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

2. 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

3. 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)

4. 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

5. 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)

6. 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

7. 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)

8. 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)

9. 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

10. 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?

11. 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?

12. 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

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

14. 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

15. 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