Definition
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Action learning is a continuous process
of learning and reflection, supported by colleagues, with an intention
of getting things done. Through Action Learning individuals learn
with and from each other by working on real problems and reflecting
on their own experiences. The process helps us to take an active
stance towards life and helps to overcome the tendency (merely)
to think, feel and be passive towards the pressures of life.
Beaty, L., D. Jaques, and I. McGill, Action Learning
in Higher Education I: Definition, Context and Set Work, UCOSDA Briefing
Paper Forty-Three, February 1997.
Our ability to 'problematize' the world
- constructing appropriate vehicles which are not so small as to
be puzzles or too big to engender helplessness - is critical for
our subsequent action and learning.
An important qualifying point is the recognition of the inner and
outer nature of problems; that all problems are personal and public,
and that 'those unable to change themselves are unable to change
the world around them'. A third issue is the building of an action
and learning system. Revans has called this the 'Structure d'acceuil'
- the structure of welcome. To tackle problems worthy of the name
we need help - allies, comrades, colleagues and resources. Working
in a set or small group can provide for mutual empowerment.
A fourth issue is to do with learning as development over time,
involving our past, present and future. Action Learning involves
reconstructive learning, or re-framing, as well as simple additive
learning or error-correction. We can only learn when we are ready
to do so, and what we have learned in the past including the 'professional
deformation' which comes from long practice, can take a long time
to loosen and transform.
Fifthly, action and learning involve the application of power, and
sooner rather than later produce conflict. Acting and learning produce
a necessary tension within the person and within the organisation
- 'when you are attacked or ridiculed or opposed you know you are
getting somewhere'. This cannot be avoided, and the skills of confrontation,
handling negative feedback and managing conflict for creative outcomes
are important here.
All significant learning, whether individual or organizational involves
a shift in identity. We and our problems are in transition; pursuing
the spiral we move on to the next (and bigger?) problem."
Pedler, M., Introduction & Part I: What is
Action Learning, in Action Learning in Practice, M. Pedler, Editor.
1991, Gower Publishing Company: Hants, England. p. xxi - 88.
Action learning involves:
- regular meetings of 5 - 6 participants plus a facilitator
for 2 - 3 hours.
- the undertaking to work on problems relevant to the particular
course or development process through a process of support and
challenge.
- the sharing and discussion of problems arising out of
practice where these problems are neither puzzles with easy
solutions, nor intractable problems.
- the exploration and questioning of problems in order to
clarify them and identify alternative for action.
- the taking of action in the light of new insight and the
reporting back of the consequences of such action for further
reflection.
- focusing on learning about the problem in context and
also on learning about oneself and one's 'relationship' to the
problem.
- understanding of group processes and commitment to working
on maintaining the group.
- action learning is particularly useful as a development
process for supporting professional development through for
example work placement or project work, and for support in self-directed
academic study such as postgraduate thesis work.
McGill, I. and L. Beaty,1995. Action Learning.
2nd ed. London: Kogan Page Ltd
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Resources and References
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McGill, I. and L. Beaty, Action Learning in Higher Education, in
Action Learning , 1992, Kogan Page Limited: London. p. 236 - 253.
Beaty, L., D. Jaques, and I. McGill, Action Learning in Higher
Education (II): Values, Involvement, Skills and Staff Development,
. 1997, UCoSDA.
For copies/information contact:
UCoSDA, Ingram House, 65 Wilkinson Street, University of Sheffield,
Action Learning in Higher Education I: Definition, Context and
Set Work
Beaty, L., D. Jaques, and I. McGill, Action Learning in Higher
Education I: Definition, Context and Set Work, . 1997, UCoSDA.
For copies/information contact:
UCoSDA, Ingram House, 65 Wilkinson Street, University of Sheffield,
Sheffield S10 2GJ
ED385778 95 New Ways of Learning in the Workplace. ERIC Digest
No. 161.
http://www.ed.gov/databases/ERIC_Digests/ed385778.html
IFAL - International Foundation for Action Learning
http://www.tlainc.com/ifal.htm
What is action learning?
http://www.mentat.co.uk/park/ifal/whatisal.htm
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