Action learning

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According to Confucius, i hear and i forget ; i see and i remember ; i do and i understand.

Action learning is an educational process whereby the participant studies their own actions and experience in order to improve performance. This concept is close to learning-by-doing and teaching through examples and repetitions.

Action learning is done in conjunction with others, in small groups called action learning sets or two-in, two-out team. It is proposed as particularly suitable for adults, as it enables each person to reflect on and review the action they have taken and the learning points arising. This should then guide future action and improve performance.

The method stands in contrast with the traditional teaching methods that focus on the presentation of knowledge and skills. Action learning focuses on research into action taken and knowledge emerges as a result that should lead to the improvement of skills and performance. It has strong links to various philosophies relating to existentialism, the psychology of self-understanding and self-development, and the sociology of group based learning.[citation needed]

Contents

[edit] Revans's Formula

Professor Reginald Revans is the originator of action learning. He had invented and developed this method in the United Kingdom in the 1940s, working in the Coal Board. he encouraged managers to meet together in small groups, to share their experiences and ask each other questions about what they saw and heard. The approach increased productivity by over 30%[1]. Later in hospitals, he concluded that the conventional instructional methods were largely ineffective.

People had to be aware of their lack of relevant knowledge and be prepared to explore the area of their ignorance with suitable questions and help from other people in similar positions.

From one who had started as an experimental physicist, this was a startling conclusion to come to. It brought him into head-on conflict with educational institutions using lectures, such as academe and schools of management.

Later, Revans relented and this is made clear in the opening chapter of his book (Revans, 1980) which describes the formula:

L = P + Q


where L is learning, P is programming (or programmed knowledge with simulations) and Q is questioning to create insight what people see, hear or feel.

Double questioning matrix : The limits of my language are the limits of my world. (Wittgenstein)

Q uses :

Although Q is the cornerstone of the method, the more relaxed formulation has enabled action learning to become widely accepted in many countries all over the world. In Revans' book there are examples from the USA, Canada, Latin America, the Middle East, Africa and Asia-Pacific.

[edit] Cambridge experience with Nobels

Knowledge is got by experience, all the rest is information.(Einstein)

The contribution of Revans is being seen today through initiatives in leadership development such as those made by Dr Richard Hale and Dr Charles Margerison working with major organisations. They have developed a new approach to education of leaders which is recognised by leading universities interested in work based learning in the UK. This puts the business or personal questions issues before the syllabus, so following Revans' principles 'theory follows the action'. Margerison was heavily influenced by Revans having spent his early career in UK Business Schools where Revans challenged him to 'move to where the action is' and support learning in the workplace. Richard Hale spent his early career in the GEC organisation where Revans' ideas were pursued by Sir Arnold Weinstock. Revans distinguished between puzzles and problems, noting that action learning lent itself to working on real problems (e.g. improving productivity or morale rather than puzzles e.g. constructing a balance sheet.) He also noted from his experience working with Nobel prize winning scientists at University of Cambridge, that there was a distinction between cleverness (i.e. knowledge) and wisdom, which showed in the form of insightful questioning. He showed that much powerful learning comes from people learning 'with and from others', hence many action learning programmes put the 'action learning set' at the heart of the process. Key writers on the subject have been Mike Pedler and Alan Mumford in the UK, Michael Marquardt and Joe Raelin in the USA, Robert Kramer in the public sector, and Maris Martinsons and Robert Davison in the Asia-Pacific region. Revans achieved major honours in Belgium where he linked higher education with industry having results that impacted on national economic recovery.

[edit] ARL and MiL Models

As with other educational processes, practitioners have built on Revan’s pioneering work and have adapted some tenets to accommodate their needs. One such branch of action learning is Action Reflection Learning (ARL), which originated in Sweden among educators and consultants under the guidance of Lennart Rohlin of the MiL Institute in the 1970’s. With the so-called “MiL model”, ARL gained momentum with the work of LIM, Leadership in International Management, under the leadership of Ernie Turner in the USA.

The main differences between Revans’ approach to action learning and the ‘MiL Model’ in the ‘80s are :

  1. the role of a project team advisor (later called Learning Coach), which Revans advised against;
  2. the use of team projects rather than individual challenges;
  3. the duration of the sessions, which is more flexible in ARL designs.

The MiL Model evolved organically as practitioners responded to diverse needs and restrictions. In an experiential learning mode, MiL practitioners varied the number and duration of the sessions, the type of project selected, the role of the Learning Coach and the style of his/her interventions.

ARL evolved organically through the choices and savvy intuitions of practitioners, who informally exchanged their experiences with each other. It became a somewhat shared practice, which incorporated elements of design and intervention that the practitioners adopted because of their efficacy. In 2004, Isabel Rimanoczy researched and coded the ARL methodology, identifying 16 elements and 10 underlying principles.

[edit] Worldwide Growth of Action Learning

The use of action learning is beginning to expand on a worldwide basis. Most Korean companies use action learning in their leadership development programs. Remote countries such as Mauritius and Papua New Guinea have extensive action learning programs. Singapore, Netherlands, Nigeria, Malaysia, Australia, South Africa, Thailand, Italy, Belgium and Japan have become active affiliates of the World Institute for Action Learning. Books on action learning have been translated into Russian, Thai, Chinese, Korean, Japanese, Malay, Portuguese, and Farsi. Global Action Learning Forums have been held annually for the past 10 years in Asia, Europe, Africa, and the Americas.

[edit] Role of AL Coach and Questions

An ongoing challenge of action learning has been achieving both action and learning in an action learning project. Usually the urgency of the problem or task decreases or eliminates the reflective time necessary for learning. More and more organizations have recognized the critical importance of an action learning coach in the process, someone who has the authority and responsibility of creating time and space for the group to learn at the individual, group and organizational level. There is controversy relative to the need for an action learning coach. Reg Revans was ambivalent since he did not want a group to become dependent on a coach.

Self-managed action learning (Bourner et al, 2002; O'Hara et al, 2004) is a variant of action learning that dispenses with the need for a facilitator of the action learning set. Shurville and Rospigliosi (2009) have explored taking self-managed action learning online to create virtual self managed action learning. Deborah Waddill has developed guideline for virtual action learning teams, what she call action e-learning.

To increase the reflective, learning aspect of action learning, many groups now adopt the practice or norm of focusing on questions rather than statements while working on the problem and developing strategies and actions. Questions also enables the group to listen, to more quickly become a cohesive team, and to generate creative, out-of-the-box thinking.

Revans's theory of action learning is also cited by Stuart Crainer[2].

[edit] Bibliography

  • Bourner, T., O’Hara, S. &Webber, T. 2002. Learning to manage change in the Health Service, in: A. Brockbank, I. McGill & N. Beech (Eds) Reflective learning in practice, Aldershot, Gower.
  • Chambers, A. and Hale, R. 2007. Keep Walking: Leadership Learning in Action, RHA Publications, UK.
  • Kramer, R. 2008. Learning How to Learn: Action Learning for Leadership Development. A chapter in Rick Morse (Ed.) Innovations in Public Leadership Development. Washington DC: M.E. Sharpe and National Academy of Public Administration, pp. 296–326.
  • Kramer, R. 2007. How Might Action Learning Be Used to Develop the Emotional Intelligence and Leadership Capacity of Public Administrators? Journal of Public Affairs Education, 13 (2): 205-230.
  • Kramer, R. 2007. Leading Change Through Action Learning. The Public Manager, 36 (3):38-44.
  • Marquardt, M. J. 1999. Action learning in action. Palo Alto, CA:Davies-Black.
  • Marquardt, M. J. 2004. Harnessing the power of action learning.T�D, 58(6): 26–32.
  • Marquardt, M.J. 2004. Optimizing the power of action learning. Palo Alto, CA: Davies-Black.
  • Marquardt, M.J., Leonard, S., Freedman, A., and Hill,C. 2009. Action learning for developing leaders and organizations. Washington, DC: American Psychological Press.
  • Martinsons, M.G. 1998. MBA action learning projects. Hong Kong University Press.
  • O'Hara, S., Bourner, T. and Webber, T. 2004. Practice of self managed action learning. Action learning: research and practice,1(1): 29-42.
  • Pedler, M., (Ed.). 1991. Action learning in practice (2nd ed.). Aldershot,UK: Gower.
  • Pedler, M. 1996. Action learning for managers. London: Lemos and Crane.
  • Raelin, J. A. 1997. Action learning and action science: Are they different? Organizational Dynamics, 26(1): 21–34.
  • Raelin, J. A. 2000. Work-based learning: The new frontier of management development. Reading, MA: Addison-Wesley.
  • Revans, R. 1980. Action learning: New techniques for management. London: Blond & Briggs, Ltd.
  • Revans, R. W. 1982. The origin and growth of action learning.Brickley, UK: Chartwell-Bratt.
  • Revans, R. W. 1998. ABC of action learning. London: Lemos and Crane.
  • Sawchuk, P. H. 2003. Adult learning and technology in working class life. New York: Cambridge University Press.
  • Shurville, S.J. and Rospigliosi, A. 2009. Implementing blended self-managed action learning for digital entrepreneurs in higher education. Action Learning: Research and Practice, Volume 6, Issue 1 March 2009 , pages 53 – 61.
  • Interview with Dr Richard Hale on Action Learning Interviewed by Chris Duckworth, K Learning, KPMG, 14 April 2005:
  • Crainer, Stuart. 1999. The 75 Greatest Management Decisions Ever Made. New York: AMACOM Publishing
  • O'Neil, J. and Marsick, V.J. 2007. Understanding Action Learning. NY: AMACOM Publishing
  • Boshyk, Y. (Ed.)2000. Business Driven Action Learning: Global Best Practices. London, U.K., Palgrave-Macmillan.
  • Boshyk, Y., (Ed.) 2002. Action Learning Worldwide. London: U.K., Palgrave-Macmillan.
  • Rohlin, L., Turner, E. and others. 2002. Earning while Learning in Global Leadership: the Volvo MiL Partnership. Sweden, MiL Publishers AB.
  • Rimanoczy, I., and Turner, E. 2008. Action Reflection Learning: solving real business problems by connecting learning with earning. US, Davies-Black Publishing.

[edit] Notes

  1. ^ Caroline Altounyan - January 2003
  2. ^ book: 75 Greatest Management Decisions Ever Made

[edit] See also

Search Wikiversity Wikiversity has learning materials about storytelling

[edit] External links

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