How often do you send your staff on training programmes only to discover that down the line, nothing really seems to have improved or changed, either in skill, practice or results? While you might be able to claim back the money for the course – you’ll never be able to get back the two or three days time invested in training. So the loss is significant.
The reality is that changing behaviours and getting new skills and habits to stick is a tough business. Some evidence suggests that only 10% of training we receive actually ‘transfers’ to better performance in the workplace.
The reasons for this failure can vary:
Whatever the reason the result is the learning process stalls. In the context of diminishing budgets and constant change that’s not acceptable. So how can we ensure a convincing return on investment for training?
At =mc, we use a range of action learning techniques to help learning ‘stick’. But there are techniques where the stickiness is built in. This article focuses on a specific way of doing this – Action Learning Sets.
Reg Revans developed action learning in the 1940s at the National Coal Board. He was a scientist, university professor and management consultant. He was also a very practical man, keen to develop new ways for managers to learn and develop together. Revans was aware that, although it is a valuable starting point, training alone did not always bring better results in the workplace.
Essentially he said that, in order to truly learn, we need to relate training to our own experience and question how to apply it to our own needs and challenges. Action Learning has developed in the last sixty years as a method for individual and organisational development. He was one of the first to encourage nurses, doctors and managers within the National Health Service to talk together, listen and understand one another.
Today action learning is used in a number of organisations across the not for profit sector. At =mc we have run them for organisations as diverse as RNLI, Friends of the Earth, and Macmillan.
There is no single definition of what is an Action Learning Set though there are some general principles. This article focuses on the approach =mc uses.
So an ‘Action Learning Set’ is a group of between 5-7 people. These are usually peers or at a similar level of responsibility and experience. They can be from one organisation or from a range of organisations.
The group agrees to meet regularly over a fixed period- from as little as 6 weeks to as long as 18 months. They come together find practical ways of addressing the ‘real life’ challenges they face, and to support their own learning and development.
The set normally has a trained facilitator who guides the process, though it is possible to run without this support if participants are experienced and disciplined.
Essentially set members are encouraged to find their own solutions to challenges and issues through a structured process of insightful questioning combined with a balance of support and challenge from the group.
Set members normally agree some ground rules at the beginning of the process and review them throughout the period they’re working together. Over time, and as trust builds, the group learns together.
Assuming the set has a facilitator their job is to help shape the work of the group. They ensure that the ground-rules are followed and that the learning is clarified. They may intervene a lot at the start of the group and much less as the group grows in confidence and competence. A typical set meeting might last 2-3 hours and might have a structure something like this:
Article by Chris Penney and Clare Segal
To get a taste of how it works in practice, book onto our 1-day Introduction to Action Learning Sets to see how it might benefit your organisation.
In house: Much of our work is in-house, helping organisations to build action learning into their learning approach. Our ILM accredited Action Learning Facilitators can help you by:
Open Programme: We offer open programmes in action learning. In a highly interactive one-day workshop we include:
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Clare Segal, Director