posted by Chris

One of the things we have prioritised in setting up Action Learning Ireland is to make sure we are connected with the very best practitioners in the world and that we are participating in the conversations about the development of the leading edges of Action Learning.

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We strongly believe that Action Learning is a significant ingredient in the mix Ireland needs if it is going to develop leaders for the challenges of tomorrow and we were delighted when we came across this article that, whilst written for a different part of the world, says so much of what needs to be said.

http://www.contextconsulting.com/pdf/Fresh%20Perspective%20on%20Action%20Learning.pdf

The author, Mary Stacey, is also a member of the faculty for the ALIA – Authentic Leadership in Action – Summer Institute this June in Nova Scotia, Canada (see http://www.aliainstitute.org/programs/2010summer/module03.html) – I mention this as I have just returned from working at ALIA’s first event in Europe, a stunning event exploring the leadership and leadership development the world needs right now – please do read this article and give us a ring to talk about how it makes sense in your situation.

posted by Chris

One of the most frequent questions I have been asked, as we have been getting ‘Action Learning Ireland’ together is why someone should spend money on Action Learning, rather than coaching and / or training ?  And particularly, why in the context of a recession ….

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Like all the best questions, the answer is ‘it depends’ !

It depends on your context.   If  people in your organisation lack readily available skills or knowledge, then training is the way to go.  If people in your organisation need to focus on their personal development, then a coach is likely to be a great response.   But, particularly if you have been there and done that, and your focus is on real problems, growing teamwork and becoming increasingly agile and innovative in a challenging world, then action learning is likely to make a lot of sense.

Of course, in many contexts, it is not as simple as that and it is more a question of balance or getting the mix right.  Lots of organisations have the experience of great training courses that don’t quite seem to translate into action on the ground or great coaching for individuals that doesn’t ripple through in terms of the impact on the organisation as a whole.  For many, Action Learning can be the missing piece of the strategy jigsaw, that pulls the learning and development approach together into something more coherent and impactful.

And in a recession ?  Cutting costs is undoubtedly one key to survival, but focussing on the effectiveness of relationships and the potential for learning and innovation to spread across the organisation has to be another.  The risk is we are so busy being busy or so depressed about being depressed that we miss the target altogether.  Action Learning ensures a focus on what matters most and a focus on the real world, individuals and knowledge coming together in their real context.

posted by Jarlath

It was at the International Foundation for Action Learning (IFAL) Conference in October last year, that the subject of disclosure in sets really hit my radar…..

At a small group discussion delegates were asked a number of questions; the first one being to tell others something revealing about yourself. The responses were in the vein of; “I have problems with academics garbling on about the theory of Action Learning”, “I find it hard to handle conflict in sets”, “I would like to be less business orientated and more community focussed”, “ I know very little about Action Learning and I am here to learn”, and so on. All very fluid, until one participant said “I always wanted to play the violin, but haven’t” – straight away the non-verbals kicked in and I could see the bonhomie disappear from peoples demeanours. I caught myself thinking, ‘I’m not going to trust anything that person says’, especially as I had just disclosed that ‘I always feel vulnerable when I am initially facilitating a new set’. Consequently, the group danced around the next question which was how could we better market Action Learning. It never got in to specifics and just indulged in generalities.

So what happened there? Reflecting on this experience (reflective learning being a kernel of Action learning) I deduced a number of points. Disclosure shows how willing people are to discuss information related to themselves with other people. It affects the quality of relationships in sets. But one problem with it is that it is highly perceptive and one person’s disclosure may be perceived by another as relatively non-disclosure, and vice-versa. ‘I don’t like our cat’ may be a big disclosure for me. But this is perceived by others as trivial and it can result in demeaning their views of my future contributions to a set. However, what is behind the disclosure is that I am jealous of the attention that my wife gives our cat.

Alternatively, I am a bit uncomfortable with these people whom I know very little about and I am expected to disclose something about myself to them. What will I do? Possibly tell them something that is on the third floor of my being and that reflects a broad horizon; rather than tell them something about the basement of my being where the juicy, maybe dark, and vulnerable bits lie.

Disclosure is the gelling factor for the building of trust in a set. Trust is founded on participants volunteering information that contextually shows that they have nothing to hide. It is not an overnight conversion and must be earned. It can be built incrementally. But, once lost it takes a lot of effort to regain. If it doesn’t exist in a set it detracts from progress for participants.

So what can be done to encourage disclosure in a set and thereby contribute to the building of trust? I feel that the set-facilitator has the main role here. I have determined for myself that I need at the start of a set to lead by example and reveal any vulnerability that I have, while also explaining to set participants the issues of disclosure and trust and their concurrent importance to the successful contribution to people’s set objectives. Also, when establishing ground rules it is important to list openness as a core rule. Also, as the set progresses it is important to revisit the ground rules if only for approbation of participants adherence to them.

Action Learning Ireland invites you to a Leadership Retreat Day – away from the stresses of the times – an opportunity to touch base with a discrete number of peers and with yourself on what it means to be a leader at the moment and the support and development you will need over the next 12 months.

Action Learning Ireland have teamed up with Monaincha House, near Roscrea, Co Tipperary – ’a beautifully appointed Eightenth Century Country House set in delightful grounds with beautiful walks’. We are offering you a tranquil environment and wonderful, nurturing catering; an ideal venue for reflection, contemplation and strategic thinking.

Action Learning is a well established methodology internationally. It creates a balance of ‘reflection’ and ‘doing’ with a mix of peer support and professional facilitation. As part of this day retreat we would like to tell you more about Action Learning and give you a practical demonstration of how it works.

As part of its launch programme, Action Learning Ireland is offering a small number of these leadership retreat days at the special introductory price of €50 per head.

Potential attendees are being invited personally to ensure a suitable mix of peers on each day.

Action Learning Ireland is a new initiative dedicated to the very best support and development for leaders in Ireland

For further details ….. Call us on +353 (0)56 7701063 or email info@actionlearningireland.com

1. Monitor the level of service we are providing and learn from any mistakes or suggestions

2. Reply to and acknowledge all feedback

3. Involve where possible a mutually agreeable solution to any outstanding concerns

4. Improve company systems and policy from the lessons identified

5. Review all Action Learning Ireland systems annually

1. Undergo extensive training in action learning and hold a professional development award in action learning facilitation or equivalent through Institute of Leadership and Management (ILM)

2. Demonstrate competence in action learning practice in accordance with Action Learning Ireland professional standards and qualifications

3. Commit to ongoing professional development and regularly refresh knowledge and skills

4. Recognise limitations in their own ability or knowledge and never undertake any action for which they are not qualified or appropriately prepared

5. Adhere to the Action Learning Ireland code of conduct at all times

1. Endeavour to achieve best possible development of people in relation to present and future organisation needs in whatever capacity they are working in

2. Adopt the most appropriate people management and leadership processes to achieve the best possible outcomes for organisations in whatever capacity they are working

3. Uphold and respect the need for confidentiality where legitimate

4. Use due diligence if providing information or advice in an Action Learning setting in relation to accuracy and appropriateness

5. Ensure the development of explicit intended learning outcomes, through careful attention to programme design and content

6. Regularly monitor the progress of participants

7. Contain regular periodic reviews