Action learning brings together small groups (sets) of people to interrogate problems, explore and test solutions and learn from each other. Here’s how it works.
In the 1920s, doctoral student Reg Revans worked with eight Nobel-prize winners at Cambridge’s Cavendish Laboratory. Every Wednesday, they met to discuss their experiments.
These eminent scientists gathered not to show off their breakthroughs and triumphs but to discuss the issues they were encountering in their work - in order to learn from one another.
This is the essence of action learning: a group of peers – “comrades in adversity” – who meet regularly to discuss where they are each experiencing challenges and then testing, in action, the ideas arising from that discussion.
In doing so, Revans pioneered the use of action learning, arguing that the key to improving performance lies not with 'experts' but with practitioners and colleagues themselves.
Action learning takes place via action learning groups, or sets, usually comprising five-to-seven people, or four-to-five if done virtually.
The idea behind action learning sets is that adults learn best when they can talk with one-another, reflect and plan.
Revans summed this up in the steps of his action learning cycle:
Action learning sets turn this theory into practice. They bring together small groups of people to think about an issue or problem, try out solutions, and discuss and question the results. The action learning cycle is repeated until a solution emerges.
It’s an approach that can work well when:
issues are complex.
it’s hard to identify a clear path or outcomes in advance.
we might need to experiment and iterate our way to a full solution.
Working closely in a set can also help build good relationships and (if set up properly) provide a safe forum for creativity and sharing ideas and experience.
When the action learning set comes together, the sessions need a clear structure. There is often a facilitator or leader, with members of the set focussing on the issue (or issues) in turn.
But the group sessions are only part of the process. Action learning also involves testing out the ideas generated in the sets 'in action' between sessions.
At the next meeting, the group then helps participants to explore and reflect on the impact of this action, and to develop ideas for further progress.
For Revans, “There is no learning without action and no action without learning.”
Action learning:
accelerates our ability to learn and develop from our working experience.
through listening to and helping others, offers a source of fresh perspective and insights to our own issues.
There are some key things to bear in mind if action learning to be effective.
The learning context must be a real project or area of focus.
Action learning needs to be about ‘live’ issues. It is not about exploring theory, but working through problems that are challenging us right now. It can be applied to any kind of learning – from specific projects to topics; for example, change management.
It’s about peer coaching through insightful questioning.
Set members use open questions to help their peers to identify options, new ideas and alternative perspectives on their issues. These questions encourage everyone to explore problems fully, clarify, check implications and look for new possibilities.
For example:
What’s the next step?
Talk about X in more detail.
What could get in the way?
What would happen if…?
The aim is to find a solution ourselves, not for others to do it for us.
This makes it a slower but more powerful and lasting process. The idea is not that set members solve everyone’s problems, but that they provide a balance of challenge and support, listening, reflecting back, asking questions and offering advice, empowering each other to resolve the challenges they’re facing.
The extent to which participants engage in action learning will determine the quality and quantity of learning achieved.
To get the best out action learning, we need to be open, responsive, reflective and receptive to other people’s contributions. We may need to make ourselves vulnerable during the process.
Action learning is a resource-intensive way to learn and solve problems, so, to make the most of it, it needs to be properly planned.
An action learning process might include the following steps:
1: Decide if action learning the right approach
Is the problem or issue we need to address appropriate for an action learning set? You might consider questions like:
Is this a more complex or open-ended situation?
Does it affect a group of people, or have a number of people contributing to it?
Will it be possible to take action to move the solution along?
If we can’t answer yes to all of these, it might not be the right approach.
2: Who will the set members be?
The set needs enough people to secure a range of views but not so many that the process becomes unwieldy. Having participants with a range of backgrounds and experiences is an obvious advantage.
Members should have a stake in the problem so that they’re more likely to be engaged and accountable as the set’s work progresses.
And, crucially, they should take part voluntarily.
3: Who will take the lead?
Action learning is a structured process, so it can help to have a set leader or facilitator. This person will need excellent communication skills and be able to keep discussions on track.
Revens himself thought that learners lead themselves best, although this depends on the experience of the set members.
One approach is to start the process with a nominated leader and move to a learner-led process once the set is established.
4: Where will we meet?
It’s entirely possible for action learning sets to meet online. But, if meeting in person, an unfamiliar setting can break people out of routine ways of thinking and provide a fresh perspective.
5: Work through the action learning cycle
Reflect on the problem or issue. Check assumptions and discuss possible solutions.
Talk about what each person has learnt from the discussion.
Plan activities that might help move towards a solution. Agree who will do what and when the next meeting will take place.
Act: between meetings, set members work on their agreed activity, noting progress or obstacles that they can report back to their colleagues.
Then, in the next meeting, the cycle starts again.
Depending on the situation, the group might meet for a set number of meetings, or the learning process can continue until the issue has been fully resolved.
Revans certainly enjoyed a long and successful career himself – as an astrophysicist, university professor and, latterly, an international management consultant. His approach to action learning is underpinned by the idea that “the ultimate power of a successful general staff lies not in the brilliance of its individual members, but in the cross-fertilisation of its collective abilities”
Action learning takes time and dedication. Participants require energy, motivation and commitment to persist with it over weeks or even months.
However, those who do have the opportunity to work through complex, relevant, real-life issues and to learn from this process access at the same time a whole host of other benefits: receiving feedback in a safe environment; developing self-awareness; practising their own coaching skills and networking with a group of trusted colleagues.
And, for that, taking action might well be an important way to learn.
Describe the four stages of the action learning cycle.
Identify two rules we can follow for action learning to be effective.
Think about an issue or problem you’re facing that might benefit from an action learning approach. How would you set up your set and manage the process?