Action learning

In their book Action Learning McGill and Beaty describe the application of this form of learning in professional, management and educational development. They describe action learning as "individuals learning with and from each other by working on real problems and reflecting on their own experiences"(p. 21). It is seen as a continuous process of learning and reflection, supported by peers, with the intention of getting things done. The authors emphasise the link between reflection and action. Without reflection, we do not learn from our experiences to shape future actions. Without taking action, our ideas about how to tackle an issue remain only as thoughts, untested in the real world. Action learning provides the link between past action, reflection and more effective future action.

McGill & Beaty describe this form of learning as a group process with an individual focus. Typically, a small group called a 'set' is formed. Each person brings a project or issue which they wish to work on for the life of the set. Usually a set would operate for three to six months or longer. In the set meeting, each person spends about 30 minutes as the presenter where they describe the action they have taken since the last meeting, the outcome and how this differed from what was expected. Group members use this time to ask questions, to probe, to make comments, all intended to both support the reflection of the presenter and also to question any assumptions. In this environment of support and challenge, the presenter can thoroughly examine the issue and is then in a strong position to decide on future action.

The authors contend that action learning develops skills of listening, questioning, observation, evaluation and synthesis. These are skills which are prized in the work force. In addition the student takes increased responsibility for their own learning, and develops the skills and mindset that underlie self-directed learning and life-long learning. Because action learning may pose challenges for assessment, McGill and Beaty suggest use of strategies such as learning contracts, portfolios, journals and lesson logs. They give examples of the use of action learning in higher education, including support for research students, to assist undergraduate project work and as an aid for continued professional development.

In the opinion of the authors, action learning encourages the development of vital skills, while also providing students with a structure which allows them to learn with and from each other. This structure works equally effectively in the workplace, and provides students with a valuable tool that they can use in their working life. McGill and Beaty cite Knowles who describes the working environment that students will enter in the following way:

in the world of accelerating change (the knowledge explosion, the technological revolution, the information society that we are entering) learning must be a lifelong process if we are to avoid the catastrophe of human obsolescence. The single most important competence that people must possess to survive is the ability to learn - with, or more important, without a teacher (p. 241).

If you would like to use action learning to offer challenge and opportunity to your students, you may find this book helpful.

• McGill, I., & Beaty, L. (1995). Action Learning. London: Kogan Page