CIPD - Action learning

Learning, training and development

May 2008

This factsheet gives introductory guidance about introducing and running action learning sets. It:

looks at what action learning is and how learning takes place
indicates where action learning may be used
examines how action learning set meetings operate
considers how to ensure that action learning works well
includes the CIPD viewpoint.

What is ‘action learning’?

Action learning has been a well-regarded method of learning since Reg Revans¹ introduced the concept shortly after the Second World War. It is a method of collaborative learning where a small group of learners (an ‘action learning set’) meet regularly to reflect on real work issues. Its basic philosophy is that the most effective learning takes place when we are faced with a real problem which we are obliged to solve.

Action learning can therefore enhance the way in which people learn, drawing on actual practice, and using the experience of members to work together to plan the application of new ideas to each members’ role. Its effectiveness can be measured through the changes made to their work and working environment, and the practical results that will be the outcomes of learning.

Set members also report learning about how they learn: they can consider and experiment with alternative styles of learning and doing, receive feedback and new ideas from others, thus increasing their capacity to respond appropriately to new situations. Members also learn more about the way things are done elsewhere within their organisation or outside, and can share and develop new ideas and build on current good practice.

Essential elements of action learning

Equality

The process of action learning presumes that all set members are equals, with:

common aims of working for their own development and to achieve some progress on their own and joint issues
willingness to learn from their own activities and from those of others
willingness to offer their experience, prior knowledge and ideas to the set as a whole
ability act as peer coaches and co-consultants to one another.

There is no ‘leader’ or ‘expert’: members co-consult and help one another, though on occasion they may decide to bring in knowledge or outside expertise to meet specific needs. Set members may be peers or members of an existing team who are working together on a common project or a change programme.

Real work

All action learning is based on some form of real work. This may be the day-to-day work and issues of the members of the set, or it may be some form of special project that each have. They may focus on individual issues, helping group members make changes to their current or future roles, or tackle joint projects, often working across functions. In the early work that Revans carried out, set members swapped roles, and then brought issues from their new responsibilities to the set.

Styles of learning

The learning that occurs within the set includes social learning as members of the set work out together new ways of tackling the tasks they face, and bring in their varied past experience. Pooling the experience and knowledge of each individual, together with new insights gained from skilled questioning, creates new knowledge and action. Action learning also has a reflective element – members are asked to reflect on their experience and learning, and most well structured sets will build in some form of discussion and recording of this learning.

A range of learning can take place to satisfy different learning styles: the active concentration on real tasks helps in an active and pragmatic way, discussions within the set can bring in theoretical aspects, and as is said above, reflection is also encouraged.

As a learning set’s work evolves members develop skills of collective and individual reflection and peer coaching. The more the set focuses on individual and collective learning rather than directly seeking pragmatic answers, advice or quick fixes to the issues they face, the more members can develop a greater understanding of the process of analysing and solving problems.

Other elements that may be included

Action learning sets are often facilitated. This means that external facilitators may be brought in to ensure that the process works well, and often that the reflective aspects of learning are emphasised. Facilitators can also ensure that equal air time is given to each member and that opportunities to learn or innovate are taken up. Facilitation may be useful for those new to the action learning process, but it is not essential for those well familiar and motivated to use the technique.
Input on theory or knowledge. Particularly when action learning sets are being set up within a programme or at the early stage of the process when members are being introduced to new tasks or ways of working, an ‘expert’ or a trainer may temporarily join the set to give some information or input relevant to the work the set is about to undertake, or to explain the action learning set process. The set continues its meetings after this, and may decide to bring in more input at later stages of their work, but it is an addition to, not a necessary part of action learning.
Sponsorship. Inside organisations a strong motivation to learn and to achieve project work can be provided by a senior organisational sponsor who helps to promote the set’s learning and achievement of tasks. A sponsor may also encourage the set to approach important stakeholders and help them learn about organisational politics. The presentation of their work and learning to the sponsor can be a very acceptable way of finalising the set’s work and recognising their achievements.

Where is action learning appropriate?

Action learning works at all levels where individuals have some responsibility for the introduction of new ways of working or the achievement of complex tasks. It is especially useful where learners have to learn how to work across functions in an organisation, or across organisations. It can be used at a wide range of levels from recent graduates to those at senior levels in organisations.

Action learning can also make a major contribution to organisational change by freeing up inflexible or traditional thinking and finding new solutions to respond to changing environments. It can be used to introduce or reinforce a new style of leadership, or to help members understand or implement their part of a general change programme.

For some examples of a range of topics that action learning sets can cover, see the case study on Christian Aid in our Helping People Learn area.

Go to the Christian Aid case study

Action learning sets have been used extensively in the private and public sectors. The case studies you will find on our website are from the private and voluntary sectors, but the NHS, educational institutions and the Civil Service are just some of the organisations in the public sector that have experience of using this technique.

See a list of our Helping people learn case studies

Learning sets can be:

Stand alone: offering a learning experience in itself. For example KPMG offered action learning sets and projects to a number of emerging leaders in order for them to identify the skills they would need for the next level of management
- Go to the KPMG case study
Part of a more general programme: for example an in-company leadership or management programme, or an academic qualification in management. For an example of this use of action learning sets, see our case study on Just Born’s High Performance Leadership programme
- Go to the Just Born case study
Reinforcement or follow on for learning from a programme: focussing on the transfer of learning to the live challenges of the workplace.

Learning set meetings

Learning sets meet at regular intervals to share current experience on their work. Generally the process will involve:

each set member in turn presenting issues related to their project, the overall topic or an immediate personal challenge
all their colleagues getting involved in helping the issue holder explore their issue and the assumptions or barriers that surround it
the use of intelligent questioning and co-coaching methods with the aim of helping each member think, analyse and see their issue from different perspectives
the group generating ideas and potential solutions for the individual
time to reflect on what has been learned about the issue, and the process of learning.

A facilitator can help with managing the process, drawing attention to group processes, behaviours and feelings, and with monitoring individual and collective progress. Without a facilitator, the set needs to take up these responsibilities for itself. The decision whether or not to use a facilitator will depend on how committed and experienced with the process set members are. Often sets are offered a ‘budget’ of facilitation, in terms of the first three to six meetings. After this it is often considered that the process is well enough embedded for the set to facilitate itself.

Ground rules for action learning sets

Action learning sets become confidential support groups, where individuals feel able to share learning (and their ignorance) and act as a coach to their peers. It is therefore necessary to build a forum in which strong relationships develop to enable members to support one another, share knowledge and take an active interest in others’ development. In order to do this it is useful to set ground rules at the initial meeting to provide a foundation for success. The following may provide a minimum for effective working:

All the discussions within the set meeting are confidential and not divulged to anyone outside the set.
Each member has an equal responsibility to learn and to help the development of others.
‘Air’ time during the meetings should be shared equitably.
Joint outputs should be worked on and planned according to effective project management guidelines.

Issues with action learning sets

Timing: there is a need to pace the meetings with the time it takes to make some progress with the tasks assigned. Meetings often happen about once every month, to allow for progress without losing momentum, but often difficulties with co-ordinating diaries make this hard to organise. Geographical diversity can also get in the way of regular meetings. Such problems can be overcome by a facilitator or HRD professional taking responsibility for ensuring that meetings take place, or allowing that not all members of the set need to be present at every meeting, or by organising virtual meetings over the telephone or videoconference.
Sustainability: sets often start with a great deal of enthusiasm and purpose but over time the motivation may diminish, and the pressures of daily work make it difficult for members to attend meetings. Members may also leave their current roles or move to other organisations. Having a programme organised in advance with an overall time limit, or using the role of the sponsor to add importance to the work of the set, or strict deadlines for achievement of projects can help overcome these kinds of issues.
Sponsorship: can provide clarity, structure and priority to projects and a reason to keep up the learning, work and meetings as well as track projects and progress. However, the sponsor does need to achieve a balance between motivating the set to achieve their tasks and over managing the project.
Concentration on the task rather than the learning: some groups, particularly in cultures of task achievement may be tempted to get carried away with the implementation of their tasks and concentrate less on the reflection and process of learning. Facilitation can help overcome this issue.

Evaluation

Action learning is a highly effective means of learning, with low cost. In order to understand its value, it may be necessary to understand the expectations that its sponsors as well as set members have of the value of the outcomes. Generally these expectations will be of task accomplishment and of developing the capacity to learn or to lead. For more on our work into the value of learning see our factsheet looking at evaluating training and learning.

Go to our Evaluation of training factsheet

The only costs that arise are those of external facilitation, though the opportunity cost of the time of set members and any internal facilitators spent in set meetings may need to be considered. The outputs in terms of projects achieved, new ways of tackling problems etc can be assessed and reported on, and may well produce quantifiable savings for an organisation.

Less financially quantifiable will be the learning achieved by the set members, and the new knowledge that sets create through the process of social learning. However, this can be gathered by questionnaires or by asking sets to report on their learning as well as their achievements.

The widespread use of action learning within an organisation can provide a strong stimulus to self-managed learning, and potential in-house facilitators can emerge from initial action learning sets. Organisations can develop a self-sustaining network of action learning sets which can prove a highly cost-effective way of continuing learning and development.

CIPD viewpoint

Action learning is a technique that takes as its starting point the learner and their real work. In that sense it fits neatly with the CIPD’s work on moving from training to learning in being totally learner-driven.

Go to our Training to learning Change agenda

See more details of our research into learning and training

Unless action learning set members request some formal input, they themselves create all the subject matter and the process of their learning.

Experiential and social learning of this sort has value for both individuals and organisations in increasing the capacity to carry out a wider range of real work more effectively and also increasing the capacity to learn.

References

Reg Revans (1907– 2003) is widely credited as the person who used and developed action learning in Europe. A physicist by training, Olympic athlete, and practical manager, he was the first professor of industrial management at the University of Manchester from 1955-65. From the 1970s to the mid-1990s he travelled widely as a passionate advocate of action learning. His vision was of practical business people learning from each other, creating their own resources, identifying their own problems and forming their own solutions.

Action learning