the issue and agree an action plan
USE open questioning empathetic listening AVOID giving advice leading questions ‘that happened to me’ imposing personal values being judgmental criticism trivialising issue

9 Some useful questions How do you feel about that
What were you trying to achieve What does that mean What I hear you saying is… In other words…. Let me understand what was going on for you Do you mean? Listening to what you have said, I wonder if…..

10 Suggested Ground Rules
Confidentiality attendance air space don’t interrupt respect everyone as an individual Mobile phones off/silent? Any others?

11 Action Learning allows individuals to:
Explore and reflect on own issue or experience Share that experience with others, broadening the way you look at issues and consider alternative solutions Learn from others’ experience Have other colleagues support and challenge Take that challenge and implement it …be more proactive than reactive in problem solving and decision making Be more reflective than emotional Review with those colleagues the action taken and the lessons learnt.

12 A Note of Caution! Action learning is NOT a panacea for all ills! – It is not always appropriate, for example: When answers are already known When learning is programmable Systematic analysis can give the solution When its not fully supported by management

13 Light dawns Action learning roller coaster Enthusiasm
Committed to process Achievement and results Constructive review Verbal acceptance Light dawns Expectations Confusion & doubt Anger and incredulity Rejection contemplated

14 Emotional! For participants For facilitator
Change is an emotional activity

15 Summary : The Main elements
The individual - who voluntarily joins the group The set - a group of 5/6 people who meet regularly The issue or problem - each person brings that they want to work on The processes - the challenge, support The facilitator - who helps the group as it works and learns The outcome - action and learning Revans 1991

16 What happens during an action learning set?

17 The Role of the Set Adviser
Facilitates the action learning process Encourages challenge and support Reflects and gives appropriate feedback to the set Takes on other roles as appropriate

18 Tasks of the Set Adviser
To facilitate giving To facilitate receiving To clarify various processes of A/L To help others take over the above tasks

19 Skills of the Set Adviser
Advanced level communication skills e.g. emotionally Intelligent, clarifying meaning, questioning skills, feedback skills, etc. Tolerance of ambiguity Openness and frankness Patience Facilitation – working with groups

20 Group Work - Preparation
Before set meeting – lead up On the day During the set meeting After the set meeting

21 Action Learning Any questions?


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