"I am naturally an activist in terms of learning style, and the Action Learning programme helped me reflect and develop the use of the other 3 learning styles. As a consequence I had a far richer learning experience. In fact one of my ALQs resulted in me being able to draw a correlation between exemplary leadership practice (as per Kouzes and Posner model) and leaders who regularly used all 4 learning styles. I have since implemented Action Learning in a Graduate Development programme in a previous organisation that I worked in and more generally, the AL approach has greatly benefited my own performance as an L&D expert." Helen Walker, Learning & Development Manager
Action Learning sets provide the means for people to learn with and from others and to ensure that learning always results in action of benefit to the individual and the organisation. Organisations that have embraced Action Learning Facilitator Accreditation have been able to realise the benefits of...
- Forming action learning sets to support strategic initiatives
- Adapting and improving existing projects groups so they capture personal and project learning
- Creating 'Communities of Practice' around themes of strategic and future significance.
- It has around 8 members to maximise the opportunity for creativity, ensure contribution from all members and give critical mass
- ‘United in our ignorance’ – this means that there is no expectation for any expertise in the problems the group tackles – everyone is on a level playing field, despite seniority which may exist outside the learning set
- Diverse so as to obtain fresh viewpoints – a mix of representation from different areas of the organization will benefit the group by bringing different perspectives to bear on the problems
- May be working on familiar or unfamiliar problems in familiar or unfamiliar situations
- Insightful Questioning – the structure of the learning set should be framed around questions to draw insights, learning and conclusions out
- Listening and concept of ‘airtime’ – each learning set member has an equal share of the learning set’s time to present and discuss their problem and their learning
- Review of Task Progress and Personal Learning – there should be an equal focus on task progress and personal learning. Most sets will tend to be initially focused on task progress and it is the facilitator’s role to help the set members focus on their individual and group learning.