actionlearning

Action learning is a form of experiential learning in which small groups tackle real, ill-defined problems with the dual aim of solving the problem and generating transferable learning for participants and the organization. It was developed by Reg Revans in the 1940s and 1950s and has since been widely used in business, public sector, and education to develop leadership and organizational capability.

Key features include that learning arises from taking action on a real problem, the emphasis on questioning over advocacy, and a structured process in which a learning set works with a sponsor to frame the issue. The learning set typically meets regularly, with a facilitator-guided process that discourages giving direct answers and instead encourages members to ask probing questions, test assumptions, and reflect on consequences.

Process: frame the problem and learning objectives; form a small, diverse set; members report actions taken since the last session; the group asks questions to understand and challenge; the team agrees on an action to try before the next meeting; at the next session the impact of actions is reviewed and new questions emerge.

Outcomes include practical solutions to the problem, improved decision-making and collaboration, and enhanced leadership and reflective practice. Action learning is used for strategy development, change management, leadership development, and capacity-building across organizations.

Critiques note that effectiveness depends on credible problems, skilled facilitation, and a culture that supports experimentation; measuring learning can be difficult, and groups may struggle if the sponsor exerts too much pressure for quick results. Related approaches include action research and experiential learning.