Presentation on theme: "[INSERT YOUR LOGO HERE] Action Learning for Facilitators."— Presentation transcript:
[INSERT YOUR LOGO HERE] Action Learning for Facilitators
[INSERT YOUR LOGO HERE] Schedule for today First hour: Action Learning theory and Q&A Break Small group Action Learning sessions (two 40 minute presentations per group) Feedback – key points and information about Sets starting soon
[INSERT YOUR LOGO HERE] The man behind it: Prof Reg Revans 1945: Education plan for workers at the National Coal Board Further development of Action Learning for the National Health Authority (which became the NHS) Internationally recognised development method
[INSERT YOUR LOGO HERE] Key features Working on real problems Actual implementation of solutions – not “just talking” about things Learning by doing Encourages an attitude of questioning and reflection
[INSERT YOUR LOGO HERE] L = P + Q L stands for Learning P stands for Programmed Knowledge Q stands for Questioning Insight
[INSERT YOUR LOGO HERE] Function of the group The small group provides challenge & support You each tackle your own problem and implement your own solution “The process integrates: – Research (into what is obscure) – Learning (about what is unknown) – Action (to resolve a problem)” – Reg Revans
[INSERT YOUR LOGO HERE] Benefits to participants Personal development Peer support Provides reflection time Enables more effective handling of difficult situations Skills development Clearer understanding of how you learn
[INSERT YOUR LOGO HERE] Volunteer Managers… misunderstood isolated part time absorbed in the day to day middle manager multi-tasking skilled inexperienced resourceful time starved experienced
[INSERT YOUR LOGO HERE] Action Learning and our sector both: Value the individual Have a commitment to equality Work in conditions of confusion and risk Respond to change Are flexible – new ways of doing things Create networks and partnerships Challenge and question With thanks to NACVS ALMs project 2004
[INSERT YOUR LOGO HERE] What happens in a Set meeting? Usually: – Five to six participants – A facilitator – Meet every five- to six-weeks – Time frame varies – Participants have equal ‘air time’
[INSERT YOUR LOGO HERE] What is ‘air time’? Presenter talks through an issue, problem or opportunity Supporters ask open questions aiming to clarify, to offer insight and challenge Presenter develops action points Review: whole group comment on what they have learned from the session
[INSERT YOUR LOGO HERE] The facilitator Helps it all happen Maintains timetable and ground rules And as they become more experienced: – Models Action Learning skills – Assists your skills development – Enables the focus on learning
[INSERT YOUR LOGO HERE] When you’re presenting think: How can I describe my issue clearly? What do I want from the group? Do I know what I want? Am I holding back key information? Do I feel OK to tell the group I need to stop and think?
[INSERT YOUR LOGO HERE] When you’re supporting think: How can I show empathy and concern? Am I asking questions rather than offering solutions? When should I challenge? What can I learn from this?
[INSERT YOUR LOGO HERE] When you’re reviewing think: What have I learned? How have my thoughts/feelings changed about my problem? Have any of my behaviours changed? What helps/hinders my learning?
[INSERT YOUR LOGO HERE] Types of questions Inquiry: to help clarify the situation and the way forward e.g. what do you want to achieve? Challenging: to help the presenter achieve insight or a fresh perspective. e.g. what are the obstacles, and are they real? Catalytic: to trigger new ideas and thinking e.g. what’s the worse that could happen if you do xyz? Cathartic: to help release emotions e.g. how does xyz make you feel?
[INSERT YOUR LOGO HERE] Ready, set… …let’s have a go!
[INSERT YOUR LOGO HERE] Additional techniques Once you feel more confident facilitating Action Learning, you can introduce new techniques into the set, such as: -Brainstorming and reverse brainstorm -Sitting out -Role, or ‘real’ play -Gestalt switch -Synectics -Dialogue pairs
[INSERT YOUR LOGO HERE] Giving and receiving feedback Clear Owned Regular Balanced Specific
[INSERT YOUR LOGO HERE] Resources www.glv.org.uk www.expertsinvolunteering.org.uk www.actionlearningsets.com www.ifal.org.uk
[INSERT YOUR LOGO HERE] Getting in touch Jennifer Anderson: Jennifer@glv.org.ukJennifer@glv.org.uk May Macnair: May@glv.org.ukMay@glv.org.uk GLV general contact details: email@example.com@glv.org.uk, 020 7953 7317