ACTION LEARNING JOHN BAYLEY LYNDA HADDOCK
WHAT IS ACTION LEARNING? • Small confidential group that allows members to explore what really matters • A process that relies on open questioning to support/challenge the presenter • A form of peer coaching • Group can have members from one institution or several • Works best if group members are at a similar level in the organisation.
A BIT OF BACKGROUND… • Reg Revans –Physicist, polymath and one time National Coal Board managing engineer. • “People have a limited capacity to learn from instruction but an unlimited capacity to learn from sharing experience”
PROCESS • • • • • • • • •
Agree contract Bidding – “if I were to present” Presenter talks uninterrupted Clarifying questions Open questions Presenter formulates actions Feedback from group members (presenter speaks last) Process review
2 mins 3 mins 10 mins 5 mins 15 – 25 mins 5 mins 10 mins 5 – 10 mins
THE CONTRACT • Confidentiality : e,g. what is said in the group stays there. e.g. communicate on issues raised by the presenter outside the group only if the presenter initiates the conversation • Allow silence! • And you may want to agree the number of times you plan to meet and work together
ACTION LEARNING 30 MINUTE EXERCISE 1. Bidding Round – each group member briefly states, “If I were going to present today then it would be about...”. Then, agree who will present their issue (A), who will be facilitator (C) and who will ask open questions (B+C) (5minutes) 2. A presents their issue. Then B +C asks any necessary clarifying questions. (5mins) 3. B asks open questions which encourage A to reflect and explore their issue (10 mins) 4 C keeps time and at the end of the questioning period asks A to reflect and decide on any action they will take. (5mins) 5. The whole group then reviews the process – what did we do? How did we do? What did we learn? (5mins)
Groups of 3 A presenter, B questions, C facilitator and time keeper Groups of 4 or more – any additional group members take on role of B
ROLE - PRESENTER • Talks openly about the issue(s) • Can choose a success or a concern • Responds honestly to questions
ROLE - FACILITATOR • Gives reminder about contract • Guides the group through the process • Ensures the process is working for the presenter – check if necessary • Keeps to time • Allows silence • Intervenes if questions are inappropriate • Has a box of Kleenex handy
ROLE – GROUP MEMBER • Listens carefully • Formulates open questions that will be useful to the presenter • Asks questions only if useful • Avoids giving direct advice or asking questions stht masquerade as advice • Avoids chipping in or tailgating
WHAT CAN GO WRONG? • Questions are overlong (lengthy preambles or two in one questions) • Questions are an excuse to show the questioner’s cleverness. • The set degenerates into a team meeting or a gossip
EXEMPLAR QUESTIONS
• • • • •
What is at stake here? What would happen if you did nothing? Where are your fingerprints on this? What would the best outcome be? What different skills or resources might you use?
SUMMING UP • • • • • •
How smooth was the process? How useful were the questions? Were they focussed on the presenter? What pitfalls did you fall into? Did you allow silence What might you do differently next time?