Action learning

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Action learning (also action-oriented learning ) is a method of learning by experience ("learning by doing") by individual individuals, small or large groups in companies or other organizations, which goes back to Reginald Revans .

In Action Learning, a team works on a specific and relevant project for an organization and at the same time reflects on the learning process. Action learning is based on the belief that employees in an organization learn best from a real challenge. The application of action learning creates a double benefit: on the one hand, a need of the organization is satisfied and, on the other hand, individuals and groups are further developed.

The birth of action learning

The key experience for Revans was the sinking of the Titanic . Revans' father belonged to the commission that was supposed to clarify why a ship which had been built by a large number of the best engineers in England and which was considered completely unsinkable, had already sunk on its maiden voyage. The result of the commission was astonishing: many of the engineers stated that they had occasionally had serious doubts about the design. But since the responsible authorities saw it differently, they changed their perception and finally believed themselves in the unsinkability of the ship. Now, after the disaster, they remembered well their original doubts, which had come true in a cruel way. The phenomenon, to adapt the group opinion and the group meets so fateful decisions, called that individual to groupthink (groupthink). Action Learning aims to counteract this by working in a team with people from different areas and asking critical questions from their different perspectives.

Elements of an action learning program

Action learning is related to the concept of learning organization , Chris Argyris & Schön, Peter M. Senge .

Formal elements of action learning, according to Marquart
  • The decision to act comes from a client who is directly interested in solving a task. The team or their participants conclude a specific project agreement with the client. This contains all the important points of the result to be achieved, the manner and use of resources and responsibilities.
  • The learning commitment of the participants is part of a requirement for the program. The participants must have the will to learn new things: they are asked to become more effective in their own behavior as a leader or in a team, to better understand their environment and to discover personal ways of influencing.
  • The set (this is how a group of action learners is called) is central to learning success in order to promote active participation in solving the task through group dynamics. In the set, each member not only takes responsibility for their own learning success, but also for the learning success as a group. The set usually consists of four to six participants with a maximum of eight. Ideally, they have different professional and managerial backgrounds.
  • The facilitator supports the set in reflecting and evaluating the experiences made in the project. It supports the solution of conflicts, promotes a climate of trust and focuses the discussion.
  • A process of asking and reflecting promotes exchange and mutual learning within the group. Frequently used methods for this are the reflecting teams and the pedler problem survey.

Learning in action learning

In addition to "school learning", which accumulates theoretical knowledge, there is essential practical learning in action learning, which is about exploring a new kind of situation - and then acquiring the necessary theoretical knowledge if necessary. Revans sets up the following learning equation: L = P + Q learning (L = Learning) requires, according to Revans, expert knowledge (P = Programmed Knowledge) and questions (Q = Questioning Insight). It is essential to ask critical questions from different perspectives.

Essential characteristics of an action learning program

  • Learning by doing
  • all those involved see themselves as learners who do not have absolute truths and therefore adopt an open attitude
  • Combination of expert knowledge and exploratory exploration of new territory, whereby the exploratory part tends to control which expert knowledge is required
  • the action learning team as a medium for reflection, trying out new solutions and personal development
  • Simultaneously solving problems and learning from them or from personal and organizational development

Leverage action learning

Action learning is a practice-oriented development measure with an intensive group character that uses existing expertise for the further development of individuals and for the benefit of the entire company. The variously applicable principles are accompanied by numerous advantages:

Leverage action learning
  • Learning on the basis of a real problem enables optimal transfer of the content into everyday work.
  • The continuous learning process makes Action Learning a sustainable development measure.
  • The cooperation across different departments promotes and increases the exchange and transparency in the company.
  • The permanent establishment of an action learning program as well as transparent communication create a clearly visible (inter) active training platform that permanently initiates a lively learning culture throughout the company.
  • For the most part, advanced training takes place on site without interfering with everyday work. This creates a link between what has been learned and the workplace and at the same time the content is reflected and systematized from a certain distance.
  • The solution of real problems goes hand in hand with added business value. Action learning kills two birds with one stone, so to speak: It helps organizations to find solutions to upcoming problems and develops the skills of employees based on real requirements.

The characteristics of the Action Learning method also influence the motivation of the individual participants in a positive way. The connection of one's own progress with a contribution to the company, the exciting work on a real problem, the possibility of maintaining a network across departmental boundaries, the direct exchange with others about one's own development progress: each of these principles can increase the commitment of the individual and thus making the investment in personnel development all the more worthwhile.

E-action learning

Mertens describes learning using electronic media in connection with novel virtual worlds such as Second Life as e-action learning . E-action learning differs from e-learning in that its high level of immersion enables immersion in virtual worlds. Due to the high level of identification with his avatar, the learner has the opportunity to learn in situational contexts. Since these contexts arise in virtual worlds and are not preprogrammed, random situations arise just like in real life. It is also interesting that in this area the learning of languages ​​can be mapped as if one were learning language through "everyday context". A meeting between learner and teacher in a virtual world is conceivable and a dialogue begins with trainer to learner: "Hello learner, how are you?" - Learner: "Hello trainer, I found a new island in Second Life about plant growth, there plant growth is simulated depending on water, light etc. ..." The dialogue can continue in the language that is being taught and Learner and trainers visit Second Life Island. I.e. The learner's intrinsic motivation (interest in plants) creates a space in which a learning context with the learner's connection structures is created for the actual learning content (e.g. learning English). The first approaches for this already exist.

Second Life has been used for foreign language teaching since 2007. Both Second Life and Real Life language schools have started using the virtual world for language teaching. English as a foreign language got a presence in Second Life through several language schools as well as the British Council, which has focused on the teen grid. Spain's language and culture institute "Instituto Cervantes" even has an island in Second Life. A list of educational projects (including some language schools) in Second Life can be found on the SimTeach website.

literature

  • Otmar Donnenberg (Ed.): Action Learning. A manual. Klett-Cotta, Stuttgart 1999, ISBN 3-608-91945-7 .
  • Bernhard Hauser: "Action Learning. Workbook with practical tips, instructions and background knowledge for trainers, consultants and facilitators." Manager seminars, Bonn 2012, ISBN 978-3-941965-43-0 .
  • Bernhard Hauser: Action Learning in Management Development. A comparative analysis of action learning programs for leadership development in three different companies. 2nd updated edition. Hampp, Munich et al. 2008, ISBN 978-3-86618-238-7 ( Organization & Personnel 16).
  • Michael J. Marquardt: Optimizing the power of action learning. Solving problems and building leaders in real time. Davies-Black, Palo Alto CA 2004, ISBN 0-89106-191-6 .
  • Michael J. Marquardt, H. Skipton Leonard, Arthur M. Freedman, Claudia C. Hill: Action learning for developing leaders and organizations. principles, strategies, and cases. American Psychological Press, Washington DC 2009, ISBN 978-1-4338-0435-9 .
  • Mike Pedler (Ed.): "Action learning in practice." 4th edition. Gower, Farnham 2011, ISBN 978-1-4094-1841-2 .
  • Mike Pedler: "Action learning for managers." Gower, Aldershot 2008, ISBN 978-0566-08863-6 .
  • Reg Revans: ABC of action learning. New edition. Gower, Farnham 2011, ISBN 978-1-4094-2703-2 .
  • Reginald W. Revans: Action learning. New techniques for management. Blond & Briggs, London 1980, ISBN 0-85634-101-0 .
  • Reginald W. Revans: The origin and growth of action learning. Chartwell-Bratt et al., Brickley et al. 1982, ISBN 0-86238-020-0 .

Web links

Individual evidence

  1. ^ Michael J. Marquardt: Action learning in action. Transforming problems and people for world-class organizational learning. Davies-Black, Palo Alto CA 1999, ISBN 0-89106-124-X
  2. ↑ Marlene Busch ( Memento of December 27, 2011 in the Internet Archive ), Personnel development with practical relevance September 15, 2011, at www.business-wissen.de, accessed on December 14, 2011
  3. ↑ Mertens E-Action-Learning in 3D Worlds (A New Dimension of Learning)
  4. ↑ www.avameo.de
  5. ↑ Xavier Dorveaux: Apprendre une langue dans un monde virtuel. In: Le Monde. July 14, 2007, accessed January 1, 2014 (French).