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Action Learning

Brief Description:

Action Learning is an educational method that lets participants study their own experiences and actions to help learn more and solve problems.

Description:

Action learning is a process whereby the participant studies their own actions and experience in order to help learn more, solve problems and improve performance. This is close to the idea of 'learning-by-doing' or teaching by examples.

Reginald Revans formulated the process as L=P+Q. This is Learning = Programming (programmed knowledge or simulations) + Questioning (to create insight for and by others)


Used For:

For people to work on particular problems but also as a method of teaching and self-improvement.

Suitable participants:

Ideally for smaller groups (called 'action learning sets') across all spectrums of society.

Cost:

Low

Costs that arise are those of external facilitation and of time spent in set meetings.


Time Requirements:

Learning sets meet at regular intervals for an 1-2 hours+ for discussions on any number of different issues.

When To Use / What It Can Deliver:

  • To work together to check perceptions, clarify the issue and explore alternatives for action.
  • To be aware of group processes and develop effective ways of working together.
  • To take action due to new insights and try to change the situation.

When Not To Use / What It Cannot Deliver:

  • For larger, public engagement.

Strengths:

  • Collaborative.
  • Engages with participants instead of keeping them passive.
  • Can help change old, inflexible teaching methods.
  • Provides strong stimulus for self-directed learning.

Weaknesses:

  • If meetings are held regularly organising the appropriate timing can be a problem
  • Can be seen as repetitive.

Origin:

Action Learning has its origins in the work of Reginald Revans (1907? 2003). He is usually credited as the person who used and developed action learning in Europe. He used the technique in the United Kingdom while working for the Coal Board as Director of Education. He encouraged managers to meet together in small groups, to share their experiences and ask each other question. The approach increased productivity by over 30%.

From the 1970s to the mid-1990s he travelled widely as a passionate advocate of action learning and wrote several books to publicise the idea.


Case Studies:


Related Methods


Restrictions In Use


None

Further Information

For further information, please see:

Chartered Institute of Personnel and Development,

http://www.cipd.co.uk/subjects/lrnanddev/general/actionlearning.htm

and

http://en.wikipedia.org/wiki/Action_learning

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