Action Learning for Facilitators
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Transcript of Action Learning for Facilitators
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Action Learning for Facilitators
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Schedule for today
• First hour: Action Learning theory and Q&A• Break• Small group Action Learning sessions (two 40
minute presentations per group)• Feedback – key points and information about
Sets starting soon
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The man behind it: Prof Reg Revans
• 1945: Education plan for workers at the National Coal Board
• Further development of Action Learning for the National Health Authority (which became the NHS)
• Internationally recognised development method
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Key features
• Working on real problems• Actual implementation of solutions – not “just
talking” about things• Learning by doing• Encourages an attitude of questioning and
reflection
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L = P + Q
• L stands for Learning• P stands for Programmed Knowledge• Q stands for Questioning Insight
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Kolb’s learning cycle
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Function of the group
• The small group provides challenge & support• You each tackle your own problem and
implement your own solution• “The process integrates:– Research (into what is obscure)– Learning (about what is unknown)– Action (to resolve a problem)” – Reg Revans
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Benefits to participants
• Personal development• Peer support• Provides reflection time• Enables more effective handling of difficult
situations• Skills development• Clearer understanding of how you learn
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Volunteer Managers…
misunderstood
isolatedpart time
absorbed in the day to day
middle managermulti-tasking
skilled
inexperienced
resourceful time starved
experienced
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Action Learning and our sector both:
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What happens in a Set meeting?
• Usually:– Five to six participants– A facilitator– Meet every five- to six-weeks– Time frame varies– Participants have equal ‘air time’
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What is ‘air time’?
• Presenter talks through an issue, problem or opportunity
• Supporters ask open questions aiming to clarify, to offer insight and challenge
• Presenter develops action points• Review: whole group comment on what they
have learned from the session
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The facilitator
• Helps it all happen• Maintains timetable and ground rules• And as they become more experienced:– Models Action Learning skills– Assists your skills development– Enables the focus on learning
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When you’re presenting think:
• How can I describe my issue clearly?• What do I want from the group? Do I know
what I want?• Am I holding back key information?• Do I feel OK to tell the group I need to stop
and think?
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When you’re supporting think:
• How can I show empathy and concern?• Am I asking questions rather than offering
solutions?• When should I challenge?• What can I learn from this?
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When you’re reviewing think:
• What have I learned?• How have my thoughts/feelings changed
about my problem?• Have any of my behaviours changed?• What helps/hinders my learning?
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Types of questions• Inquiry: to help clarify the situation and the way forwarde.g. what do you want to achieve?• Challenging: to help the presenter achieve insight or a fresh
perspective.e.g. what are the obstacles, and are they real?• Catalytic: to trigger new ideas and thinkinge.g. what’s the worse that could happen if you do xyz?• Cathartic: to help release emotionse.g. how does xyz make you feel?
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Ready, set…
…let’s have a go!
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Additional techniques• Once you feel more confident facilitating Action Learning,
you can introduce new techniques into the set, such as:- Brainstorming and reverse brainstorm- Sitting out- Role, or ‘real’ play- Gestalt switch- Synectics- Dialogue pairs
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Giving and receiving feedback
• Clear• Owned• Regular• Balanced• Specific
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Resources
• www.glv.org.uk• www.expertsinvolunteering.org.uk• www.actionlearningsets.com• www.ifal.org.uk
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Getting in touch
Jennifer Anderson: [email protected] Macnair: [email protected] general contact details: [email protected], 020 7953 7317