Action Learning  CPD

With the support of a small group of peers/colleagues, it is a process by which the link is made between reflecting on past events, making sense of our actions and identifying action that can be taken, or new ways of behaving, at future events/activities. Membership of a small group or 'set' provides participants with dedicated time and space to attend to this relationship between reflection and action (McGill & Brockbank 2006).

Groups (or 'sets') usually comprise 5 -7 members who, with the help of an external facilitator and agreed ground rules, individually 'present' an issue, concern or problem they want to explore and understand better with the intention of identifying actions they can undertake to move on from, or resolve their issue or concern. Sets usually meet about once a month for between 6 to 12 sessions, each session lasting for half or a full day. This is negotiable depending on the purpose of the set and the time scale within which objectives are expected to be achieved.

Is action learning a new concept?

No, action learning is a concept originally developed by Reg Revans in the late 1930s and further developed during the 1940s and 50s whilst working with the National Coal Board and then the National Health Service.

"The central idea of this approach to human development, at all levels, in all cultures and for all purposes is, today, that of a set, or small group of comrades in adversity, striving to learn with and from each other as they confess failures and expand victories … "  (Revans 1980)

Described as a method of 'small group learning', Roger Gaunt, a pioneer of action learning in local government, emphasised action learning as being,

"… the art of development - development of problems into opportunities and of people from what they are now to what they may become potentially." (Gaunt 1991)

More recently it has been described as,

"A continuing process of learning and reflection with the support of a group of colleagues, working on real issues … (it) can achieve improvement and transformation in a wide range of applications and disciplines including professional, training and other contexts." (McGill & Brockbank 2006)

In other word, the process enables people to take an "active stance" towards problems and seen by some as "unblocking the blockages" (SoNM 2006)

References (complete), Gaunt R (1991),  McGill I & Brockbank A (2006), Revans R (1980)

How do we know it works?

 Previous particpants' comments:

"An opportunity to come together with a supportive group in a safe environment to discuss issues relating to working practice, with a view to having a plan to meet the challenges you are discussing."

"Time out of pressures of day-to-day work; a place to relax while doing serious work;  educational; friendly; a learning environment; 'a place to grow'."

"The facilitator's role is important. People tend to go off at tangents - the  facilitator keeps on the rails, helps people learn how to allow criticism, and to make criticism constructive; to give everyone the opportunity to speak rather than everyone speaking at the same time … the facilitator ensures everyone gets a fair opportunity."