Action Learning at Work

Citation

Thornett, T. (1998), "Action Learning at Work", The Learning Organization, Vol. 5 No. 1, pp. 61-61. https://doi.org/10.1108/tlo.1998.5.1.61.1

Action Learning at Work is a compilation of a series of contributions, written by a collection of authors, reflecting on the use of action learning as a tool both for a management development generally, and for the development of organisations. All the authors have had experience either as action learning participants or as advisers/co‐ordinators of action learning.

The book is divided into five parts. The first looks at the theory and use of action learning as a learning tool based on Reg Revans’ famous equation L = P + Q (Learning = Programmed knowledge + Questioning insight). this is followed by sections covering: the use of action learning sets, the role of the set facilitator, the experiences of a number of organisations, and, finally, reflections on the usefulness of action learning.

While it is focused on a number of different workplace environments, and the work carried out by International Management Centre, it does provide thoughts and ideas which have a far broader application within all organisations.

The book is organised in a way which makes it easy to dip into. How you do this may depend on what you are looking to achieve or on your own style of learning. As a pragmatist rather than a reflector, I was drawn to the latter part of the book, and then returned to the theory once I had read and considered the practice. However, I was left, in some ways, feeling rather frustrated by the book. I felt it touched a wide range of ideas and experiences and provoked considerable excitement and a number of questions. However, I was left wanting to know more and wishing there was rather more analysis of what worked and perhaps, even more so, what did not. On reflection, this may be a sign of the book’s success. Alternatively, it may be that as a member of an action learning set, I would like to see a bit more detail and analysis rather than the snapshots that are offered.

In conclusion, Action Learning at Work provides the reader with a well structured and helpful look at action learning in practice. For those who may be considering it as an approach to learning and development for the first time, it offers useful insights into the process itself, how we may go about setting up such a process and some of the benefits and pitfalls. It also offers us some useful pointers as to how to move forward with such a strategy and what issues we need to take into account. For those who have already experienced the approach it offers us some comparisons and some evaluation of the process. But beware! It may well leave you with more questions than answers.