Action learning is often assumed to be an everyday activity – ‘Oh yes, that’s learning by doing’ or ‘I use action learning all the time but I’ve never been in a set’ (Pedler, 1997: 263).
Why is a set necessary for action learning?
Casual conversations in groups or one-to-one or even just talking through ideas with colleagues may be seen as reflective – why use a special name for it? The answer lies in the deliberate and intentional provision of time and space for set members to engage in reflective learning. Action learning multiplies the kind of support which a trusted friend or colleague would offer, listening without judgement and, without giving advice, helping the individual concerned to discover his or her own solution.
Not one but several people focus on supporting one person, with the knowledge that this will be reciprocated later in the session or at a later session. Action learning sets formalize reflective learning and legitimize the allocation of time and space to it, with consistent voluntary group membership over an extended period of time.
How is action learning different from ordinary groups?
Action learning is unlike other kinds of group such as:
• formal meetings;
• seminars;
• teams;
• support or self-development groups;
• counselling or therapy groups.
Formal meetings have a chairperson, an agenda, open discussion, minutes and sometimes a vote. An action learning set focuses on the presenter’s issue and set minutes are simply action points, not a record of the meeting. A seminar is a presentation of prepared material for discussion by the group. The material is based on factual knowledge in the public domain.
The rules are rarely helpful to the presenter, being adversarial in style, and no consequent action is expected. Action learning sets are wholly focused on assisting the presenter to reflect on action and move towards action. A team is a group with a well-defined group task. Members may support each other but the objective is primarily completion of the task. Action learning sets work for the benefit of individual set members, not an externally imposed task. If set members share a task or project, they become a team, and the action learning process would have to be created in addition to team/task-focused meetings.
Support or self-development groups are often focused more on support than challenge. See Chapter 11 for challenge vs. support in action learning sets. The aim in action learning is to enable the individual to take responsibility, decide on action, and move on.
Action learning is not a counselling or therapy group. The presenter will be listened to and will be offered empathic support – aimed at helping. Counselling will not be offered in an action learning set. When personal
problems arise, set members should seek counselling or therapy elsewhere. So if it’s not a team, support group or seminar, what issues can set members bring to a set? For action learning to be effective, the presenter’s issue should be:
• important to her;
• something where she has authority to act (or is concerned about her lack of it);
• not trivial;
• owned – not about someone else.
The ‘authority to act’ issue may well look different after the set discussion and the presenter may use the set to work with feelings related to her perceived lack of power. We look now at what the provision of time and
space means in action learning.
Time and space
How long should the action learning set meet for? How often should the set meet? How much time should the set and each person have?
How long?
A typical set cycle is likely to be over one calendar year, but set cycles vary from six months to two years depending on the nature of the set. Sets may re-contract at the end of cycle review stage and start a second or even third cycle. What is important is the need for a clear commitment to an agreed number of meetings, which include a review, an ending and an evaluation.
How often?
The frequency of set meetings is negotiated and agreed at the start of the cycle, and set meeting dates are decided and diaried in advance. This is particularly important with independent sets where set members are coming from different organizations and different geographical locations. An interval of one month or six weeks between set meetings is usual; any longer affects the momentum and work of the set.
How much time?
The total time for each set meeting will also be agreed at the start. The set members may not be totally free to determine how much time they can commit to each meeting. There may be personal and organizational constraints or, for independent sets, logistical limits to their commitment.
Two models are currently in use:
- Half-day: This is rather short for a set of five or six members but a typical choice for many. We recommend an absolute minimum of 30 minutes per member, plus 30 minutes each for opening and closing the set meeting, as the minimum below which the action learning work of the set would be compromised. One approach is to accept that only two set members can present at each set meeting, ensuring that every set member has the opportunity to present over the whole set cycle.
- Full day: Here it is possible for five or six members to take their time at every set meeting, as well as providing time for a process review. When set members become familiar with the action learning format, they can confidently adapt the process to suit their own situation. A set may choose to have fewer presentations to enable greater depth and consideration.
Time within the set meeting can be allocated evenly to each set member. If the set chooses to alter this arrangement by consensus, timing can be flexible. This may occur when a presenter’s issue has stimulated deep issues or strong emotion.
When not presenting, set members are actively working to support the presenter – there is no let-up in activity! Set meetings can be exhausting; they are not cosy chats, so the environment, the setting and venue are important.
Space
We recommend that set meetings take place in a comfortable and quiet environment. The set needs privacy as sensitive issues may be discussed and strong emotions may be expressed. The meeting room must be appropriate for the session, without interruptions. Fixed phones should be disabled, while mobile phones or pagers should be switched off as part of the ground rules. When it is necessary for people to be available for urgent calls, these can be taken at the breaks. Refreshments are an important ingredient for keeping the set’s energy levels up and a sandwich or buffet lunch, well presented, ensures that the set keeps active in the afternoon.
Read More : What is action learning?
