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The Action Learning Journey

This journey explores adult learning theory, action learning sets, and the roles of members to achieve growth. Revans' concept emphasizes learning through action, sharing experiences, and feedback. Participants voluntarily join sets, commit to self-awareness, and bring personal issues for learning on various levels. Set guidelines encourage listening, empathy, and asking questions. The presenter discusses a work issue, and enablers use open questions to redefine problems for solutions. The approach avoids imposing views and encourages learning from experiences while reviewing actions and lessons.

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The Action Learning Journey

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  1. The Action Learning Journey Kate Cocozza Lead Nurse – PracticeDevelopment NHSGGC

  2. Learning Outcomes • Recap on the theory of adult learning • What is action learning • What is an action learning set • The roles of the set members • What we hope to achieve through action learning

  3. Adult Learning Adults learn best when they are involved in their own learning Adults who voluntarily choose to learn – learn more readily

  4. Action Learning is Based on the premise that: “There can be no learning without action and no (sober and deliberate) action without learning” Revans

  5. Origins Of Action Learning Developed by Reg Revans Designed to enable individuals to : • learn from experience • share that experience with others • have colleagues criticise and advise • take advice and implement it • review actions taken and lessons learned

  6. Action Learning Principles • Support and Challenge • Listening • Reflection • Asking Questions (not giving advice) • Feedback – give and receive

  7. Historic cases Individual orientation Learning about others Programmed knowledge Planning Past orientated Low risk Passive Current real cases Group based learning Learning about self & others Questions + Programmed knowledge Present and future orientated Higher risk Active Action Learning/TraditionalLearning

  8. What does it mean to be involved in action learning? • Person joins Action Learning voluntarily • Subscribe to the ground rules - timing, format, confidentiality, acceptable behaviour • Requires commitment to : - self awareness - to the set and its members - to action • Each person commits to bringing an issue they own and want to act on and learn from

  9. Learning on 3 Levels • About the issue which is being tackled • About what is being learned – oneself • About the process of learning itself ie. learning to learn

  10. The Set • Equal amount of time • Listen/encourage • Do not interrupt • Empathise • Ask questions • Respect other individuals

  11. Presenter You think of a task/issue that you face at work. Discuss it with the group. Be brief but specific. • What am I trying to do? • What is stopping me? • What can I do about it? • Who knows what I’m trying to do • Who cares? • Who can help?

  12. Enabler Helps the presenter with their issue. The object is to help them define or redefine the problem or issue and their relationship in it so that they can take steps towards solving it. Use open questions. • How does that make you feel • What do you think would happen if • Do you think that • How would you know that • What could you do • How can you

  13. Things To Avoid In An Action Learning Set • Do not impose your values, opinions or views • Don’t give advice • Don’t be judgemental • Don’t criticise or trivialise what the person is presenting

  14. Action Learning Allows • Learning from experience • Share experiences • Have colleagues challenge or support • Take the challenge and implement it • Review with colleagues the action taken and the lessons that are learned

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