Action Learning

Action learning (AL) is an emerging leadership development activity with two basic goals: (a) solve the organizational problem and (b) engage in learning that can be used elsewhere in a real-time situation. In AL, the first priority is learning; the second is solving the problem. The focus on learning also distinguishes AL from task forces, teams, quality circles, committees, and work groups.

The concept of AL is attributed to Reg Revans, a Cambridge physicist. Revans observed that by sharing problems and asking probing questions of other scientists, significant new insights could be achieved.

Revans codified his work in AL and continued applying his learning principles to his work as a professor in industrial administration. The strength of the AL process is derived from the interaction of three major elements identified by Revans: programmed knowledge (P), questioning (Q), and reflection (R). In other words, Learning (L) = P + Q + R. Factual information, or knowledge, about the problem is gathered on an ongoing basis. Hypothesis forming and questioning occur during set meetings and center around a continuous learning cycle composed of five questions:

• 1.
  What are we trying to do?
• 2.
  What is stopping us?
• 3.
  What might we try?
• 4.
  Who knows about this problem?
• 5.
  Who can do anything about this problem?

AL programs are built around five distinctive interactive components: (a) the problem, (b) the set, (c) the process, (d) the client, and (e) the facilitator. The solution of the problem must matter to the AL participants. In addition, the problem(s) may either deal with strategic issues (what to do) or tactical issues (how to do it).

AL takes place through a “set.” The set (ALS) refers to the four to six action learners who work as a cooperative learning group to define the problem, ask questions, collect and analyze data, form conclusions, present findings, and make recommendations.

The client is the person, or organization, who owns the problem at hand. Leaders in these organizations identify real problems to which they seek a solution. Ideally, clients should be committed to taking action on the recommendations.

The facilitator is most important at the beginning of AL process. They increase group cohesiveness by explaining the AL process to the group and, when necessary, building appropriate interpersonal skills. In addition, the set advisor may increase the confidence and commitment of the client through open communication with the client. Once the group has started, the set advisor may assist individuals in gaining a better selfperception and may act as a resource by asking appropriate questions or suggesting appropriate references.

The unique features of working with an authentic problem and with a live client set AL apart from other leadership development tools, such as case studies, simulations, action research, motivation theories, and problem-based learning.