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Action Learning

Action learning is a specific process for workplace-based professional development that has grown out of the work Reg Revans (see, for example, Revans 1980; 1982 and 1983). It has been widely used in British industry since about 1945 (Keys 1994), and has spread to Continental Europe (especially Scandinavia) and other parts of the world. The term is sometimes with broader meanings, to include a range of ways action learning principles have been adapted to more or less different processes (see Pine 1989), but in the interests of clear communication, it is best to use the term to refer to the work of Revans and his successors.

Action learning is different from mainstream training, education and professional development. The main objective is to learn how to ask appropriate questions in conditions of risk, rather than to answer questions that have been defined by teachers, and do no allow for ambiguous responses because the examiners know the approved answers (Revans 1982: 65). Action learning always involves groups of people (learning sets) working on real workplace problems. It is about people learning to solve problems at work, from experience through reflection and action.

While action learning is individually focused, it uses a small group, known as a 'learning set', which provides a forum where set member's ideas can be challenged in a supportive environment.

 Action learning is an iterative, experiential process, involving a cyclical notion of learning. The elements of the cycle are:

  • an action;

  • reflection - considering of the effects, successful and unsuccessful, of that action;

  • generalizing - identifying new learning from this experience, that can be applied; and

  • planning - on the basis of generalizations, deciding how to act in the future (Preston and Biddle 1994: 2).

 While all elements of the cycle are necessary for the action learning process to take place, the notion of reflection is particularly crucial to an understanding of action learning: Action learning is based on the relationship between reflection and action

  • reflection is the essential link between past action and more effective future action

  • reflection is a necessary precursor to effective action and

  • learning from experience can be enhanced through deliberate attention to this relationship (McGill and Beaty 1996, p21).

 References

 Keys, L. (1994). Action learning: Executive development of choice in the 1990s. Journal of Management Development, 13(8), 50 - 56.

McGill, I, and Beaty, L. (1995). Action learning. A guide for professional, management and educational development, Kogan Page, London.

Pine, D. (1989). Action learning. Psychology Today, 23, 25 - 26.

Preston, A P, and Biddle, G. (1994). "To be or not to be?": Making a professional career choice. International Journal Of Career Management,  6(1), 28 - 32.

Revans, R. (1980). Action learning. New techniques for action learning, Blond & Briggs, London.

Revans, R. (1982). What is action learning? Journal Of Management Development, 1(3), 64 - 75.

Revans, R. (1983). The ABC of action learning, Chartwell-Bratt, Bromley.