Optimizing the Learning in Action Learning: Reflective Questions, Levels of Learning, and Coaching

Abstract

Action learning has become a popular tool in the workplace and is frequently included as part of corporate leadership development programs. Often, what is called action learning focuses on action—and little or no learning occurs. Too often the “urgency” of the action drives out the “importance” of learning. This article focuses on the learning side of the action learning equation, presenting some theoretical perspectives on action learning and then demonstrating the enhanced power of action learning when attention is given to both the learning as well as the action. We explore reflective questions and the role of the action learning coach. We then discuss how the coach enables the team to reflect on their dynamics and processes in real time, thus encouraging dialogue versus discussion, listening versus speaking, and deeper creativity in problem solving. We conclude by exploring the importance of a skilled action learning coach.

Francophone Perspectives of Learning Through Work

“…Hence, and through this learning and adapting process, we will analyze how the experienced MSF volunteer is "talking through" this posture in tension by formulating questions (Sofo et al 2010), by producing reassuring words, by being critic, and by sharing knowledge (Gherardi 2001) while reflecting on the job done. This "walking thought" event then obliges the newcomer to reflect back, justify, and explicate his recent moves and decisions in order to make sense of what the situation seems to require according to MSF's raison d'être.…”

Enhancing Learning, Innovation, Adaptation, and Sustainability in Health Care Organizations

“…Yet, others have outlined the defining characteristics of a learning organization in health care as challenging assumptions, information sharing, and collaboration; action learning; the utilization of specific structural OLMs; and constant readiness for change. 6,7,9,11,27,36,65,83,116 Reflection done in a social context (eg, a team) enhances the reflection process because it allows for input from multiple perspectives. 10,86,89,109,113 Action learning is a cyclical learning process of action and reflection on processes and outcomes.…”

“…10,86,89,109,113 Action learning is a cyclical learning process of action and reflection on processes and outcomes. 10,37,89,116 Therefore, action learning involves reevaluation, acceptance or rejection, and unlearning of ideas that are not resulting in expected outcomes. 6,44,86,100,104,114,115 This is then followed by a new round of action and reflection.…”

“…6,7,10,37 If results are below predetermined benchmarks, then new actions are implemented by focusing on changing the previous activities and patterns of behaviors by utilizing structured questioning and developing implementable solutions that are cognizant of context. 6,35,58,116 If the unlearning is more a result of reflectivity than discovery, then it is really not unlearning but merely the modification of actions within the same belief systems and is akin to single-loop learning. This form of action, reflection, and change builds innovation capacity because it engenders continuous adaptation to changing external and internal environments.…”

“…In order to maximize the benefits of action, reflection, and change, there needs to be conditions for experimentation and learning from experience. 116 An example of the institutionalization of action learning is through OLMs. 7,83,96,99,117 Reflective questions help to determine how participants view the problem (reflectivity), thereby creating a clearer deeper articulation of its complexities (discovery).…”