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Sustaining Action Learning in the NHS © D.Botham, 2004
Revans Relationship to Sets I will go to any set meeting as long as I feel I can learn from them.I will go to any set meeting as long as I feel I can learn from them. © D.Botham, 2004
The Revans Approach © D.Botham, 2004
The Importance of Learning from Helping © D.Botham, 2004
Learning from Helping Others to Learn © D.Botham, 2004
How do others learn? © D.Botham, 2004
How do I learn from them? What have you learned from doing it? Participants / acting with action learning © D.Botham, 2004
FACILITATION: FACILITATION: A way of introducing a person to their own learning processes © D.Botham, 2004
Learning make take place in an action learning set through communicative rheology – a flowing process which moves across set members as personal histories inter-penetrate with each other and then move on.Learning make take place in an action learning set through communicative rheology – a flowing process which moves across set members as personal histories inter-penetrate with each other and then move on. Botham & Morris, 15 th June 2000 © D.Botham, 2004
INFORMATION (LEAD TO PATTERNS) DATA (LEAD TO QUANTIFICATION) SIMILARITIESDIFFERENCES From Bateson (1970) in a Recursive Vision, by Peter Harries-Jones, 1995:9 © D.Botham, 2004
Learning from Information © D.Botham, 2004
Learning from bracing three positions together: © D.Botham, 2004
Data: Information: Data: Factual Material Information: Meaning / Application of Data © D.Botham, 2004
Information as different differences which make a difference to our thinking, action and behaviour © D.Botham, 2004
Forms of different differences as information gained from: Conventional courses / programmes Seminars, conferences Meetings / discussions Reading material TV / radio / video / films / internet Thinking / meditation Knowledge acquired from the above informing learning © D.Botham, 2004
Differences Between Difference and Similarity PATTERNS OF INFORMATION QUANTITATIVE DATA DIFFERENCES SIMILARITIES LEAD TO © D.Botham, 2004
What do you need to sustain the processes of action learning? © D.Botham, 2004
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