Using action learning to support coaches and mentors

Mentors and coaches need support beyond their initial training in the role, to give them confidence in experimenting with developmental conversations, to give them additional tools and techniques, and to provide opportunities to discuss and learn from their experiences – especially instances, where they have struggled or felt uncomfortable. One of the most common and effect ways of structuring that support is the use of Action Learning sets.

The process of Action Learning was created by Prof Reg Revans, more than 40 years ago. It is based on the recognition that:

• Talented professionals often fail to learn because they spend insufficient time reflecting about what they do
• Very often the best people to offer advice and guidance, or to stimulate valuable reflection, are peers
• Working on problems that are real to both the individual and their organisation is a very rich source of learning when combined with reflection, which is in turn supported by colleagues
• The successes and failures of others provide rich opportunities for learning
• To make change happen, you must first accept responsibility

It has been described by learning guru Mike Pedler in these terms: Action Learning is an approach to the development of people in organisations, which takes the task as the vehicle for learning. It is based on the premise that there is no learning without action and no sober and deliberate action without learning. The method has three main components: people who accept responsibility for taking action on a particular issue; problems, or the task that people set themselves; and a set of six or so colleagues, who support and challenge each other to make progress on problems. Action Learning implies both self-development and organisational development.

The Action Learning process usually takes place in groups of up to 8 people,, who meet regularly. They all have projects to work on, some shared with one or more of their colleagues, others specific to their personal development needs. Their meetings are supported by a facilitator, who helps maintain the focus and quality of the learning conversation. There are no leaders, no experts.

The Action Learning process ensures that participants go through the full Learning Cycle. (Kolb, 1984). One of Revans’ original colleagues, Alan Mumford, describes it in these words:

The first stage of working on the project is that which Kolb calls Concrete Experience. The manager joins other managers involved similarly with their own projects for discussion about his project and the problems and opportunities involved in it. In preparation for the discussion, and as a consequence of it, he is carrying through the Reflective Observation stage. In the third stage, managers begin to generate views from those first two stages, generalizing from their experience and identifying guidelines for themselves when engaged in similar activities. This is the Kolb stage of Abstract Conceptualization. Finally, they complete the cycle by applying the results of their learning within the existing project or to future managerial activities.

Kolb’s learning cycle

The theory

Revans made a distinction between cleverness (meaning what you know) and wisdom (knowledge you can apply). In the formula L = P + Q:

• L is learning
• P is programmed, i.e., taught or read, knowledge
• Q is questioning to create insight.

All three are essential to reflective learning.

Q uses four high level questions: where? who? when? what? These tend to theorize, reflect, and hypothesize. . High-level questions require people to make connections between ideas and to analysis, interpret, or experiment.

Three minor questions: why? how many? how much? seek factual answers.

What happens in a set meeting?

Members take it in turn to present their issues for discussion. This may be a shared project, an individual project, or a problem they have encountered more generally, that is relevant to either the project or to their development as a leader. In the context of coaching and mentoring, the issues may be:

• A specific difficulty they have encountered in a coaching or mentoring session (e.g. I don’t have a tool to help with this issue)
• Problems with the coachee or mentee apparently not making progress
• The relationship with the coachee or mentee, or with third parties
• Ethical considerations or conflicts of interest
• Boundary issues
• Am I doing the right thing?

It’s important, however, to have some provision for the coach or mentor to gain private insight – for example, through supervision – on issues they do not feel comfortable exploring with the group. Some things are too sensitive, or would involve a breach of confidentiality, for the open setting of the action learning environment.

The presenter explains the basic issue and indicates at what point they will value input from colleagues. Set members question them constructively to challenge their perceptions, understanding and assumptions. The facilitator ensures that they receive a sympathetic yet challenging hearing and may advise the group on alternative tacks to take.

The presenter sums up his or her learning from the dialogue and what they now intend to do as a result. They will typically experiment with new approaches after the set meeting, then bring the results back to the set for further discussion at another meeting.

The timing of a typical presentation session is:

• Introduction and general warm up exercise – 20 minutes
• Presentation and discussion of shared projects – 20 minutes each project group
• Presentation and discussion of individual issues – 20 minutes each person
• Collective review: what have we learned, what will we do differently next time, what support can we give each other between set meetings? – 15 minutes

The role of the facilitator

The facilitator has two roles:

• To assist the group in maintaining the quality of its learning conversations
• To provide P, where relevant to improving the quality of discussion

Presenting an issue at a set meeting

In preparation, you should ask yourself the following questions:

• What exactly is the issue here?
• What learning do I want to gain from this presentation?
• How can I present it succinctly, to help my colleagues help me?
• How clear am I about what I want from them?

When you are presenting. consider:

• How clearly am I explaining this?
• When would be the best point to ask for input from the group members?

After the discussion, you can reflect with the group:

• What have I learned?
• What actions can I now take?
• What options have opened out for me?
• What feedback would you like to give me about how I presented the issue?

When you present the issue again at another session, consider:

• What specifically did I do as a result of the previous conversation?
• What has changed?
• What went the way I expected it to and what didn’t?
• What learning have I already taken from that?
• What is the issue now?
• What do I now need from the group?

When listening to a presentation

• Accord your colleague all the respect and attention you would wish to receive, when you present
• Allow them time to explain their issue before you ask questions
• Seek first to clarify – don’t jump to solutions or advice until the issue is fully understood and in context
• Don’t talk across each other
• Try to make each question or comment count
• Reflect upon the learning you can extract from this presentation.

Key skills

You will find that Action Learning requires you to develop your skills of:

• Active Listening
• Questioning
• Decision-making

Bibliography

Kolb, D. (1984). Experiential learning: Experiences as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall

Pedler, M (1991) Action Learning in Practice, Gower, Aldershot

Revans, RW ((1988) ABC of Action Learning Lemos and Crane, London

© David Clutterbuck, 2016

Prof David Clutterbuck
Coaching and Mentoring International Ltd
Woodlands, Tollgate,
Maidenhead,
Berks, UK. SL6 4LJ

www.coachingandmentoringinternational.org
e-mail: info@coachingandmentoringinternational.org
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