What is Action Learning?

"My context was to find innovative means to improve operations effectiveness and efficiency, this formed the basis for my ALQs. I found the experience beneficial - on a personal level I worked with senior managers from across the organisation which helped me to broaden my knowledge; I also learned a new way to solve problems, which I still use today. In particular, instead of learning theory and then trying to apply it, I start from the problem, seek out methods to understand the problem better, and then seek others perspectives and knowledge. Action Learning helps to transform a person in many ways, in particular helping us to better understand things from others' perspectives, to ask better questions which of course helps to ensure far better answers. Overall, Action learning synergises work improvement and leadership development." Maria O - Senior Manager, Banking
Learning Freedom
We believe whole heartedly in Action Learning, because it works. The results we've seen on our programmes have been phenomenal, both in terms of individual and organisational benefits.   We base our Action Learning methods on those of Dr Reg Revans, and our years of experience in applying the methods in commercial organisations.
Dr Reg Revans was the doyen of action learning.  He worked with leading scientists including Einstein and from his life and work experiences he developed the action learning approach.  Furthermore he took action himself in working with major industries such as the newly formed National Coal Board in the UK in the 1940s, the health service and in Belgium where he used action learning to enable industry and universities to collaborate with an impact on the national economy.

Here are some of the thoughts that Reg Revans had on action learning.
  • “freedom from teachers, from any form of printed syllabus or regulations, from any fixed institution, or even from any literature save the most occasional ... not even a case study or business game.”
  • "responsible action is, in itself, an effective learning process.
  • "Action learning particularly obliges subjects to become aware of their own value systems, by demanding that the real problems tackled carry some risk of personal failure..."
  • "For doing, or action, calls for commitment or true belief, while talking, or argument, calls only for intelligence or quickness of wit."
  • "It is development of the self, not merely development by the self."
  • "....those best able to help in developing the self are those comrades in adversity who also struggle to understand themselves..."
  • "The place taken by action learning in this screw-up courage is to bring home the consequences of what one has actually done..."
  • "Thus it is that action learning does not pretend to supply the subject with much fresh cognitive knowledge; it is sufficient to help him use more effectively what he already has, and to reinterpret the experiences of yesterday in the light of tomorrow."
  • "Take it as a central strength of action learning that ordinary managers are well able to help each other examine their reluctance and inability to carry out such of their normal duties as they may presently seem unable to."
  • "It is soon discovered, in most of such arguments, that the diffidence of the fellow derives, not from lack of objective information, but from his own internal fears or misgivings."
  • "It taught me to be more interested in any ambiguity other persons raised with me than in the replies they gave to enquiries I might put to them."
  • "It was the interest that all displayed in the way totally fresh questions would be unexpectedly raised."
  • "Indeed, there have been times when I have had to conclude that the first purpose of post-graduate education is to equip its products to pass around the world pretending to be those whom they know very well are not themselves."
  • "….in having to draw upon one's commitment one is forced to enquire into what one really believes, as distinct from what one may claim to believe while arguing in the seminar or at the case-study."
  • "Thus, we may more accurately describe action learning as development of the self by the mutual support of equals..."
  • "Managers are not untruthful by nature, they are simply forced to pretend that they know when they do not know… the drive to act must be replaced by a desire to seek out some rational base for operational decisions.."