C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Liz BeatyCoventry University

Using Action Learning Sets for Continuing Professional

Development

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Action Learning: a definition

“Action Learning is a continuous process of learning and reflection that happens with the support of a group or ‘set’ of colleagues working with real problems with the aim of getting things done.”

Ian McGill and Liz Beaty

Action Learning: a guide. Revised 2nd edition London, Kogan Page

(2001)

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Values of action learning

• Voluntary nature of the set• A positive approach to life• Reflection is the key to learning from

experience• The Presenter is the expert on her issue• Support and Challenge• Empathy• Empowerment• Quality of attention• Trust and confidentiality.

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Action Learning: reflective cycle

Experience

Reflection

Making sense

Action Planning

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Development

• Development of technical skill

• Development of professional approach

• Development of reflective practice

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

How does a set work

• Each individual has time for presenting an issue

• Set members offer support, and challenge through open questioning

• Individual action planning• Reporting back on learning• Reflection and review of outcomes.

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Roles within the set

PresenterPresent the problem Listen to support and challengeAction PlanControl the focus of discussion

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Roles within the set

SupportersEmpathiseSupport and ChallengeRecognise underlying issuesLeave room for reflectionSupport action planning

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Roles within the set

Facilitator :Control the processCreate a learning climateTiming and flow Supporting the development of set cultureReview the process

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Why use action learning?

• Development of reflective practice• Group process provides support• Learning from own issues and

those of others• Linking theory to practice• Problem solving

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Skills developed through action learning

• Listening and questioning– Giving and receiving feedback

• Reflective practice – action planning– linking theory to practice

• Recognition of different teaching styles, values and approaches.

• Interpersonal and facilitation skills– Empathy.

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Example of an action learning programme

2 day induction workshopincludes introduction to A.L.

Monthly action learning set meetings3 hours in groups of 6 with tutor

WorkshopsVarious topics 4/5 each term

Portfolio assessmentmapped against SEDA/ILT requirements

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Examples of issues brought to the action learning set

• What to wear in lecturers to be comfortable but not look like a student?

• How to cope with being given too much work and not feeling wanting to appear unequal to the job?

• Why do some seminar groups work well while others do not?

• What to put in the portfolio?

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Development : -

Confidence

Competence

Control

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Other uses for action learning

• Diploma / MA• Research • Management development• Any work-based programme

– Student placements– Part time students– Continuing Professional Development

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Core qualities of the facilitator

• To balance the needs of individual set members and maintenance needs of the set

• Unconditional positive regard (Rogers)

• Empathic understanding

C O V E N T R Y

U N I V E R S I T Y

Liz Beaty

Facilitation Issues

• Being a facilitator and a tutor• Support and assessment• Confidentiality• Dealing with cynicism and

negativity• Within set issues