Action Learning - a 21^st century tool for individual and organisational change

The term 'Action Learning' was originally used by Professor Reg Revans to identify his philosophy of management development. Revans' approach differed from that of conventional management 'teaching' in that it focused on developing managerial skills rather than just increasing knowledge. Revans' idea was to link the two in a practical way by training managers whilst they worked, to solve real problems. In this way the learning and therefore the development of managerial skills, are directly linked to the learners real needs based on actual experience. Action Learning, as developed by Professor Revans', is based on the concept of: - 

L = P+Q

Learning [L] is determined by: -

The individuals' ability / willingness to question (Q) his / her programmed knowledge (P) using the stimulus of real life problems, having the a) the support of others who are also working to develop themselves, b) the challenge provided by a facilitator and c) the will to reflect and learn from the action.

The child learns that the stove is hot, not by touching it (Test), but through the pain that comes from the burn afterwards (reflection). Learning is demonstrated if he/she does not touch the hot stove again.  

We are all born with a natural ability to learn through questioning; the problem is that in traditional societies this is suppressed during our formative years. Action leaning empowers the questioning process and enables people to develop themselves through: -

•  Working on a 'real life' problem

•  Being encouraged to question what is happening

•  Trying out suggested solutions (doing things differently)

•  Stepping back and reflecting on what is happening and why

•  Sharing the experience with those who are also learning by doing

There are two main 'models' of action learning. The 'own job' model which focuses on the development of individuals and the 'Inplant' model, developed by ALA International which focuses on optimising organisational productivity. Both methods use the same structure:-

• The problem. This provides the focus for the activity. It is individual in the 'own job' model and a team problem (project) in the 'Inplant' model.
• The Client is the person who owns the problem. This must be someone who knows, who cares, and above all, can implement its solution if they wish to.
• The action learning set, this is the place where participants meet to share their experience. It is the core of the programme - the questioning, confrontation, challenging and support which takes place in the set provides the encouragement and stimulus for individuals/groups to carry on. It is the meeting place of 'comrades in adversity' as Revans calls them.
• The adviser or facilitator is the individual who 'facilitates' the learning through questioning, mirroring and challenging and supporting.
• The sponsor, the senior manager who takes responsibility for the programme

Typically action learning programmes last about six months and run in five main stages:-

1. Introductory workshop. This is used to launch the programme and can vary in length from one day to three weeks. The aim is to get things started and the more effective this process, the quicker the set starts to function effectively.
2. Investigation and Recommendation stage. This usually lasts three months and provide the opportunity for participants to analyse the problems to bench mark against best practice and to produce recommendations.
3. Presentation and Feedback. This is usually a two part affair with participants presenting their findings to their clients one day and some days later the clients presenting back what action they would like to sponsor based on the recommendations.
4. Implementation. This stage also usually lasts about three months and involves participants in implementing the recommendations agreed with the client.
5. Final review - 1 day. This is an opportunity to review what has / has not been learnt / achieved and to agree the way ahead.

Our experience, based on over twenty five years of working with action learning in many different parts of the world proves that this is an extremely powerful and effective technique for developing and improving the productivity of people.