Action Learning in Practice

Citation

Pedler, M. (1998), "Action Learning in Practice", The Learning Organization, Vol. 5 No. 4, pp. 202-203. https://doi.org/10.1108/tlo.1998.5.4.202.1

What is this book about?

Action Learning in Practice provides an analysis of the theory, practice and implementation of action learning. There are contributions from many of the leading exponents of the approach, including its “inventor”, Professor Reg Revans.

Part one of the book takes us through the basic principles which underpin action learning. By offering a number of different perspectives, the book provides a useful introduction for those who are new to the process, as well as a refreshing review of current thinking for “old hands”. Part two extends this approach by offering some case studies of action learning in practice. Part three helps us consider some of the practical issues of putting in place an action learning process. Part four evaluates the process.

Learning points and new thinking

For me, the book provides a useful insight into the process of learning and offers ideas for anyone involved in the processes of training and development. Whilst its focus is on action learning the book provokes us to consider issues of how we learn, especially in the context of work. It reminds us that without learning we will find it impossible to manage change and it challenges us to consider ways of promoting the learning process.

The book opens up the various roles of the “set adviser” and the types of skills they require; it explores issues of how to develop a contract with participants/ sponsors and considers how best to identify individual issues which might be blocking learning and progress. Through the use of a number of practical examples ‐ both organisational and individual perspectives ‐ the book takes us through some of these “tips and tricks”.

The chapter on evaluation, for example, highlights the factors which influenced outcomes of action learning ‐ the nature of learning projects, the composition of the sets, the way the process of the sets is managed, the style and skills of the set adviser and the “time factor”.

Implications

There is no doubt that this book highlights the principles of action learning and what it has to offer. It is clear that action learning is appropriate for particular types of intervention. It was apparent that there had to be some kind of common ground on which the learners could focus ‐ common problems, similarity of roles, similarity of organisation (including in‐house). Action learning offers the opportunity of delivering an ongoing process which will support learning and development in the longer term, in a way which may become self‐sustaining. This seems to offer the possibility of building a learning organisation through action learning ‐ evaluation to date seems to suggest this is a rather harder “nut to crack”. There are also costs to be taken account of ‐ these programmes take time and money!

What’s in it for me and others?

In general, I felt this was an excellent book. It provides a useful resource for any organisation, manager or “trainer” to check whether action learning might be a way forward for them. It also provides pointers on how to set such a process in place.

For the “old hand” it provides a useful review of current thinking, which will no doubt provide some ideas on things to try out in future. The book links theory, practice and evaluation; by doing so it takes us through the action learning cycle as others have experienced it. This book is a must for anyone interested in action learning specifically and the process of learning in general.