1. IMCA Socrates 20051 IMCA Socrates The Complete Corporate Business School Solution An introduction to Action Learning With the International Management Centres Association (IMCA) And Revans University – The University of Action Learning

2. IMCA Socrates 20052 Overview Action Learning 1. What is learning? 2. How should learning be approached? 3. The learning experience 4. The nature of Action Learning

3. IMCA Socrates 20053 (1) What is learning? Dictionary definitions of learning include:  ‘Acquisition of knowledge and skill’,  ‘Be informed’,  ‘Becoming aware of by information or observation’ Learning is an active process in which the learner gains something from the effort.

4. IMCA Socrates 20054 (2) How should learning be approached? Learning is perceived as a liberating and increasingly important activity throughout life but:  Which is more important, the knowledge and information that is acquired, or the learning process?  Learning is not about filling a bucket, it is lighting a fire!

5. IMCA Socrates 20055 Paradigm shifts of a learning organization Traditional focusLearning organization focus ProductivityPerformance WorkplaceLearning environment PredictabilitySystems and patterns Training and staff developmentSelf-directed learning WorkerContinuous learner Supervisor/managerCoach and learner Engagement/activityLearning opportunity Source: Marquardt (1999: 79)

6. IMCA Socrates 20056 Comparing learning approaches TraditionalNew PassiveActive TaughtFacilitated Static curriculumDynamic curriculum Theory-basedSolutions Books in librariesVirtual library Academic controlLearner control SupervisionSupport KnowledgeLearning CompetitiveCo-operative IndividualTeam

7. IMCA Socrates 20057  Important, and becoming more so  Individually perceived  Variably delivered  Taught by ‘experts’  Communication with teacher/supervisors important  Competitive  Based on academic viewpoint  Dependent on learning resources  Difficult and can cause anxiety (3) The learning experience

8. IMCA Socrates 20058 What is the ideal learning experience?  Take account of the individual learner  Enjoyable and fun  Non-competitive  Purposeful and applied  Supported by the organization  Desired by the individual  Appropriate and accessible resources  Facilitation not teaching  Encouraging higher level learning

9. IMCA Socrates 20059 (4) Action learning Action Learning is a collaborative and non-competitive mode of learning that takes account of individual styles and preferences. Action learners seek to use a range of resources (tutors, learning sets, courseware, literature) to develop themselves and solve problems in their organizations.

10. IMCA Socrates 200510 Characteristics of action learning Questions The group The facilitator A commitment to learning The resolution to take action A questioning and reflective process

11. IMCA Socrates 200511 Dynamic, active learning L = P + Q where:  (L) Learning is a function of  (P) ‘Programmed knowledge’ (Internet-based courseware, library and practitioner knowledge)  (Q) Questioning insight (Learning to ask the right questions)

12. IMCA Socrates 200512 Why action learning? Action learning leads with questions (not content) and fosters shared, work-based Learning. It:  is learner-centred and can be tailored to the needs of a group  promotes higher level, active learning  encourages co-operation and teamwork  is based on outcomes, not recall  uses technology to enable cost effective communication and access to knowledge

13. IMCA Socrates 200513 The action learning ‘set’ learner (associate) learning set 7-17 associates Learnerware / online library Own learning Shared learning Web of support: Learning coach Work teams Line managers Project clients Colleagues Friends & family Others … Specialist advisers

14. IMCA Socrates 200514 Action learning at work…...organizations are developing focused, large-scale customized action learning programs with measurable results. These hands-on, application-driven programs are based on actual business challenges facing an organization and give participants an opportunity to actively discuss, diagnose, and recommend solutions to real-life business challenges… Jeanne Meister (1998) Corporate Universities: Lessons in Building A World-Class Work Force