Action Learning Jackie Chaplin Joyce Jeffray Ian Duncan Action Learning Set Facilitators ECCF Programme

Aims To explore what action learning is and how it contributes to the ECCF Programme To explore the philosophy and the principles that underpin action learning To identify the benefits of action learning

Action Learning A continuous process of learning and reflection that happens with the support of a group of colleagues, working with real problems, with the intention of getting things done (McCormack et al 2004)

ECCF Programme Action Learning provides ECCF Fellows with the opportunity to Identify issues that are relevant to their role and explore how they might apply their learning to those issues Practice specific skills and how they will use those skills in their own workplace and review the outcomes of those actions Learn how to support and challenge colleagues while maintaining mutually beneficial relationships Be challenged to take a wider view of situations and how they might manage them

Action Learning uses reflection and the cycle of learning Stage 1: Having an experience Stage 4: Applying the learning Planning the next steps Stage 2: Reflecting on and analysing the experience Stage 3 : Concluding from the experience (Kolb 1984)

Action learning and adult Learning Respect Integrity Accepting personal responsibility for learning Commitment Self awareness Set and its members Action Openness to challenge and be challenged To Support and be supported Reflective practice

Principles underpinning action learning There is no learning without action and no sober and deliberate action without learning Adults learn best when they are directly involved in their own learning about a current life situation Adults who voluntarily choose a learning experience usually learn more readily Applying that learning in the workplace makes it more personally meaningful and of greater benefit to the organisation (Revans, 1998)

Five main elements of action learning The individual – voluntarily joins the group The set – a group of 4/8 people who meet regularly, agree ground rules and ways of working The issue or task – each person brings what they want to work on – a specific issue The processes – presentation of issues, challenge, support, agree actions, report back The facilitator – helps the group as it works and learns (Revans, 1998)

The set Equal amount of time Listen/encourage without interruption Empathise Ask questions to challenge and support Respect other individuals, the issues that they face and their perspectives

Presenter Each set member takes it in turns to present an issue or situation. Discusses it with the group honestly and openly. What is happening here? What am I contributing to this issue? What do I want to achieve? What is stopping me? Who can help?

Enabler The enabler helps the presenter with the issue. The object is to help define or redefine the problem or issue and his/her relationship in it, so that he/she can take steps towards solving it. Uses open questions. How does that make you feel? How do you want things to be? What is the most important aspect of this issue for you just now? What do you think would happen if …..? How would you know that? What could you do? What other options are there? What one thing could you do?

Action Learning Set Process Presentation of challenge what is the issue/ question/ • what are the contributing factors? • what did I do? • what did they do? • what do I want to happen ? Action Learning Set Process Dialogue with group; listening, questioning and challenging views, perceptions and assumptions. Make meaning of experience, draw conclusions , commit to integrating learning into everyday practice Bring ‘what happened’ back to the group. What went well / not so well / why? Reflection and creation of thoughts of new ideas, new understanding, new perspectives, commitment to action ‘Doing’ the action ‘Being’ the change

Learning happens at three levels: About the issue being tackled About oneself About the process of learning itself

Benefits of action learning For the participants Increased self awareness Increased confidence Ability to approach situations from a broader and more varied perspective than in the past More proactive than reactive in problem solving and decision making Better at listening Better at giving and accepting feedback Handling difficult conversations with more sensitivity and confidence

In summary Action learning facilitates the application of learning within the ECCF programme with benefits for Individuals Collaborative working The care of patients and their families Action Learning is about learning by, from and through action – so the rest of this afternoon we are going to learn about action learning …. by doing