action learning
ACTION LEARNING
Revans is a founder of action learning and he stated "Through constant questioning, we see more clearly just who we really are, and what remarkable resources we have access to. We will also see more clearly what is really facing us,and we will become more capable of accepting and responding to change."
Action learning sets are one approach that man be used to foster learning in the workplace. They have been used by a number of organisations in the NGO sector in recent years. The emphasis is on learning from experience and then acting on that learning. This is shown in the learning cycle (illustrated) which is fundamental to this methodology as an experimental approach to learning.
• The facilitator might remind set members of ground rules that were established during the formation of the set, and may re-cap some of the key principles of the methodology if required.
• There will be a check-in with the group, and those who had an opportunity to explore their issue in the previous set will be asked to report back to the rest of the set on their actions since the last meeting.
• One of the members will then have an opportunity tohave their “airtime”, which is usually an hour. This begins with them taking 5-10 uninterupted minutes to outline the work- based issue that they are bringing to the group. The other set members will then ask questions of clarification, moving into reflective and analytical questions and towards the end of the time, questions about future action.
• During this process, the facilitator may sometimes “stop” the set, in order to raise awareness on matters of process, eg if people are giving advice packaged as questions.
• At the end of the airtime, the person presenting their issue will feedback on how they experienced the process and what learning may have taken place.Group members also comment on their observations and learning on both the process and content.
• This process of airtime will be repeated for as many
Revans is a founder of action learning and he stated "Through constant questioning, we see more clearly just who we really are, and what remarkable resources we have access to. We will also see more clearly what is really facing us,and we will become more capable of accepting and responding to change."
Action learning sets are one approach that man be used to foster learning in the workplace. They have been used by a number of organisations in the NGO sector in recent years. The emphasis is on learning from experience and then acting on that learning. This is shown in the learning cycle (illustrated) which is fundamental to this methodology as an experimental approach to learning.
• The facilitator might remind set members of ground rules that were established during the formation of the set, and may re-cap some of the key principles of the methodology if required.
• There will be a check-in with the group, and those who had an opportunity to explore their issue in the previous set will be asked to report back to the rest of the set on their actions since the last meeting.
• One of the members will then have an opportunity tohave their “airtime”, which is usually an hour. This begins with them taking 5-10 uninterupted minutes to outline the work- based issue that they are bringing to the group. The other set members will then ask questions of clarification, moving into reflective and analytical questions and towards the end of the time, questions about future action.
• During this process, the facilitator may sometimes “stop” the set, in order to raise awareness on matters of process, eg if people are giving advice packaged as questions.
• At the end of the airtime, the person presenting their issue will feedback on how they experienced the process and what learning may have taken place.Group members also comment on their observations and learning on both the process and content.
• This process of airtime will be repeated for as many