Action Learning Groups

We have arranged action learning groups for the ED&I leads at member institutions to meet regularly to share  their knowledge and experiences, and problem solve any particular challenges. These are confidential spaces, and there is a specific methodology to action learning to ensure participants feel supported. 

The group meets regularly throughout the year.

Please send the details of your nominee to: angellique.woolery@guildhe.ac.uk

Introduction to Action Learning

Stage 1: What is the problem

• The problem-holder begins (tell the story) by simply recounting the facts of the situation, without interruption.

• The group will then ask questions to provide clarity on the issue and how the participant feels about the problem to help offer a deeper understanding of the issue.

• The group may share their own experiences of this problem and what has worked/what hasn’t.

Good questions include: 

• • What am I trying to do? 

  • What is stopping me from doing it?

  • What can I do about it?

  • Who knows what I am trying to do?

  • Who cares about what I’m trying to do?

  • Who else can do anything to help?

  • What difficulties do you anticipate? 

  • What are the benefits if this problem is reduced or resolved?

  • Can you think of three options for action?

  • What are the process and cons of each of these options?

  • What have you learned from your experience so far? 

  • What do you most need from the group now?

  • How will you measure success?

Stage 2: Solutions

• Together the group identifies what is outside the current scope or outside the control of the problem-holder and what actions they have already tried.

• Participants resist the temptation to offer a solution to the presenter directly - the presenter just listens at this stage. 

• Discuss new approaches to solving the problem and decide on a specific action.

Stage 3: Review

At the end of the meeting the presenter should reflect their learning back to the group. This could involve: 

• The three key things I have learned about my problem today are? 

• The one thing I’ve learned about myself today is?

• My action steps before the next meeting are?

Other set members can ask themselves: 

• The most interesting thing I have learned today about the problems facing each of the other set members is?

• How does this discussion affect my work?

• The thing that stands out for me today in terms of the working of this set is?

• At the start of the next meeting, the problem-holder will give an update to the group on what actions have been taken and what impact they have had. 

General Rules

When presenting, participants should be as open and transparent as is practical, and not defensive or evasive, when presenting their issues.

When listening and feeding back their thoughts and experiences, participants should be aware that the presenter is sharing a difficult situation. They should not interject or interrupt until it is clear the presenter has finished their initial presentation. 

All participants should be non-judgmental of other participants, engage in active listening (that is to listen before responding), give space and time to reflect and respond without pressure, and be aware that all perspectives and opinions are valid. 

The discussions are confidential and whilst the learning can be used within your own institutions, you should not use the specific examples unless you have the express permission of the participants.