Action learning

What Is Action Learning?

Action learning is an approach to professional development and problem-solving that focuses on learning by doing. It involves individuals or groups working on real-world problems, taking action, and then reflecting on the results to gain new insights and knowledge. This methodology is central to professional development, enabling participants to enhance skills such as critical thinking, decision-making, and problem-solving while addressing tangible challenges. Action learning fosters an environment where learning is directly linked to practical application, making it highly relevant for individuals and organizations seeking continuous improvement. The process encourages participants to challenge assumptions, ask insightful questions, and develop effective solutions through collaborative inquiry.

History and Origin

The action learning approach was originated by Professor Reg Revans in the mid-20th century, drawing inspiration from his experiences as a physicist at the University of Cambridge. Revans observed that scientists learned effectively by openly discussing their unknowns, sharing experiences, and collectively reflecting on problems. He further developed this methodology in the 1940s while working for the United Kingdom's National Coal Board, where he encouraged managers to form small groups, discuss their real-world operational issues, and develop their own solutions through questioning and reflection, rather than relying solely on external experts¹⁶. This marked the formal birth of action learning, which Revans continued to refine and promote until his passing in 2003¹⁵. His work emphasized that learning should be intertwined with action, directly addressing pressing organizational problems¹⁴.

Key Takeaways

• Action learning is a hands-on approach where individuals or groups solve real problems and learn from the experience.
• It emphasizes critical inquiry, reflection, and collaborative teamwork to find practical solutions.
• Developed by Reg Revans, its core principle is "no learning without action and no action without learning."
• The method is widely used for leadership development and organizational change.
• Participants engage in a cyclical process of problem identification, action, and reflective learning.

Formula and Calculation

Reg Revans proposed a fundamental formula for action learning:

$L = P + Q$

Where:

• (L) represents Learning.
• (P) represents Programmed Knowledge, which is existing knowledge, information, or expertise drawn from books, traditional training, or established procedures.¹³,¹²
• (Q) represents Questioning Insight, which refers to the ability to ask fresh, insightful questions that challenge existing assumptions and lead to new understanding and approaches.¹¹,¹⁰

This formula highlights that true learning in complex situations comes not just from applying what is already known (programmed knowledge) but critically from asking profound questions to generate new insights and strategies. This iterative process is crucial for effective strategic planning and achieving positive outcomes.

Interpreting Action Learning

Action learning is interpreted as a dynamic, cyclical process where theoretical knowledge (P) is tested and expanded through practical application and critical questioning (Q). The goal is not just to solve a problem but to enhance the capacity for future problem-solving and continuous learning. In practice, this means that a group or individual facing a challenge will first leverage their existing understanding, then actively question the situation, explore alternatives, take an action, and finally reflect on the outcomes. This reflection helps refine their programmed knowledge and improve their questioning insight for subsequent challenges. It is a process that builds resilience and adaptability in a rapidly changing environment.

Hypothetical Example

Consider a regional investment firm, "DiversiVest," facing a decline in client retention rates. The executive team decides to implement an action learning initiative. A "set" (a small group of employees from various departments, including client services, marketing, and human resources) is formed to tackle this real-world business challenge.

1. Problem Identification: The set identifies the complex issue of declining client retention.
2. Programmed Knowledge (P): They begin by reviewing existing data on client churn, past marketing campaigns, and competitor strategies. They draw on their collective experience in client interactions and market analysis.
3. Questioning Insight (Q): Instead of immediately proposing solutions, the set focuses on asking profound questions: Why are clients leaving? What are their unmet needs? How do our competitors address these? What internal processes might be contributing to dissatisfaction? Through deep inquiry, they discover that many clients leave due to a perceived lack of personalized service, despite having robust risk management and portfolio performance.
4. Action: Based on this insight, the set decides to pilot a new "Client Connection Program" where each financial advisor is required to conduct personalized quarterly check-ins beyond standard portfolio reviews.
5. Reflection: After three months, the set reconvenes to analyze the results. They find that client satisfaction scores have improved among participants in the pilot program, and the retention rate has stabilized. They reflect on what worked, what didn't, and why, leading to refined strategies for scaling the program.

This iterative cycle of action and reflection allows DiversiVest to address the immediate problem while simultaneously building the team's capacity for future challenges, improving overall performance improvement in client relations.

Practical Applications

Action learning is applied across various sectors, including finance, for addressing complex, unstructured problems that lack clear-cut solutions. In investment firms, it can be used for developing new business strategy, improving project management of new financial product launches, or enhancing internal organizational behavior. For instance, a financial institution might use action learning to develop its mid-level managers into future leaders by tasking them with real challenges like optimizing departmental workflows or integrating new regulatory compliance measures. This approach is favored because it provides immediate applicability and directly contributes to organizational results, moving beyond theoretical training⁹,⁸. Organizations like Johnson & Johnson have incorporated action learning into their executive education programs to ensure immediate applicability and problem-solving focus⁷. Similarly, the Corporate Finance Institute recognizes action learning as an effective approach for developing individuals and organizations by bridging the gap between management and staff through collaborative problem-solving⁶.

Limitations and Criticisms

While highly effective, action learning is not without its limitations. One significant challenge is the time commitment required from participants, as it involves active engagement in real problems and dedicated reflection sessions⁵. It may also struggle in environments characterized by strenuous relationships among managers or complex organizational politics, where open inquiry and trust might be hindered⁴.

Academically, critics note that action learning's inductive, competency-based nature might not be suitable for all learning contexts, particularly highly abstract or theoretical subjects where practical implications are distant, or where there's little room for critical thinking beyond learning to use specific software³. Moreover, the success of action learning heavily relies on participants' willingness to engage in self-reflection and the ability of the "set" (the group) to foster a supportive and challenging environment. Without sufficient trust and psychological safety, participants may not feel comfortable enough to express their uncertainties or challenge ingrained assumptions effectively. The lack of control over the learning situation, given its real-world problem focus, can also be a limiting factor². Despite these criticisms, the emphasis on direct application and continuous improvement makes it a powerful tool when appropriately deployed.

Action Learning vs. Experiential Learning

Action learning is a specific form of experiential learning. Experiential learning is a broad concept that encompasses any learning derived from direct experience, often following a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. This can include activities like internships, simulations, or case studies, where the learning might be individual and not necessarily tied to a live, unresolved organizational problem.

In contrast, action learning is more structured and focused. Its distinguishing features include:

• Focus on Real Problems: Action learning always tackles current, pressing, and complex organizational problems, not simulated or hypothetical ones.
• Group-Based: It typically involves a small group, or "set," of peers who support and challenge each other.
• Emphasis on Questioning: A core element is the "Q" (Questioning Insight) from Revans' formula, where participants actively ask fresh, insightful questions to uncover deeper understanding.
• Commitment to Action: Participants are not just learning; they are committed to taking action and implementing solutions to the identified problem.

While both methods value learning from experience, action learning adds a layer of collective responsibility for solving immediate, critical issues within an organizational context.

FAQs

What types of problems are best suited for action learning?

Action learning is most effective for complex, unstructured problems that do not have a clear-cut solution and require innovative thinking, collaboration, and a willingness to learn through trial and error. These are often referred to as "wicked problems."

Who participates in an action learning set?

An action learning set typically consists of a small group of individuals (usually 4-8) who are facing real and significant challenges. They come together regularly to support each other, ask probing questions, and offer diverse perspectives to help members work through their problems and develop actionable solutions. The group may include peers, managers, or individuals from different departments to foster a variety of viewpoints.

What is the role of a facilitator in action learning?

A facilitator, often called an "action learning coach," guides the process by ensuring adherence to the ground rules, encouraging insightful questioning, promoting deep reflection, and maintaining a supportive environment. The facilitator's role is to enable the group to learn from its own efforts, rather than providing direct solutions or expertise¹.

How does action learning contribute to organizational development?

Action learning significantly contributes to organizational development by fostering a culture of continuous improvement, enhancing leadership development, and building capacity for effective change management. By solving real problems in real-time, organizations develop more adaptable and skilled employees and often implement more sustainable solutions.

Can action learning be applied to personal financial planning?

While action learning is primarily an organizational development tool, its core principles of identifying real problems, asking insightful questions, taking action, and reflecting on outcomes can be adapted for personal financial planning. For example, an individual could identify a financial goal (e.g., saving for retirement), research available strategies (programmed knowledge), critically question assumptions about risk tolerance or investment vehicles, implement a plan, and then regularly reflect on its effectiveness to make adjustments. This mirrors the cyclical nature of action learning, promoting a practical approach to personal finance.