Action Learning And Group Coaching

Action learning is a powerful process used in a group setting to tackle problems where there are no clear-cut or simple solutions. It draws upon the principle that we learn most effectively when we address problems within a small group which provides a supportive yet challenging environment.

It was originally developed as a concept by Reg Revans in the 1940’s. He believed that the most effective learning arose from combining the existing knowledge held by the problem-holder with insightful questioning of this knowledge by others. In other words it is based on the principle that we have all the knowledge and resources inside us to solve our own problems, it just requires someone to ask those questions to help unearth these resources from within us.

It is called ‘action’ because the issue holder is expected to ‘taking action’ as a key component of the process and is held accountable to the group for achieving this action. The ‘learning’ element is also important, not only for the issue holder but also for other set members. The process of reflection plays a large part in aiding the learning process with space for the issue holder to reflect on their issue.

So, in effect this it is what I would describe as coaching, just carried out in the mutually supportive environment of a group where all members at some point bring issues to the group whilst all other members play the role of coach. It differs from other group problem solving interventions in that in its purest form it is about the set members asking coaching questions of the issue holder to help them reflect on their issue and identify their own solutions for moving forward and not about advice giving.

Some action learning processes allow for a ‘resources round’ where after set members have helped the issue holder identify their own solution they offer their own reflections, thoughts and ideas based on experience. But even these are given more as ideas and options rather than advice or recommendations.

By properly developing questioning, listening and reflective skills set members are equipping themselves with the ability to solve problems themselves in the future when there are not set members to ask the questions

There is a set of underlying learning principles that underpin the process and a nominated facilitator plays a key role in managing the group process and ensuring the principles are adhered to. In additional to this the set members may also create their own ground rules for working together and again the facilitator will play a role in ensuring these are met.

One point worth noting is that action learning is term that has been used to describe various other group coaching methods some of which allow set members to only offer their thoughts, reflections and suggestions and omit the insightful questioning. Whist this approach certainly has its time and place (and I have used these to great effect) I would tend to refer to this process as Business Masterminding .

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
Learning Principles
Ground Rules
The Roles Of The Set
Learning Skills
The Role Of The Facilitator
The Ideal Number Of Members In A Learning Set
Lifetime Of A Learning Set
Frequently Asked Questions
Business Mastermind Groups
Business Mastermind Model

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