Reflective Action learning

1. Reflective Action learning Prepared for ECIS Amsterdam November 2013 corinnerosenberg@onetel.com

2. Share understanding of reflective action learning and its role in schools A mini taster of reflective action learning Reflect on the experience Explore different applications for schools workplace Objectives

3. A well-established tool for work-based learning Pioneered by Reg Revans in 1940s Used in hospital, industry, health services and universities and increasingly in schools A small group of people solving real problems A forum for ongoing support, feedback and reflection Classic Action Learning; a basic overview

4. Elements of action learning

5. Self development Problem/ business issue Learning Organisational learning Seesaws of action learning

6. Taster session for Reflective Action Learning • Get into groups • Presenter • Selects a challenging situation at school and describes it briefly (no more than 5 minutes ) • Enablers (2) • Listen very attentively without interruption. • Then they ask several questions on the situation • Presenter • Reflects on what helped in the discussion, • share any insights and what action he /she could take next • Observer • Keeps track of time, reports what was observed, then gives constructive feedback on the whole process • (Facilitatormanages the process)

7. Clarifying Probing, Reflective, Affective. Challenging Exploring different perspectives Supportive Summarising Encouraging closure. DO NOT GIVE ADVICE Developing a coach approach to questioning

8. Effective at surfacing entrenched assumptions/behaviours and key underlying issues Time –efficient and cost effective PD Creates a forum for ongoing reflection, feedback and support Motivates the team/generates enthusiasm Offers sustained learning which can be transformative Why use the reflective action learning approach in schools?

9. Groups of 6-7 volunteer participants Agreed meeting framework over months The group selected a “intercultural/diversity professional or personal problem“ Agree ongoing tracking of incidents between meetings Typical Framework

10. Began by venting Challenged and reframed assumptions Examined cultural blocks Focused on changing mindset and dynamic Began to develop strategies Sustained the momentum in regular reflection and actions One example: Watershed

11. “Over the sessions the venting has been transformed into problem – solving, testing and discussing” “Reflecting and examining assumptions mentally, every few days now “ Insights and Learning

12. Sample Comments “Always open, a sense of trust and a safe environment has been created” “We identify effective / ineffective patterns of set behaviour well, but after discussion and deliberation” “How well we receive criticism – even when there are sparks “

13. become empowered, proactive Develop sophisticated inquiry skills give and receive authentic feedback safely reflect,re-frame, analyse a situation in depth achieve business and learning outcomes individually and for team develop from tactical to strategic approaches “We learned from the RAL process to:

14. What individual skills can be developed by action learning? How can it help an organisation ?

15. Day sessions, once in 4-6 weeks 3 hour sessions once in two to three weeks Facilitated or self –facilitated Virtual action learning Other Formats Of Action Learning

16. All action learners develop a coaching approach All action learners received the challenge and support of other’s coaching The learner has the benefit of different styles It can have a wider reach and address individual and organisational issues simultaneously It may require more administration Comparing action learning and coaching

17. Action learning enables reaching higher together…..

18. and learning to see the bigger picture