Action learning for adlt 636 overview for class 1 jan 2012
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This document provides an overview and introduction to an action learning capstone course. It discusses the course agenda, expectations for action learning sets, the fundamentals and process of action learning, and guidelines for participating in an action learning set. The key aspects of action learning highlighted are that it is a collaborative, problem-solving process focused on asking questions, learning, and taking action to address organizational problems.
Action learning for adlt 636 overview for class 1 jan 2012
- 1. Welcome to ADLT 636 the M.Ed. Capstone Course Class 1 January 19, 2012
- 2. Agenda Introductions / Expectations Small Group Exercise in Hopes and Fears Why “capstone” ? An overview of the course Introduction to Action Learning Action Learning Fundamentals Overview of the Semester Action Learning Sets as Consulting Teams Preparing for next week
- 3. Hopes and Fears What are your greatest hopes for this class? What are your greatest fears about it? On a scale of 1-10, how well do you think you will perform as an individual in a set? On a scale of 1-10, how much do you think you will learn? What barriers do you think you will need to overcome to be successful in this course, and how do you intend to approach them?
- 4. What is Action Learning? Action Learning is learning without teaching Action Learning is a collaborative experience in group dynamics Action Learning is a problem-solving process that involves asking questions of yourselves, as well as your client organization
- 5. In an Action Learning Program … The set works on an organizational problem that the organization has been unable to solve The group (an action learning “set”) learns to work together in a constructive and effective way The emphasis is as much on learning as it is on achieving visible results / recommendations for the organization The organization commits to take action on your recommendations
- 6. Five Elements of an Action Learning Program: The Set: A small group of people, usually 4 to 5, who meet regularly in and out of class The Project: The organizational problem that is worked on during set meetings The Process: The way the group works that differs from most task forces or groups work. In Action Learning, the focus is on asking questions , rather than problem solving
- 7. Five Elements, continued The Set Coach: A person who initially helps the group as it works and learn, intervening only when necessary The Duration: Normally 3-6 months, depending on frequency of meetings
- 8. Organizing Framework The Problem/Task as the Vehicle for Learning Action Learning Set Individual / Group Responsibility for Action Anticipated Learning Unanticipated Learning Set Coach
- 9. Alternative Ways of Working in Action Learning Sets Each person brings his or her own organizational issue to the group The work of the set focuses on one person at a time. When a set is working, what takes place is a dialogue with one person. Between set meetings, the problem owner takes action and reports back on results at the next set meeting Work of the set becomes an iterative process of questioning and action for each member The Marquardt Approach:
- 10. Alternative Ways of Working in Action Learning Sets The set as a whole works with an organizational sponsor on a difficult, intractable problem The work of the set focuses on the problem. When a set is working, what takes place is a dialogue among group members. Between set meetings, members take action that is reported on and discussed at the next set meeting Work of the set becomes an iterative process of questioning and action for the group as a whole The Dilworth & Willis Approach:
- 11. What Do the Two Methods Have in Common? Each person takes turn talking and bringing up concerns to the group Other set members ask questions: NO ADVICE-GIVING Set members commit to take action on their task issue in-between set meetings Follow-up set meetings focus on actions taken and more questions The set takes time to evaluate its learning after each meeting!!
- 12. What You Get From Being in an Action Learning Set Time and space for your own reflections Insights from / with others Exchange of ideas with others Being questioned by others An opportunity to “hear” yourself think Sharing confusions, as well as successes with others Hearing yourself be helpful to others, and gaining in confidence
- 13. Ground Rules for the Set Be honest and open-- say what you mean, mean what you say Honor the rule, “Questions before statements” Give and receive feedback constructively Listen carefully to what is said (and not said) Stick to agreed meeting schedule Come fully prepared Follow-up action items Respect client and set member confidentiality
- 14. Reg Revan’s Action Learning Formula L = P + Q Learning = Programmed Knowledge + Questions
- 15. Programmed Knowledge Facts, figures, dates, book knowledge or expert knowledge Caution! Often based on what is known in the past
- 16. Questions The ability to pose insightful questions The heart of action learning
- 17. Action Learning Asks Three Questions of the Learners in a Set The answers to these provide a means of tackling the issues underlying a problem.
- 18. What is the organization really trying to do? What is stopping the organization from doing it? What actions can the organization take?
- 19. Who knows about what we are trying to do? Who cares about getting it implemented? Who has the power to get it implemented (who controls the resources that can make change happen?) Follow-up Questions Focus Upon the Reality of a Situation
- 20. Inner Experiential Cycle in Action Learning Unease / Uncertainty about the problem Awareness of / Desire to Change Risk-taking - i.e. Courage and Responsibility Understanding and Insight Transformation – both personal and organizational- To next spiral of learning