Education + Training

Emerald Article: Action learning in management education

Suzanne O'Hara, Trix Webber, Steve Reeve

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 The following observation, made by a partici-
Action learning in pant on the final year of an MBA, encapsu-
lates what we are trying to achieve through the
management education use of action learning:
I can recognize within myself a confirming
process. One in which I have allowed myself to
set my own path and structure to meet the
learning objectives for the programme and
produce a valuable piece of work for my organi-
Suzanne O’Hara zation.
Trix Webber and Brighton’s action learning programmes aim to
Steve Reeve create autonomous learners and focus learn-
ing on work-based problems, while at the
same time remaining within the framework of
a Master’s level qualification.
The purpose in writing this paper is to
share the authors’ experiences with others.
The authors There are three aims: to provide a definition
Suzanne O’Hara, Trix Webber and Steve Reeve are at of the purpose and role of action learning in
the Centre for Management Development, Brighton management education; to give some exam-
University, Brighton, UK. ples of programmes in a University Business
School which has a strong commitment to
Abstract action learning; and to outline some of the
Provides a definition of the purpose and role of action benefits of this approach for individuals.
learning (AL) in management education. Gives examples
of programmes in a university business school strongly
History of action learning
committed to action learning and outlines some of the
benefits of this approach for individuals. Acknowledges Action learning was originally developed
that AL is less straightforward and more demanding than a during the 1940s by Revans[1], then director
traditional taught programme but potentially could of education to the National Coal Board, to
achieve a much wider range of learning outcomes. enable senior executives to steer the coal-
mining industry through a period of tumul-
tuous change in post-war Britain. The colliery
managers of Revans’ original project worked
collaboratively, meeting regularly. At the end
of three years, it was found that annual output
per person in the mines of these managers had
increased by over 30 per cent compared with a
national average too small to detect[1]. Simi-
larly impressive results were obtained in
subsequent projects in the health service
during the 1960s[1]. Thus action learning
established its value unambiguously as a
powerful management tool.
An understanding of the roots of action
learning is important if its full potential in
higher education is to be exploited. The trans-
ference of a problem-solving strategy for
managers in industry into a context where the
award of qualifications is a major aim, creates
certain tensions. Those of us who are commit-
ted to this approach, and have spent a number
of years working at developing programmes
which bring the energy and power of action
Education + Training
Volume 38 · Number 8 · 1996 · pp. 16–21 learning into qualification frameworks, believe
© MCB University Press · ISSN 0040-0912 that these challenges are worth meeting.
16
 Purpose of action learning in Action learning approach/learning to
management education learn orientation
This involves using processes which encour-
The purpose and role of action learning in
age participants in learning how to learn
management education is perhaps best
The action learning set gives protection
defined by the expectations of the various
and safety for learners in their exploration of
stakeholders. The manager who enrols for a
course expects both a qualification and learn- the learning process. The bounded set envi-
ing which will be useful beyond the life of the ronment is a much more forgiving environ-
course. The sponsoring organization expects ment for learning than is usually encountered
increased managerial capability of a type within higher education. In an atmosphere of
which can be applied directly to organization- confidentiality, trust and mutual support
al issues, a good return on its investment. The there is mutual valuing of individuals and
Business School has the expectation of their experience. In addition, there is a sense
achieving its purpose. Typically, this encom- of purpose and vision, shared goals and com-
passes creating new and better ways of devel- mitment and the pooling of intellectual and
oping managers, contributing to business emotional energy.
success, awarding qualifications and guarding
standards of education. Higher education framework
The action learning approach, when part-
Action learning in an academic context nered with the traditional nature of higher
Figure 1 illustrates how action learning has education (the stock of knowledge, research
been integrated into the traditional framework and methodologies, creativity, conceptual
of higher education[2]. presentation, assessment processes) allows for
a potentially much more fulfilling and suc-
cessful experience for the learner. This is
especially so for adults coming from a work
context into the relatively alien territory of
academia. Action learning can be a particular-
Figure 1 Action learning in an academic context
ly successful way to engage with mainstream
academic study for experienced managers
Action learning approach with high levels of responsibility but long
Learning to learn orientation absence from higher education.

Safety Shared commitment Outcomes

Trust Case experience
Strength Cohesive aims On completion of the programme, partici-
Support Intellectual/emotional energy pants gain an academic qualification
Challenge Competence
enhanced by the additional outcomes of an
action learning approach.

Action learning on the MBA

It might be helpful to clarify how the process
HE framework of action learning is operationalized on
Academic stock of knowledge
Academic research techniques Brighton University’s MBA programme (see
Assessed outcomes Figure 2).

Principles of action learning programme

design
Academic qualification There are a number of principles which
+ appear to underpin a successful action learn-
Outcomes of action learning approach
Learning skills ing programme:
Personal and managerial development • an emphasis on adult/adult relationships
Ability to deal with the new
Engagement with work between participants and academic staff;
• respect for participants’ lifetime experience
as managers and adults;
17
Figure 2 Action learning on the Brighton MBA model which most participants will have
experienced at school.
Induction
Set formation Set forming is rarely in our experience a
comfortable process for participants, since it
raises anxiety around issues such as inclusion
Set meetings Module workshops
and exclusion, personal needs versus group
needs, assertion versus passivity and the
surfacing of hidden agendas. Despite this,
Personal learning contracts Pre-workshop preparation participants reflect that the process provides a
Assessment via work-based problems profound learning experience in itself. This
Reflective documents learning usually takes time to surface fully. At
the first set meeting, participants discuss their
Peer assessment Integration initial perceptions of the set formation pro-
cess. This reflection is revisited informally
through the life of the set and formally ex-
Taking stock
pressed in the final reflective document that
each participant completes.
Once the sets are formed, facilitators
choose which sets they will work with. Partici-
Other Next year of
development programme pants sometimes say that they should have the
right to select a facilitator. Again, this pressure
is resisted. In doing so it is not believed that
the rights of the facilitators are being elevated
above the rights of the participants. Much
• shared control of the learning experience thought has been put into variations of the set
between staff and participants; forming process. One option would be for sets
• encouragement of co-operative and sup- and facilitators to be chosen by staff. This
portive attitudes; would avoid discomfort for participants but
• the establishment of a climate of confiden- replicates traditional hierarchical systems
tiality, trust and valuing; where tutors manage the process. Another
• recognition that learning is a whole-person option would be for sets and facilitators to be
activity which involves both intellect and chosen by participants. This option empha-
emotion. sizes participant choice but in effect is simply
a power shift, not power sharing. The present
Induction and set formation system is seen as a partnership in which both
Each year of the programme begins with an parties share power, make choices and have
induction workshop during which action rights and responsibilities.
learning sets are formed. This initial work-
shop sets the foundation of a learning com- The role of the set
munity and so needs to model the adult learn- The sets meet once a month for the duration of
ing process in all its elements; for example, the programme. Typical roles of any action
staff take part in all the activities along with learning set include: giving and receiving sup-
participants to avoid being perceived as a port, questioning, challenging and giving prac-
superior group which has no need of such tical help. The role of the set adviser is to model
exercises. these types of interaction; to facilitate the set
Most importantly, participants take process; to keep the set on track; to raise aware-
responsibility for managing the process of set ness of what is going on; and to help set mem-
formation; staff act only as facilitators. Staff bers to focus on the learning in what they do.
are often asked by participants to make the In addition, the set facilitator provides
decision about the composition of sets. The guidance and information about the interpre-
Brighton MBA resists doing this. Taking tation of assessment requirements and criteria
responsibility for forming sets is part of the and on the requirements for Master’s level
whole ethos of a programme concerned with work. This part of the facilitator’s work with
developing autonomous learners. For facilita- the set is demanding. There is a danger that
tors to make the decisions about set formation the set adviser will be perceived not as a facili-
would simply reinforce the teacher-dependent tator, but as a traditional academic tutor. The
18
skill of the facilitator here is crucial. The workshops to cover the information giving
facilitator must relinquish sole ownership of part of the module.
the assessment requirements and academic
standards, so that they can be owned in com- Peer assessment
mon by the set. This process involves objecti- Set members give critical feedback to each
fying the criteria by making them explicit and other during the implementation and writing
developing a shared understanding of them up of the project. Once the piece of work is
within the set. Success in achieving this is is submitted, it is assessed in two ways. The
vital to the process of participants becoming tutor assesses how far the work demonstrates
autonomous learners. understanding of the subject area through its
application to a work-based problem. The set
Personal learning and reflection members assess how far ownership of the
Throughout the programme, the importance learning is demonstrated through reflection.
of personal development and reflection are
stressed as essential parts of management Participants’ experiences of action
development and therefore as essential parts learning
of the university programme.
Personal development is partly addressed Even autonomous, senior managers seem to
via a personal learning contract which each fall rapidly into the mode of “dependent
person negotiates with set members. The student” when entering academic premises. It
initial agreeing of learning contracts is a takes time and effort to fight against this
demanding and fundamental task. Examples behaviour and enable participants to maintain
of the kind of work done include: managing their autonomy within this new environment.
time; delegating; balancing home and work Expectations are often about being told what
life; being creative in home, work and social to do, not being asked “what do you think you
contexts; keeping fit; learning to play a musical should do?”
instrument; and having a better social life. As Participants have to expend more effort
is demonstrated by the case study detailed getting to know each other in a much more
later, there is also considerable personal learn- intensive way than required during standard
part-time or evening attendance. They will
ing and development gained through working
probably go through some discomfort while
on the problems that participants bring to the
forming sets. In deciding what projects they
set.
are going to complete, they will be asked to
Reflection is also a fundamental part of the
come to terms with why they are on the pro-
programme and therefore forms part of the
gramme and what they hope to get out of the
formal assessment criteria. Participants need
experience. This all requires investment of
to demonstrate the relevance of each module
their time and effort. In the early stages, they
to their personal and management develop-
may well be questioning the necessity for this
ment; the organization where they work; and
and gazing ruefully at a standard model of
their understanding of the subject area. A
“night school” with its attendant safety fea-
“reflective document” is completed in two
tures of familiarity and dependence.
stages: the first part shortly after the module
As sets develop, participants begin to value
workshops and the second part once they have
the experience of being listened to by the
completed their work-based project to show other set members. They feel the benefit of
how their reflection has developed in the light reciprocal advice. Suggestions are made about
of what they learned through completion of processes, methodologies and sources. These
the project. suggestions are informed by the personal and
managerial experience of set members. This is
The module workshops a much deeper experience than the group-
Workshops are run for each of the modules of work of a conventional part-time programme.
the programme. Clearly it would not be possi- There will be time in the set meetings when
ble to cover all the requirements of each no academic work is discussed at all; instead,
module in the workshops. Participants are issues of personal or managerial importance
therefore expected to study independently are discussed within a safe environment. In
before and after each workshop. Study materi- the set is often where learning blocks are
als are sent to participants in advance of the acknowledged and grappled with. The
19
enclosed nature of the set helps to facilitate high expectations. He realizes that such people
this process. expect continuous improvement in any system.
The strength, safety and security of the set • He redesigns information outputs. He also gives a
deepens as individual commitment grows. series of presentations to internal customers,
Co-operation and mutual support can devel- having learned the value of meeting them infor-
op into emotional commitment, further deep- mally in person rather than communicating by
ening the experience beyond that attainable e-mail.
on a standard academic programme. Set • Further reflection with the action learning set and
members genuinely care about one another’s writing up of the project leads to a broader under-
progress and success. standing of the need to incorporate all aspects of
Academic work is under far more scrutiny management into an operation. He realizes that
than would normally be the case. There will technical accuracy, marketing and being people-
be several pairs of caring eyes critically exam- oriented are equally important and are linked. He
ining both work in progress and finished identifies the need to involve customers at an
writing. Participants often say that this early stage in future projects.
process has been invaluable in raising the
• He reflects on changes in his own behaviour. Key
standard of their academic performance.
changes include: he networks more, communi-
cates personally and encourages staff to find
Participant experience: a case study
things out for themselves.
The subject of the following case study was a
graduate engineer who, during his first year
on the MBA by action learning, made a signif- The manager’s reflections on his own learning
icant journey towards understanding the are revealing:
human side of business. This was achieved My background was in science and engineering,
through the integration of learning from work organizational behaviour was a whole new world
and the university programme. The case to me.
study data were gathered by one of the
The experience of the set enabled me to feel
authors in the course of research for a doctor-
comfortable about giving feedback and receiv-
al thesis.
ing it. I realized the value of discussion between
peers.
Case study: graduate engineer – first year MBA by
I have learnt through self-driven development
action learning
• The manager develops a sophisticated resource over the past year, not by being taught.
forecasting system which meets the technical In this example, the expectations of all stake-
requirements for a high technology company. He holders were met. The company benefited
is confident of its technical merit. from the successful implementation of a
• He receives negative reaction from the section major system which had had a controversial
managers who are the main users of the system.
start. It also gained a manager with an enor-
They complain and input data inaccurately.
mously improved potential for implementing
• With support and feedback from the learning set,
change in the future. As well as the Certificate
he designs a questionnaire to canvass section
in Management obtained at the end the first
managers’ views. This involves learning about
year of the MBA programme, the manager
questionnaire design. Through workshops,
reading and set discussions he becomes aware of himself gained self-awareness and new skills
the importance of communication and motiva- which extend to all aspects of his work. He
tion. did, however, have to grapple with the chal-
• Through his survey he gains an understanding of lenge of coming to terms with the limitations
the causes of the managers’ reactions; they need of his previous ways of working.
information in an immediately usable form, and a
more sophisticated spreadsheet facility. They also Benefits of action learning
need feedback that their inputs are valued.
• Through reflection, reading, writing up and set In our experience, action learning offers
meetings, he gains a wider understanding of the benefits to both individuals and organizations
process of marketing a new system to internal which extend far beyond the usual outcomes
customers who are professional engineers with for academic programmes.
20
Learning to learn small groups and emphasis on reflection
Participants develop the capacity to be life- during set meetings and in written documents
time learners, enabling them to adapt to new are elements of programme experience which
situations and circumstances. The emphasis promote this quality.
on the learning process, of learning to learn, is
perceived as an outcome in its own right. The Learning with and through others
Certificate in Management at Brighton, for As managers within organizations, partici-
example, aims to “help people to learn how to pants’ future learning will be in a social con-
learn better”. This aim is supported by pro- text. Learning as a social process is emp-
viding a learning arena focused on activities hazised on the action learning programmes.
associated with developing learning ability, Revans saw the learning community as neces-
such as goal setting, feedback, self- and peer sary for real learning to take place. The learn-
assessment. The requirement to demonstrate ing set is one dimension of this; the state
learning as part of the formal assessment by whereby the entire orgnaization operates as a
learning log and/or personal learning contract learning system is another[1]. If aims in this
provides further support. area are realized, learners should learn signifi-
The safe environment provided enables cantly with and through other people. The
individuals to open up to a conscious aware- programme’s teaching and learning strategies
ness of meta-learning[3]. In fact a good deal described previously reinforce the social
of set time is taken up specifically with this aspects of learning.
issue. Such cogniscence is usually never
specifically required within conventional Conclusion
programmes, but is fundamentally and clearly
addressed within action learning as practised Action learning is less straightforward and
at this university. more demanding than providing a traditional
taught programme, but it has the potential of
Self-management of learning achieving a much wider range of learning
The independence created by the develop- outcomes.
ment of an autonomous approach to learning Mintzberg[4] recently wrote “The best
ensures that learning can continue after the managers are very thoughtful people…who
programme has ended. The programme is are also highly action oriented”. He claims
geared to developing participants’ ability to that “It is time to close down conventional
manage their own learning. This aim is sup- MBA programmes. We should be developing
ported by participants having a high degree of real managers, not pretending to create them
control over what and how they learn during in the classroom”. The authors believe that
the programme. The project-based nature of this is exactly what is being done on the action
the learning and assessment necessitates self- learning programmes at Brighton.
management as each person’s own project or
problem is individual. Learners’ responsibility References
for assessing their own and one another’s work
gives further opportunity for self-manage- 1 Revans, R.W., The Sequence of Managerial Achieve-
ment, MCB University Press, 1984.
ment.
2 Reeve, S., “Higher education for capability: beyond
competence to capability and the learning society”,
Self-awareness developed from a paper presented at UMIST, Man-
Self-awareness, an essential management chester, November 1995.
skill, is strongly emphasized in action learn- 3 Smith, R.M. et al., Learning to Learn across the
ing-based programmes. Revans[1] described Lifespan, Jossey-Bass, San Francisco, CA, 1990, p. 4.
action learning as a “discipline making for 4 Mintzberg, H., “Musings on management”, Harvard
deeper self-awareness”. The interaction in Business Review, July-August 1996, p. 65.

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