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Action Learning for Facilitators

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Schedule for today

• First hour: Action Learning theory and Q&A• Break• Small group Action Learning sessions (two 40

minute presentations per group)• Feedback – key points and information about

Sets starting soon

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The man behind it: Prof Reg Revans

• 1945: Education plan for workers at the National Coal Board

• Further development of Action Learning for the National Health Authority (which became the NHS)

• Internationally recognised development method

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Key features

• Working on real problems• Actual implementation of solutions – not “just

talking” about things• Learning by doing• Encourages an attitude of questioning and

reflection

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L = P + Q

• L stands for Learning• P stands for Programmed Knowledge• Q stands for Questioning Insight

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Kolb’s learning cycle

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Function of the group

• The small group provides challenge & support• You each tackle your own problem and

implement your own solution• “The process integrates:– Research (into what is obscure)– Learning (about what is unknown)– Action (to resolve a problem)” – Reg Revans

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Benefits to participants

• Personal development• Peer support• Provides reflection time• Enables more effective handling of difficult

situations• Skills development• Clearer understanding of how you learn

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Volunteer Managers…

misunderstood

isolatedpart time

absorbed in

the day to day

middle managermulti-tasking

skilled

inexperienced

resourcefultime starved

experienced

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Action Learning and our sector both:

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What happens in a Set meeting?

• Usually:– Five to six participants– A facilitator– Meet every five- to six-weeks– Time frame varies– Participants have equal ‘air time’

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What is ‘air time’?

• Presenter talks through an issue, problem or opportunity

• Supporters ask open questions aiming to clarify, to offer insight and challenge

• Presenter develops action points• Review: whole group comment on what they

have learned from the session

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The facilitator

• Helps it all happen• Maintains timetable and ground rules• And as they become more experienced:– Models Action Learning skills– Assists your skills development– Enables the focus on learning

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When you’re presenting think:

• How can I describe my issue clearly?• What do I want from the group? Do I know

what I want?• Am I holding back key information?• Do I feel OK to tell the group I need to stop

and think?

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When you’re supporting think:

• How can I show empathy and concern?• Am I asking questions rather than offering

solutions?• When should I challenge?• What can I learn from this?

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When you’re reviewing think:

• What have I learned?• How have my thoughts/feelings changed

about my problem?• Have any of my behaviours changed?• What helps/hinders my learning?

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Types of questions

• Inquiry: to help clarify the situation and the way forwarde.g. what do you want to achieve?• Challenging: to help the presenter achieve insight or a

fresh perspective.e.g. what are the obstacles, and are they real?• Catalytic: to trigger new ideas and thinkinge.g. what’s the worse that could happen if you do xyz?• Cathartic: to help release emotionse.g. how does xyz make you feel?

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Ready, set…

…let’s have a go!

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Additional techniques

• Once you feel more confident facilitating Action Learning, you can introduce new techniques into the set, such as:

- Brainstorming and reverse brainstorm- Sitting out- Role, or ‘real’ play- Gestalt switch- Synectics- Dialogue pairs

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Giving and receiving feedback

• Clear• Owned• Regular• Balanced• Specific

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Resources

• www.glv.org.uk• www.expertsinvolunteering.org.uk• www.actionlearningsets.com• www.ifal.org.uk

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Getting in touch

Jennifer Anderson: Jennifer@glv.org.ukMay Macnair: May@glv.org.ukGLV general contact details: info@glv.org.uk, 020 7953 7317