ACTION LEARNING WORKSHOPADSHE Professional Peer Development Day

22nd September 2013Shirley Dow, Janet Skinner, Julia Tait and Tanya Zybutz

Overview

BackgroundGeneral principlesDemonstration

Experience

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).

“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

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

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.

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.

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.

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.

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.

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

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

Careful questions

Open questions

Contracting

questionsClarifyingquestions

Challenging

questionsCatalytic questions

Diagram to describe the Action Learning Journey

References and further information

Hawkins P, Shohet R: Supervision in the Helping Professions. Berkshire, McGraw Hill Education 3rd 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 3rd edition (2012)

Any questions?