er’ through a problem solving tool such as PESTEL (Political, Economic, Socio-Cultural, Technical, Environmental and Legal considerations), SWOT (Strengths, Weaknesses, Opportunities and Threats analysis), Force Field Analysis, Tree diagram etc.

g. By the end of the session the problem holder will have a set of actions that can be used to significantly move forward to resolution.

h. The safety of the action learning set provides the set member with the opportunity to work through with the aid of role play how the actions may be put in place and receive feedback on what worked and what could be done differently.

i. It would be appropriate for the set member to agree first steps.

Within set meetings do allow time for feedback at the end, this might centre on group process, significant learning points and what might be done differently in future set meetings.

The key to action learning sets is to be able to envision a

1. As a manager do you feel isolated?

2. Do you experience problems, whether it be staffing, policy, communication etc on a regular basis with no one to discuss them with?

3. Do you have a thirst to meet with like minded individuals who are committed to finding solutions?

4. Is the glass half empty or half full?

5. Do you think every problem/issue has a unique and elegant solution?

If you answer yes to any of the above, it’s likely that you are thirsting for a place to get together with other managers and be creative in finding solutions to your daily challenges.

Participating in an action learning set might be exactly the tonic you need.

Here’s how it usually works, although you and your organisation may wish to make subtle changes.

There is usually a two day programme that explains what action learning actually is and how it can help you as an individual as well as how the organisation might benefit. You get an opportunity to practice the skills of action learning in small groups.

For maximum benefit action learning sets are usually made up of between five to eight people, who meet on a monthly or six weekly basis for half a day, over six sessions.

There are some basic assumptions about action learning that will help to make the experience even more productive:

1. As managers you come with a fair amount of curiosity about problem solving and are open as to how these problems will be solved

2. You’ll be motivated to achieve and in this context this is where the depth of the learning takes place – managers generally thrive on learning new things and this is a huge motivator to find solutions

3. People generally learn best by doing and this process of action is a very active process, less to do with `navel contemplation’ and more connected to finding workable solutions

4. As the learner, you will be clearest about what it is you need to know, even if you don’t always know how you will set about learning it. This is where the help of the set facilitator comes into play and the support of other set colleagues.

In terms of basic set protocols the following will likely be put in place, naturally after a good deal of negotiation:

1. Everyone introduces themselves

2. Agree boundaries and ground-rules – how the set wants to work, time commitments, how set members `bid for space’ etc

3. Feedback on achievements, any challenges and how they were overcome

4. It would be helpful, time permitting for every set member to have a chance to explore the issues/problems they have been grappling with

5. Once the above is identified each individual set member in turn has the chance to:

a. Provide details about the situation they need help and support with, giving as much detail as possible – the aid of a flip chart is often useful for this process

b. Examine their own thought process, feelings etc about the situation

c. The set member then has an opportunity to restate the particular problem/concern, and this time makes as clear as possible what they consider a positive outcome

d. The set member considers all possible resources available to address the issue

e. The other set members once they have listened to and believe they understand what the problem/concern/issue is, then asks questions that will lead the `problem holder’ to a viable solution. Questions may include some of the following:

* Who or what can help in this situation?

* What is the best possible outcome?

*What is the worst that could happen and to what extent are you prepared to deal with this?

* What information would be useful to have and who (person/organisation) has the information?

f. Members of the set may wish to guide the `problem holder’ through a problem solving tool such as PESTEL (Political, Economic, Socio-Cultural, Technical, Environmental and Legal considerations), SWOT (Strengths, Weaknesses, Opportunities and Threats analysis), Force Field Analysis, Tree diagram etc.

g. By the end of the session the problem holder will have a set of actions that can be used to significantly move forward to resolution.

h. The safety of the action learning set provides the set member with the opportunity to work through with the aid of role play how the actions may be put in place and receive feedback on what worked and what could be done differently.

i. It would be appropriate for the set member to agree first steps.

Within set meetings do allow time for feedback at the end, this might centre on group process, significant learning points and what might be done differently in future set meetings.

The key to action learning sets is to be able to envision an

t. You get an opportunity to practice the skills of action learning in small groups.

For maximum benefit action learning sets are usually made up of between five to eight people, who meet on a monthly or six weekly basis for half a day, over six sessions.

There are some basic assumptions about action learning that will help to make the experience even more productive:

1. As managers you come with a fair amount of curiosity about problem solving and are open as to how these problems will be solved

2. You’ll be motivated to achieve and in this context this is where the depth of the learning takes place – managers generally thrive on learning new things and this is a huge motivator to find solutions

3. People generally learn best by doing and this process of action is a very active process, less to do with `navel contemplation’ and more connected to finding workable solutions

4. As the learner, you will be clearest about what it is you need to know, even if you don’t always know how you will set about learning it. This is where the help of the set facilitator comes into play and the support of other set colleagues.

In terms of basic set protocols the following will likely be put in place, naturally after a good deal of negotiation:

1. Everyone introduces themselves

2. Agree boundaries and ground-rules – how the set wants to work, time commitments, how set members `bid for space’ etc

3. Feedback on achievements, any challenges and how they were overcome

4. It would be helpful, time permitting for every set member to have a chance to explore the issues/problems they have been grappling with

5. Once the above is identified each individual set member in turn has the chance to:

a. Provide details about the situation they need help and support with, giving as much detail as possible – the aid of a flip chart is often useful for this process

b. Examine their own thought process, feelings etc about the situation

c. The set member then has an opportunity to restate the particular problem/concern, and this time makes as clear as possible what they consider a positive outcome

d. The set member considers all possible resources available to address the issue

e. The other set members once they have listened to and believe they understand what the problem/concern/issue is, then asks questions that will lead the `problem holder’ to a viable solution. Questions may include some of the following:

* Who or what can help in this situation?

* What is the best possible outcome?

*What is the worst that could happen and to what extent are you prepared to deal with this?

* What information would be useful to have and who (person/organisation) has the information?

f. Members of the set may wish to guide the `problem holder’ through a problem solving tool such as PESTEL (Political, Economic, Socio-Cultural, Technical, Environmental and Legal considerations), SWOT (Strengths, Weaknesses, Opportunities and Threats analysis), Force Field Analysis, Tree diagram etc.

g. By the end of the session the problem holder will have a set of actions that can be used to significantly move forward to resolution.

h. The safety of the action learning set provides the set member with the opportunity to work through with the aid of role play how the actions may be put in place and receive feedback on what worked and what could be done differently.

i. It would be appropriate for the set member to agree first steps.

Within set meetings do allow time for feedback at the end, this might centre on group process, significant learning points and what might be done differently in future set meetings.

The key to action learning sets is to be able to envision a

bout what it is you need to know, even if you don’t always know how you will set about learning it. This is where the help of the set facilitator comes into play and the support of other set colleagues.

In terms of basic set protocols the following will likely be put in place, naturally after a good deal of negotiation:

1. Everyone introduces themselves

2. Agree boundaries and ground-rules – how the set wants to work, time commitments, how set members `bid for space’ etc

3. Feedback on achievements, any challenges and how they were overcome

4. It would be helpful, time permitting for every set member to have a chance to explore the issues/problems they have been grappling with

5. Once the above is identified each individual set member in turn has the chance to:

a. Provide details about the situation they need help and support with, giving as much detail as possible – the aid of a flip chart is often useful for this process

b. Examine their own thought process, feelings etc about the situation

c. The set member then has an opportunity to restate the particular problem/concern, and this time makes as clear as possible what they consider a positive outcome

d. The set member considers all possible resources available to address the issue

e. The other set members once they have listened to and believe they understand what the problem/concern/issue is, then asks questions that will lead the `problem holder’ to a viable solution. Questions may include some of the following:

* Who or what can help in this situation?

* What is the best possible outcome?

*What is the worst that could happen and to what extent are you prepared to deal with this?

* What information would be useful to have and who (person/organisation) has the information?

f. Members of the set may wish to guide the `problem holder’ through a problem solving tool such as PESTEL (Political, Economic, Socio-Cultural, Technical, Environmental and Legal considerations), SWOT (Strengths, Weaknesses, Opportunities and Threats analysis), Force Field Analysis, Tree diagram etc.

g. By the end of the session the problem holder will have a set of actions that can be used to significantly move forward to resolution.

h. The safety of the action learning set provides the set member with the opportunity to work through with the aid of role play how the actions may be put in place and receive feedback on what worked and what could be done differently.

i. It would be appropriate for the set member to agree first steps.

Within set meetings do allow time for feedback at the end, this might centre on group process, significant learning points and what might be done differently in future set meetings.

The key to action learning sets is to be able to envision a

ul for this process

b. Examine their own thought process, feelings etc about the situation

c. The set member then has an opportunity to restate the particular problem/concern, and this time makes as clear as possible what they consider a positive outcome

d. The set member considers all possible resources available to address the issue

e. The other set members once they have listened to and believe they understand what the problem/concern/issue is, then asks questions that will lead the `problem holder’ to a viable solution. Questions may include some of the following:

* Who or what can help in this situation?

* What is the best possible outcome?

*What is the worst that could happen and to what extent are you prepared to deal with this?

* What information would be useful to have and who (person/organisation) has the information?

f. Members of the set may wish to guide the `problem holder’ through a problem solving tool such as PESTEL (Political, Economic, Socio-Cultural, Technical, Environmental and Legal considerations), SWOT (Strengths, Weaknesses, Opportunities and Threats analysis), Force Field Analysis, Tree diagram etc.

g. By the end of the session the problem holder will have a set of actions that can be used to significantly move forward to resolution.

h. The safety of the action learning set provides the set member with the opportunity to work through with the aid of role play how the actions may be put in place and receive feedback on what worked and what could be done differently.

i. It would be appropriate for the set member to agree first steps.

Within set meetings do allow time for feedback at the end, this might centre on group process, significant learning points and what might be done differently in future set meetings.

The key to action learning sets is to be able to envision a

er’ through a problem solving tool such as PESTEL (Political, Economic, Socio-Cultural, Technical, Environmental and Legal considerations), SWOT (Strengths, Weaknesses, Opportunities and Threats analysis), Force Field Analysis, Tree diagram etc.

g. By the end of the session the problem holder will have a set of actions that can be used to significantly move forward to resolution.

h. The safety of the action learning set provides the set member with the opportunity to work through with the aid of role play how the actions may be put in place and receive feedback on what worked and what could be done differently.

i. It would be appropriate for the set member to agree first steps.

Within set meetings do allow time for feedback at the end, this might centre on group process, significant learning points and what might be done differently in future set meetings.

The key to action learning sets is to be able to envision an empowered future and securing actions to bring that vision into being whilst acting with integrity.