1 / 22

Action Learning for Facilitators

Action Learning for Facilitators. Schedule for today. First hour: Action Learning theory and Q&A Break Small group Action Learning sessions (two 40 minute presentations per group) Feedback – key points and information about Sets starting soon. The man behind it: Prof Reg Revans.

matlock
Download Presentation

Action Learning for Facilitators

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Action Learning for Facilitators

  2. Schedule for today • First hour: Action Learning theory and Q&A • Break • Small group Action Learning sessions (two 40 minute presentations per group) • Feedback – key points and information about Sets starting soon

  3. The man behind it: Prof RegRevans • 1945: Education plan for workers at the National Coal Board • Further development of Action Learning for the National Health Authority (which became the NHS) • Internationally recognised development method

  4. Key features • Working on real problems • Actual implementation of solutions – not “just talking” about things • Learning by doing • Encourages an attitude of questioning and reflection

  5. L = P + Q • L stands for Learning • P stands for Programmed Knowledge • Q stands for Questioning Insight

  6. Kolb’s learning cycle

  7. Function of the group • The small group provides challenge & support • You each tackle your own problem and implement your own solution • “The process integrates: • Research (into what is obscure) • Learning (about what is unknown) • Action (to resolve a problem)” – Reg Revans

  8. Benefits to participants • Personal development • Peer support • Provides reflection time • Enables more effective handling of difficult situations • Skills development • Clearer understanding of how you learn

  9. Volunteer Managers… inexperienced experienced part time isolated time starved resourceful middle manager multi-tasking absorbed in the day to day skilled misunderstood

  10. Action Learning and our sector both: • Value the individual • Have a commitment to equality • Work in conditions of confusion and risk • Respond to change • Are flexible – new ways of doing things • Create networks and partnerships • Challenge and question With thanks to NACVS ALMs project 2004

  11. What happens in a Set meeting? • Usually: • Five to six participants • A facilitator • Meet every five- to six-weeks • Time frame varies • Participants have equal ‘air time’

  12. What is ‘air time’? • Presenter talks through an issue, problem or opportunity • Supporters ask open questions aiming to clarify, to offer insight and challenge • Presenter develops action points • Review: whole group comment on what they have learned from the session

  13. The facilitator • Helps it all happen • Maintains timetable and ground rules • And as they become more experienced: • Models Action Learning skills • Assists your skills development • Enables the focus on learning

  14. When you’re presenting think: • How can I describe my issue clearly? • What do I want from the group? Do I know what I want? • Am I holding back key information? • Do I feel OK to tell the group I need to stop and think?

  15. When you’re supporting think: • How can I show empathy and concern? • Am I asking questions rather than offering solutions? • When should I challenge? • What can I learn from this?

  16. When you’re reviewing think: • What have I learned? • How have my thoughts/feelings changed about my problem? • Have any of my behaviours changed? • What helps/hinders my learning?

  17. Types of questions Inquiry: to help clarify the situation and the way forward e.g. what do you want to achieve? Challenging: to help the presenter achieve insight or a fresh perspective. e.g. what are the obstacles, and are they real? Catalytic: to trigger new ideas and thinking e.g. what’s the worse that could happen if you do xyz? Cathartic: to help release emotions e.g. how does xyz make you feel?

  18. Ready, set… …let’s have a go!

  19. Additional techniques • Once you feel more confident facilitating Action Learning, you can introduce new techniques into the set, such as: • Brainstorming and reverse brainstorm • Sitting out • Role, or ‘real’ play • Gestalt switch • Synectics • Dialogue pairs

  20. Giving and receiving feedback • Clear • Owned • Regular • Balanced • Specific

  21. Resources • www.glv.org.uk • www.expertsinvolunteering.org.uk • www.actionlearningsets.com • www.ifal.org.uk

  22. Getting in touch Jennifer Anderson: Jennifer@glv.org.uk May Macnair: May@glv.org.uk GLV general contact details: info@glv.org.uk, 020 7953 7317

More Related