The Action Learning Toolkit

Transcription

1 1. Introduction This document has been produced to act as a background resource both for those participating in action learning and for the facilitators of the action learning process. Read in conjunction with the paper by Beaty, Bourner and Frost, (1993) will, we believe, provide a comprehensive understanding of the process and its application. 2. What is Action Learning? To answer this question it is helpful to refer to the first person who used the term action learning, Reg Revans. In discussing the origins of action learning Reg Revans (now in his 90s) has sometimes reflected on his formative experience as a physicist at Cambridge University. For example, speaking at the Annual Conference of the International Foundation for Action Learning, the main theme of his talk was knowledge and reality. He said that in 1928 he had worked with eight Nobel prize winners at Cambridge s Cavendish Laboratory. Every Wednesday they met together to discuss their experiments. They didn t meet to convince each other how clever they were, but to see if we can understand our own difficulties. In other words, these eminent scientists came together to speak not of their triumphs but to discuss the problems they were encountering in their work, in order to learn from one another. This is the essence of action learning: a group of peers, each seeking to bring about some change in the world, who meet regularly to discuss where they are each experiencing difficulty and then testing in action the ideas arising from that discussion. Action learning is usually practised through action learning groups. The group consists of 4 to 7 people, each working on a separate project, who meet regularly to discuss the problems they re each encountering with the object being to learn with and from each other as the Cambridge physicists did. At each meeting the time is usually split equally so that everybody can focus on the issues of each person in turn. It is important to note that (1) there is a clear structure to the set meetings, and (2) that the group meetings are only part of the process. The other part is the testing out of the ideas in action, which happens in the time between the group meetings. The group helps each individual in turn to reflect on the outcomes of their recent actions and develop ideas for overcoming obstacles to further progress. 2.1 Action Learning Some Underpinning Propositions Management learning and development is about developing the ability to get something done rather than developing the ability to talk about getting something done. It is about moving from diagnosis and analysis to experimentation, action and implementation. Two basic components of learning are P and Q where: a. P is propositional knowledge, already set out in books or known to expert authorities, and b. Q is questioning insight, the capacity to identify illuminating questions and fresh lines of enquiry. Lasting behavioural change is more likely to follow the reinterpretation of past experience than the acquisition of fresh knowledge (i.e. from Q rather than from more P). In a context of rapid change today s problems tend to be different to yesterday s problems. P, propositional knowledge, is the product of solving yesterday s problems. As the rate of change rises, the value of Q in learning rises relative to the value of P. In order to learn from experience it is necessary to make the time to reflect on that experience, and we get more learning from that experience when we make even more time to reflect. :

2 There is much that we can learn with and from other people that we cannot learn alone. We can learn from other people when they ask us questions that are different from the ones that we ask ourselves. To learn we all benefit from feedback. Feedback can come from the consequences of our actions as well as from the responses from other people. The desire to learn is stimulated by the need to deal with real problems or engage with real opportunities. In general we are more likely to succeed in actions requiring considered risks if we have discussed the action with others and have the support of others during the implementation process. Learning requires both action and action informed by reflection. In essence action learning is about experimenting with the application of existing and new ideas in a safe yet challenging environment. 2.2 Values Underpinning Action Learning The ultimate purpose of learning is to make a difference. Learning is on-going throughout life. AL is about learning from action and action informed by learning. Responsibility and pro-activity are key to its success. Support and challenge of peers is an essential element of the process. 3. Conditions for Effective Participation in Action Learning The following extract from De Vries (2002) provides a helpful list of conditions which can ensure that the process of participating in an action learning group is a fulfilling and ultimately beneficial process (for all parties). It is based on the criteria which De Vries uses to select individuals who participate in an extensive leadership development programme at INSEAD, a well known international business school based in France. The requirements he identifies are also those associated with the capacity for self-discovery and change. The primary pre-condition for change that he identified is a willingness to change plus a strong sense of motivation. To assess these he uses the following list of questions. Level of motivation. Are potential participants prepared to take a hard look at themselves? Are they willing to do serious work, or are they looking for a quick fix a magic pill that will take care of all their problems? Capacity to be open and responsive. Are potential participants not only willing but also able to open up to others? Can they establish relationships without years of groundwork? Interpersonal connectedness. Are potential participants willing and able to engage in meaningful emotional interaction? Emotional management skills. Can potential participants tolerate the anxiety that comes with putting themselves in a vulnerable position? Degree of psychological mindedness. Are potential participants curious about their inner life? Would they like to learn more about themselves? Would they like to understand better why they behave the way they do? Capacity for introspection. Do potential participants have the ability to reflect on experience and learn from links to the past? Responses to observations of others. Are potential participants receptive to interpretation of their actions and attitudes of others, or do they become defensive? Do they generally understand what other people are trying to tell them? Flexibility. Do potential participants react constructively and appropriately to interventions? Or do they seek refuge in indirect defensive behaviours? The extent to which you are able to engage at these levels will determine the quality and quantity of learning you can expect to achieve. Also, the process of engagement will stimulate the development of these skills and attributes, which many would argue, are central characteristics of effective leadership. :

3 4. Ground Rules To create an appropriate level of security and support within an action learning group it is important to establish at the beginning of the process a set of ground rules i.e. a set of behavioural norms which will guide the working of the group. The following is a typical set of ground rules. However, it is important to discuss the issue within the group to both adapt and add to this list. 1. Confidentiality All members (including the facilitators) will consider the content of discussions, which take place within the action learning group as confidential. This will also extend to discussions involving any third parties mentioned during the meetings. No disclosure of the identify of individuals or Institutions mentioned during the Action Learning Groups will be made to other Groups or other parties (unless express permission has been given) 2. Structure of Meeting In structuring the action learning session each member will normally be allocated the same time for their work unless otherwise negotiated. Typically members tend to use one-third of the time to outline the issue and the remainder for discussion. 3. Approach Members will seek to be sensitive to others approaches to problem solving and should seek to assist the individual to resolve the dilemma/deal with the problem, rather than advise on a solution (unless invited to do so by the person outlining the issue under discussion). When presenting, members will respect the right of the person outlining the issue to limit their level of disclosure. Participants will actively contribute to the meetings and will allow each person in the group to contribute. The overall tone of each meeting/discussions should aim to be open and supportive. 4. Logistics Each group will decide on an appropriate level of note taking to record specific actions arising from each session. 5. Other issues.. 5. Project Work and the Action Learning Process Individual and group projects are often used as vehicles for the action and reflection processes that is at the heart of action learning. The following provides some guidance about the selection of suitable projects. 5.1 The Context for the project The purpose of the project is to allow participants to use real managerial issues, problems and challenges as an opportunity for learning and development. This learning will be supported by the action learning process. The project/action learning element of the programme is one strand or stream of the wider programme. However, as individuals learn as whole people, the different strands cannot be mutually exclusive. The :

4 project/action learning experience should therefore also provide an opportunity to bring together and draw upon whatever elements of the programme best suit individual learning goals. 5.2 Selecting a Project The following questions are offered to assist in identifying a project of a suitable level and size for the programme. The chosen project should significantly contribute to achievement of each of the criteria suggested, even though, for example, individuals may not choose to present any formal conclusions. To what extent will this project: Lead to personal learning and professional development? (Particularly in relation to the personal development goals identified for this programme). Be substantive and stretching i.e. not something to which the answer is more or less already known? Bring about some desirable change in the organisation, or more widely. Involve action in bringing about change. Be of value to the institution and/or the sector more widely? Focus on a significant strategic theme AND be capable of completion (or at least capable of some clear outcomes/milestones) within the timeframe for the programme? Be capable of presentation internally within the institution or more widely? 5.3 Outcomes from the process are likely to include evidence of: Identifiable learning at a personal and professional level (as evidenced by each participant and action learning group) A report, policy, process, strategy or product which is of value to the institution or the sector (as evidenced by feedback from the institution or the sector). 5.4 When presenting projects within the action learning group, the following questions may be helpful: 1. What is the project, including its scale and scope? 2. Why is this project important to you/the institution? 3. What is the relationship between the way things are now and how you would like/need them to be? 4. How will you know when you are being successful? 5. What do you see as the biggest obstacle to a successful outcome? 6. What do you want from your action learning group? 7. Why is this important? :

5 6. Structuring Action Learning Group Meetings Each meeting of an action learning group is a unique experience. To help provide some focus to the process it can be useful to provide a framework to help each member of the group gain from the process. 6.1 Initial Meeting The first meeting of an action learning group normally focuses on the agreement of a series of ground rules and the opportunity to understand the background and experience which each member brings to the group. Depending on time constraints it may also lead to a discussion of the type of project which will be used as the key vehicle for learning. 6.2 Subsequent Meetings As the process evolves a different format is necessary. The following framework, adapted from McGill and Beaty (2001), is a suggested approach to guide the way in which each member and the group might present and reflect on progress. Looking back What actions did you take following the last meeting? Did you do what you planned? If not why? What might be the blockage? What are your reflections on the actions and their effectiveness? If your actions were successful why? If your actions were not successful why? What could you have done differently? How did you/do you feel about the outcomes? Looking forward - Planning What do you want from the Group on this occasion? Looking forward - Actions What actions do you plan to take before the next meeting? Reflections on learning What have you learnt about your project? What have you learnt about your organisation? What have you learnt about your colleagues? What have you learnt about yourself? What have you learnt about leadership and management in your time in the Group meeting? What have other members of the Group learnt about leadership and management from the Group meeting discussions? Reflections on process What could we do to make the operation of the Group more effective? :

6 Reflections on norms and dynamics What might you find it hard to talk about in the Group? What might we be avoiding discussing in the Group? Why? 6.3 Suggested Framework for Set Members to Report Back The following questions may help in preparing a report-back to the action learning group on the progress made since the last meeting. What I planned to do How I went about it What took place Outcomes: what happened Was it what I anticipated? If yes, what went well If not, what could have been done/said differently My reflections on it: What was I thinking What was I feeling Did I do/say what I d planned? If not, what was stopping me? What have I learnt/observed? What do I want to focus on next time/in the future? Thoughts on how my learning is occurring 7. Developing a Learning Contract A learning contract can be a useful device for making the action learning process concrete and progressive. It also provides a means of monitoring and evaluating the changes made over the duration of the programme (in terms of personal and professional development and task achievement). The following is an outline of what a contract might include; it can be amended to suit individuals and their particular circumstances. The idea is that this contract would be agreed with colleagues in the action learning group and with the facilitator. 7.1 Preliminary Questions: First Meeting Where have I been? What has been my experience to date? Where am I now? Where do I want to be? 7.2 Outline Learning Contract Title of project Brief description of scale and scope. Time-scale for the project :

7 Anticipated outcomes of the project.. Particular milestones Learning outcomes anticipated from undertaking the project.. Wider learning needs identified for the Programme.. Wider learning outcomes anticipated Statement of intent (eg : By..I would like to have learned the following..experienced the following.. gained the following.tested new and different ways of working/relating to others and to have achieved..) How will I know when I ve achieved the proposed learning objectives? Nature of assistance that is sought from others in the Group 8. Questioning The process of action learning is highly dependent on the capacity of participants to help others gain insight by effective questioning. The following are some examples of useful questions for both problem solving and learning from experience. These questions are designed to help the learner understand their situation better. They differ from typical questions we might use with others in everyday conversations for work (or life) based problem solving. Those questions are usually framed to help the questioner understand better the situation so that they can provide a solution. Action Learning is about helping the learner find their own solution. Only when requested would a set member offer their solutions or ideas on the problem. This is what we mean by the 'discipline of action learning'. 8.1 Questions for problem solving What would make the situation better? What do you want? What else? How do you feel about the situation? What is most important to you in this situation? How do you want to feel about this situation? What assumptions are you making about the situation? What assumptions are you making about someone else in this situation? What could be the cost to you of not solving this problem? What does your response to this situation tell you about yourself? How do you know this? What could you do differently? :

8 Where could get help to improve this situation? What is positive about the situation? What is the most radical thing you could do? What is the simplest thing you could do? What don't you know about the situation? What is the relationship between how things are now & how you want them to be? What about this situation would you most like to change? What would you like someone else to do differently? How does this situation affect you personally? Can you explain that further? If you get what you want what will this achieve for you? What do you need to do first? What is stopping you? What do you want instead? What will happen if you are not successful in getting what you want? Why do you believe what you want is reasonable? Why do you believe what you want has value? Why are you the best person to be doing what you are thinking of doing? What about this situation causes you most anxiety or distress? If you are successful how will you feel? 8.2 Questions to prompt learning from experience What would have made this better? What did you want? What else? How did you feel about the situation? What from this experience do you most appreciate about yourself'? How do you feel about this situation now? What result did you want? :

9 What could you learn about yourself from this experience? How do you know this? What could you do differently next time? What do you remember thinking but not saying? What did you feel but not reveal? What is the most radical thing you could have done? What is the easiest thing you could have done? What don't you know about the situation? What can this experience tell you about how you 'see' the world? What could you definitely not have done? What might you have invented or imagined about the situation? What surprised you about the situation? What surprises you about it now? What else? 9. Interim Reviews As an action learning group evolves it can be helpful to conduct some form of ongoing review of the effectiveness of the process for individuals and for the group as a whole (see section 6). It can also often be helpful to conduct some form of self and group assessment and the framework in Appendix A may prove to be of value. 10. Final Review To provide a basis for the closure of an action learning group, it is often helpful to spend some time consolidating the learning which has taken place during the process. The following questions may be useful in conducting such a review. What impact has action learning had on your project? What have you gained from the process? What do you still require? What (if anything) has been a surprise? How have you changed during the process? How have your personal and career aspirations changed? What areas of development have you identified to work on over the next year? References: De Vries MFR. Can CEOs Change Yes, But Only If They Want To. INSEAD Working Paper 2002/36/ENT. 60pp. McGill I and Beaty L Action Learning. 262p. Kogan Page. :

10 : Top Management Programme 31

11 : Top Management Programme 31