1. ACTION LEARNING WORKSHOP ADSHE Professional Peer Development Day 22 nd September 2013 Shirley Dow, Janet Skinner, Julia Tait and Tanya Zybutz

2. Overview BackgroundGeneral principlesDemonstrationExperience

3. History Professor Revans introduced the concept of Action Learning to the business world in the 1940s. "Action learning is not new; like all organic growth it depends more upon the reinterpretation of old and familiar ideas than upon the acquisition of new cognitive knowledge” Revans (2011).

4. “There can be no learning without action and no action without learning” Revans (2011).…… an opportunity to have regular and purposeful conversations about current uncertainties with the absolute intention of discovering new options Revans (2013) www.3dcoaching.com

5. Background Action Learning was originally intended for managers but it is ideally suited for experienced dyslexia practitioners Now used in many different contexts: business, education and the church Based on coaching models of supervision

6. What the action learning process can offer you: A personal and professional development tool A ‘safe’ environment to explore new ways of thinking and practising Space for individual reflective learning which can lead to action A fresh perspective on your working practices and time to think about creative ideas which you can incorporate in your regular work Insight into how others achieve different solutions Support and challenge from peers.

7. How does it work? Small groups (sets) of professionals work together on real life issues/situations to examine and challenge current ways of working. The presenter describes a situation, problem or challenge that they are currently working with. The facilitator keeps focus, reflects back and summarises. The set members help the presenter review his/her options. This helps the presenter reflect and come to a deeper or different understanding and decide on action.

8. Details Other group members also ask questions – the facilitator prompts responses; comments on any questions which are not helpful At the end of the session the facilitator sums up what has been discussed and asked the presenter what they have learnt and what action they will take in consequence. The presenter takes what s/he has learnt back to their workplace – initiating changes and trying new ideas or approaches At the next meeting the presenter reports on the action they have taken.

9. The role of the facilitator The facilitator initiates the meeting by asking the presenter what s/he wants to think about and what s/he hopes to gain from the meeting. (This is the contract). The facilitator ensures that the questioning is focussed and specific and that it is relevant to the Presenter and not the Set Members.

10. The Role of the Set Members Set members ask questions, make observations and ensure that the Presenter has sufficient time for reflection. Set members should focus solely on listening to the presenter and what s/he is saying and helping him/her to gain clarity, not on how they would react in a similar situation. Before asking questions, it is helpful to think how useful the question is to the presenter.

11. General Principles Group members do not give advice, tell anecdotes, pass judgement or talk about their own situations – their task is to stay focussed on the Presenter and his/her issue Each group member is responsible for resolving their own issues Other group members support and enable the Presenter to explore issues for themselves Empathy and confidentiality are essential

12. General principles Group members do not give advice, tell anecdotes, pass judgement or talk about their own situation – they stay focussed on the presenter Each member is responsible for resolving their own issues Other members support and enable the individual to explore issues for themselves Empathy and confidentiality are essential

13. Careful questions Open questions Contracting questions Clarifying questions Challenging questions Catalytic questions

14. Diagram to describe the Action Learning Journey

15. References and further information Hawkins P, Shohet R: Supervision in the Helping Professions. Berkshire, McGraw Hill Education 3 rd edition (2011) McGill I, Brockbank A: The Action Learning Handbook. Oxon, Routledge (2004) Revans, R ABC of Action Learning (2011) Tower Publishing Limited: Farnham Rogers, J: Coaching Skills - A Handbook. Berkshire, Open University Press 3 rd edition (2012)

16. Any questions?