Rationale
Definition
Applications
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A work-based project or program in which set members are involved and for which they have a level of responsibility and are therefore able to realistically influence by their actions.
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An issue that concerns how set members operate in their work context, and one that they wish to improve and that could benefit from the support and challenge of the other members.
Benefits
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Increase awareness and enable individuals to identify personal development challenges.
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Develop self-confidence and readiness to take responsibility and initiative.
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Help people relate to and communicate and network with others more effectively.
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Provide structured peer support.
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Enable more disciplined ways of working in powerful teams.
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Enable individuals and teams to learn while working.4
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Build leadership competencies.
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Develop systems thinking, creativity, flexibility, and problem-solving skills.
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Foster the emergence of corporate cultures that can handle change and learn.
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Support innovation.
Key Principles of Action Learning
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Learning begins with not knowing.
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Individuals and groups who assume responsibility stand the best chance of taking actions that will make a difference.
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Learning involves both programmed knowledge and questioning insight. Learning should be greater than the rate of change.
Process
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Before the meeting, each set member thinks about the work-based issues he or she wishes to bring to the set.
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Set members agree to set aside the necessary time for the meeting. It should be held where they will be free from distraction.
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The facilitator might remind set members of the ground rules established during the formation of the set and may recap the key principles of the methodology.
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The set members check-in and those who had an opportunity to explore their issue in the previous set report to the others on actions taken since the last meeting.
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One of the set members is given airtime for about 1 hour. This begins with the member taking 5–10 uninterrupted minutes to outline the work-based issue that he or she is bringing to the set members. Then, the other members ask questions of clarification, move into reflective and analytical questions, and towards the end question future action.
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During this process, the facilitator may sometimes “stop” the set to raise awareness on matters of process, for example if set members are giving advice packaged as questions.
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At the end of the airtime, the set member presenting the issue provides feedback on how he or she experienced the process and what learning took place. Set members also offer observations and learnings on both process and content.
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The process of airtime is repeated for as many set members as possible in the time available. (This is normally two members in a half-day or four in a full day meeting).
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The meeting may conclude with the completion of an action review sheet that aims to capture key learnings and action plans from the meeting. The logistics of the next meeting are also agreed.