Action Learning is a learning technique that can be extended to a wide variety of diverse professional, occupational and personal problems and challenges. In Action Learning Groups or 'sets,' we meet regularly with others to discuss solutions to concrete challenges and to determine what action we want to take.
The idea behind the Action Teaching Approach is that learners can collect knowledge by engaging with other peers in a community setting to find a solution to the issue or situation. In doing so, learners will be able to develop not just their own expertise and knowledge base, but also that of the community or association.
Action learning sets are learning sets that allow small & medium groups to discuss ./explore difficult/problems by meeting on a regular basis and working together to delve into ,explore and solve the issue on hand. For 1/2 day every four to six weeks, the set meets. This format will be adopted if they have interacted before the process. This is a reference ,created just as a simple guideline We should start with follow-up questions from last time. People who have presented before will give updates to the audience . Afterwards One participant then poses a dilemma, a scenario, or a possibility. This may have been decided in advance. Everyone should present reasonably frequently, but for a set participant, there should also be the ability to accommodate any urgent problem. The presenter can visualize or explain problem using anything that will help him demonstrate his points . Then questions are posed by other community members and discussed to better understand the the issue. What follows is not a general debate, but it is similar to community therapy. The aim of the discussion is to facilitate the learning of the presenter.By giving particular attention, and specifically by asking open questions, members of the set allow the issue presenter to gain a better understanding of the problem. Experience has demonstrated that asking questions slowly, one at a time, and always to the problem presenter, is the best way to work. The collection thus allows the problem holder to clarify the situation, to see different choices and to pick one of them. It may take the group members another 5 minutes to discuss among themselves. The presenter then has an opportunity to respond, perhaps to set an intermediate target and to outline the next steps. In order to review the procedure, understand the problem and affirm actions, the mediator can then step in. Then a second person will then present their issue following the same process. With participants expressing upon this session and summarizing their impressions of what really happened, the last 15 minutes is spent. Stuff that went are all worth remembering and celebrating. They should suggest recommendations for next time to enhance the process. Roles Presenter - The presenter brings their issue, problem, or project to the rest of the group. Members - Listen carefully, gives their feedback appropriately to the topic, does not judge and encourages one that is presenter. Facilitator - The facilitator sets the tone for the meeting and models the actions of being a good set member. They can interject at any time, but mostly when he or she thinks the group needs support and guidance in the questioning. This will probably be more the case in the first couple of sessions.
Within the broader area of action learning, action learning sets are one methodology. Action learning is based on Reg Revans's work. Reg Revans was studying for a doctorate in astrophysics at Cambridge University in the 1930s.He served alongside eight winners of the Nobel Prize. None of them worked in his field, but he found that they would sit down together and ask each other lots of questions when faced with difficult research problems. No one person was deemed more important than any other person, and even though they were not specialists in a specific field, they all had contributions to make. They were figuring out workable solutions to their own and other issues in this way. Revans was struck by how efficient this approach was. He introduced the method there when he went to work for the Coal Board. He urged them to meet in small groups on site when pit managers had problems, and ask each other questions about what they heard, in order to find their own answers rather than calling in 'experts' to solve problems for them. The technique proved successful and managers wrote their own handbook on how to run a coal mine. This is how action learning was born. Some years later, Professor Reg Revans tested and formalised the theory which is now the cornerstone of many management and organisational development programs.