Action Learning Sets

David Kolb’s Learning Model

Experiential learning

David Kolb (1984) suggested the idea of experiential learning. This idea is used with particular reference to adult learning, although experiential learning as a broad discipline is not just about adults. In Kolb’s model, learning is represented as a cycle as illustrated.

Questioning, space and time

What makes AL effective in helping learn and work around complex and difficult problems of practice? Essentially it is a combination of a number of elements and processes that form the AL approach.

Perhaps the most important element is AL's use of questioning. In an AL group meeting different members take turns to 'present' a current problem of practice.

Once the problem is outlined by the presenter the rest of the group help work on this problem through questions to the presenter. AL encourages a particular type and use of questions - questions that develop dialogue and reflection, rather argument and recommendation.

The questioning helps clarify and deepen understanding of the problem. It may help challenge assumptions and perspectives held by the presenter. It may provide a basis for 're-framing' the problem.

AL work gives space to work deeply on a problem. A basic rule of AL work is "one at a time".

Each member has their own air space during the AL set. During that time the group as a whole focuses exclusively on that person and their problem.

And AL work gives time to consider a problem. Typically a presentation in an AL set may run for 70-90 minutes - with initial outline of the problem, questioning and reflection. This amount of dedicated time given to one problem, with a group's collective resources tuned to it, allows the presenter to work down below some of the immediate surface features of the problem, and consider a range of possible ways forward.

The combination of supportive but challenging questions, space and time gives AL work its potential for powerful enquiry. The AL approach is designed to help dig deep, to not rush prematurely to judgement, and to stop us 'taking over' other's problems with inappropriate advice or recommendations.

These elements are also important in allowing an AL group to build trust amongst members, and to build a culture of mutual enquiry.

Learning is a process of acquiring and remembering ideas and concepts. The process not only involves getting information but also full participation by the learner. No longer are the traditional roles of teacher/student: teacher giving, student accepting, considered the only way to learn or even the best way [Kolb 1984].

Learning is also experience based and often related to the personal application required.

Kolb views the learning process, as a four stage cycle: concrete experience followed by observation and reflection, which leads to the formation of abstract concepts and generalisations, which leads to hypotheses. The hypothesis can then be tested leading to new experiences and the cycle continuing.

Some basic principles and values in AL work

For AL to work effectively, and for its basic elements to flower freely set members have to subscribe to, and work with, some basic principles and values. Three key values are:

Being honest with oneself and others;

Respecting others and their viewpoint;

Taking responsibility for our own actions.

Honesty with ourselves is key to our own potential for learning in AL work. If we are not self aware and honest about our actions, assumptions and mistakes, then our capacity for learning is limited, and our view of problems will always be distorted.

Being honest with others, while respecting them and their viewpoints is an essential pre-condition for building trust and openness in AL group work. Without these values operating the group cannot function as an effective learning group.

Taking responsibility for our own actions, both in work in the AL group, and in the practice that we bring to the group is part of our being honest and self -aware, and crucial for understanding our own role in 'problems' and our possible ways forward.

Elements of an Action Learning Programme

With these basic processes and values in mind an AL programme is composed of the following elements:

The Set - the small group of five or six people who meet regularly and consistently, ideally once a month to every 6 weeks, for a day, to work together in a supportive yet challenging way.

The "learning vehicle"- the work-focused, "alive" challenges/problems that each person focuses on during the programme.

The processes/ground rules that the set adopts when working. AL suggests a series of processes and rules that help defend the openness of the work, and help ensure the depth of enquiry.

A Set Adviser/facilitator - to help the set develop, to ensure set processes are practised and to help members reflect on their learning, as well as ensure that there is a conducive environment for learning to take place.

The duration - usually a minimum of six months.

The emphasis on learning- which emerges both from working on particular issues/problems and from the working in the set itself.

Individual and organisational benefits of AL

AL work, at one level, offers the individuals in the set an opportunity for their own personal development, around issues in their professional practice.

It helps participants develop their capacity in the basic craftsmanship of learning work - particularly in the processes of deep enquiry and questioning.

And it provides an opportunity for group members to learn how best to work with small groups to promote learning.

Beyond this though many of the disciplines and behaviours that are seen to characterise a learning organisation - team learning, dialogue, suspending assumptions, personal mastery (Senge 1992), taking risks, converting mistakes into learning, asking questions, building in time for reflection (Honey 1994), are practiced within action learning sets.

Action learning can be seen as a step toward promoting organisational learning - although these behaviours are not enough on their own. What is also needed is a will to use them and respect their outcomes, a supportive learning culture that enables them, and structures and systems that give space for them to have an impact on practice.

AL is not an all curing remedy for global learning ills. It is however a powerful approach for working on some of the most intractable problems we face in professional practice. It can help us model good practice in learning work in organisations. And it is a practice that can be taken back into your own organisations for wider use.

Comparison of the learning cycle with problem solving skills