WHAT'S ACTION LEARNING?
Action Learning (AL)
involves working on real problems, focusing on learning and actually
implementing solutions. It is a form of learning by doing. Pioneered by
Professor Reg Revans and developed worldwide over the last 50 years, it
provides a well-tried method of accelerating learning which enables people to
handle difficult situations more effectively.
AL is a process of
inquiry, beginning with the experience of not knowing 'what to do next', and
finding that answers are not available through current expertise. When
expertise fails to provide an answer, collaborative inquiry with fellow
learners who are undergoing the same questioning experience is always
available. To be effective, this partnership in learning needs to be both
supportive and at the same time challenging, deeply caring yet questioning.
Such partnerships actually create themselves when different people with
different ideas engage whole-heartedly with each other to resolve each others'
problems.
This is a profound shift:
from dependence on available expertise and pride in the steady accumulation of
knowledge to learning with and from fellow learners, honestly disclosing doubts
and admitting ignorance. AL is based on a radical concept: L = P + Q. Learning
requires Programmed knowledge (routine knowledge in use) and Questioning
insight. The process integrates research on what is obscure with action to
resolve a problem, and personal and communal reflection.
The process takes place
initially in small groups, called 'Sets', but is free to find other
opportunities for furthering inquiry. Each question has possible answers which
are tested in action. Those taking part in this process find that they have
opened up far more than a useful technique of investigation; they have found a
new way of life where being responsible for one's own learning is a continuing
process of personal development.
Professor Revans founded
AL on the principle that it creates conditions in a tight learning community such
that real people are obliged to tackle real problems in real time:
·
small
stable group ('Set') of about six 'comrades in adversity' working in a regular
social process
·
learn
from and with each other to take observable action
·
target
the reality of the 'mess' at field level
·
problems
are complex and have no identifiable solution
·
issues
have significance and risk for the participants
·
proceed
by conjecture and refutation
·
exchange
advice, criticism and support
·
activities
lead to examination of the problem(s) and the self
·
learning
is both defined and accidental
Professor Reg Revans