Reflections and learning from using action learning sets in a healthcare education setting

Abstract

Wood (2010) Reflections and learning from using action learning sets in a healthcare education setting, Action Learning: Research and Practice, 7:3, 303-314,

Learning (not) to be different: The value of vulnerability in trusted and safe identity work spaces

“…Action learning can be powerful and frightening (Marsick and O'Neil, 1999) therefore necessitating the crafting of a trusted and safe space. When participants feel unsafe or sense a risk attached to disclosure, learning can be inhibited and opportunities missed (Dunphy et al, 2010). The requirement for trust and safety in action learning supports, and has the ability to enhance, learning (Edmondson and Lei, 2014).…”

“…The requirement for trust and safety in action learning supports, and has the ability to enhance, learning (Edmondson and Lei, 2014). The potentially challenging nature of action learning can lead to uncomfortableness (Dunphy et al, 2010) and insightful questioning inherent in the action learning process can be an emotional process where emotions such as anger, anxiety, fear, surprise and, at times, joy can be triggered. O'Hara et al (1996: 18) discuss the 'anxiety' that can be experienced and Dunphy et al (2010: 307) found 'the level of self-disclosure' required in the process can generate discomfort.…”

“…The narratives illustrate how the ALSS was 'safe enough' for them to open up but not too safe that they were still able to take the risks of claiming vulnerability. The executives were challenged in the ALSS and they/were provided social support during the discomfort and self-doubt generated by challenge (Dunphy et al, 2010;O'Hara et al, 1996). Feeling 'safe enough', executives unburdened themselves and experienced a sense of relief, for instance, in dropping the mask of invulnerability.…”