Action Learning Frequently Asked Questions

Here are a couple of action learning frequently asked questions that I find are asked by those taking the role of action learning facilitator .

How much time should be given to each presenter /issue holder?

There are no hard and fast rules although one principle of action learning is that the process is timed to help ensure a focused discussion and also ensures that no one person takes up all the time.

30 – 40 minutes typically is an average time for an issue to be presented, questioned and addressed which can be broken down into the following stages:

• Presentation of issue – 2 minutes
• Questions for clarification – 5 -10 minutes
• Questions to help the issue holder – 10 -15 minutes
• Summary – 2 mins
• Resources round (optional) – 5 mins
• Final summary/action – 2 mins

The set does need to agree at the outset how rigidly it wants to stick with these timings. There are times when members feel the need to spend longer clarifying a more complex issue before they can help the issue holder and sometimes longer is required to help the issue holder come to a conclusion. The point of action learning that it is a timed process which helps makes efficient use of the time available and the danger of allowing too much flexibility is having a session which overruns and prevents other members having their own air time.

The only other time to build into the session is time out during the session where the facilitator may want to stop the set to review the process and skills of set members especially in the early stages of a set.

How can I manage the length of an action learning set more effectively

• Agree length with group – how flexible with timings
• Ensure that presenter identifies concise issue and ensures that it is explained clearly and concisely
• Give set members a chance to ask just one question and possibly one follow up question
• Go round the set in a set order so everyone knows when they will be contributing
• Be assertive and intervene if necessary with the timings so set members know that timings will be adhered to – this will help ensure that members keep to time
• Ensure there is a clock which all members can see
• Stop members after each stage and make them aware of how long they have spent on that stage – often set members are just unaware of timings and need to develop this awareness

Further Reading:

The Action Learning Handbook: Powerful Techniques for Education, Professional Development and Training by Anne Brockbank and Ian McGill (Paperback - 6 Nov 2003)

Action Learning: A Practical Guide for Managers by Krystyna Weinstein (Paperback - 16 Nov 1998)

See Also:-

Action Learning And Group Coaching
Action Learning Model
Action Learning Principles
Action Learning Ground Rules
Action Learning Set Roles
Action Learning Skills
Role Of Action Learning Facilitator
The Ideal Number Of Members In An Action Learning Set
Lifetime Of An Action Learning Set
Business Mastermind Groups
Business Mastermind Model

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