Action Learning is a highly practical peer-learning model that enables you to find solutions to real issues whilst developing skills and insights. This factsheet offers a short introduction to the principles and practices involved to assist those considering joining a ‘set’. As an accredited AL facilitator I can also help you establish a new set, facilitate meetings or train your group to run their own sessions.
When the world of work moved online very suddenly last Spring, I quickly brushed up my virtual facilitation skills and did some training. I ran my first online event in March and by May I was back facilitating regularly online. Around that time I shared some early reflections and tips aimed at others facilitating online via a blog post. Pulling together an online training session for a new group in a few week’s time I was struck by how much has changed since last Spring, so it feels like a useful moment for me to revise and refresh these top tips.
Participants are getting more comfortable working online but let’s not assume everyone is comfortable able to participate online – psychologically or practically. These days people largely know how to use the kit and are familiar with the etiquette – they arrive in a room and put themselves on mute; they have their name displayed on the zoom handle. This makes things a bit quicker all round – but I still provide basic joining instructions that cover the tech we’ll use (with links) and make sure we quickly test the kit before starting the main discussion (eg through a warm up exercise).
On a practical level I suggest this means keeping things as short and focused as possible (see tip 3) but psychologically I think we also need to adapt how we work. Often I find myself facilitating conversations about change – for example a Board strategy day considering the impact of CV19 on future plans or a training sessions about leading change – and there’s a short exercise I’ve used a lot that seems to help people ‘arrive’, check-in and connect with the topic. Very simply, at the start of the session, I invite everyone to select an object near them that says something about their experience of CV19 – then we take turns to briefly hear from everyone. It’s a great way to support participants to share as much of their reality as they want to with the group – and I’ve heard stories about sadness, loss and struggles, as well as hope and joy, which people have wanted to share before getting on with the task at hand. I use this in full group if we are less than 12-15; and break into smaller group of 4-5 if larger – allowing everyone to be heard.
We can’t ignore context: I was struck how on the first day of online teaching in January some schools went straight into lesson 1 as if nothing had happened, whereas others had a form time discussion or assembly which acknowledged the disruption. I am pretty sure I could guess in which schools more learning happened that day, even if 10-15 mins of the day had been spent ‘checking in’ rather than getting on with business as usual.
Fact = our capacity to listen to someone talk is a lot shorter than most talks and presentations. Present for less than 10 mins, less than 5 mins ideally. If there’s a lot of facts to share find another way to do it that doesn’t involve listening or reading huge volumes of texts on a slide. Share things before a meeting or make a short video and send it round. Please don’t talk at people in meetings, meetings are for working things out together.
Also keep the sessions as short as possible without rushing – just because something might have taken a day previously don’t assume you need a day now. Many people are struggling for time at the moment, not least with home-schooling, so don’t assume longer is better – quite the opposite,
We know from ‘brain-friendly learning’ research that variety stimulates the brain, so sticking with the same tools and formats dulls our thinking – the brain likes difference, sounds, colours, interactivity, games. But don’t let’s get carried away and over-complicate things for people who are struggling to engage right now. Unless you are working with huge groups, or need anonymity, then inviting people to use hand signals (eg thumbs up/down, voting on a scale of 0-5 using fingers) is usually easier than using polls and buttons in Zoom.
I know a lot of people are bored with Zoom calls and making things more varied is important, but I’m wary of taking time from working on the issues to explain the latest technology to do something we could have done with pen and paper. Or worse still, for some participants to be left out because they can’t get the software to work or are struggling to arrange their screen to see a document and a Zoom window.
Boring but important. I remember having a long debate with a client which wanted me to use MS Teams for delivering training back in the summer. Fortunately, Zoom has become a synonym for online meeting, for good reason in my opinion. Having spoken with other professional facilitators I’ve not heard anyone prefer other platforms – except for very large events or specialist applications. So whilst I’ve not thoroughly tested all the options – I have found one that works reasonably well which I’m sticking with.
BTW if you’ve not yet figures out a new update means people can select their own Break Outs rooms then check out the Zoom tutorial. That was my main bugbear with Zoom, and now it’s fixed.
The tools I’m currently using with groups, or rather usually setting up for groups to use for themselves in break out spaces are:
NB – always check the permissions before sharing the links and make sure ‘anyone with the link can edit’ (learned through painful experience).
No, I’m not sponsored by Google, but these are free to use, simple tools that mimic the MS Office tools and flipchart pad most people have used before – meaning they don’t need much explaining and most people can use them.
I can’t decide whether this is due to me still – for now – finding it harder to adapt a virtual session as responsively as in real life, but it feels like virtual workshops work better when there is more of a structure. The open group conversations you might have in plenary seem less productive online. Taking turns, smaller groups, more focussed sections of the meeting, more exercises all help. I’m really interested to hear other views on this and how people are balancing planning with responding live online – as this feels like an area I’m still wondering about.
If I’m keen to try a new technique I’ll usually introduce it with a group I know well, rather than a new group, so I can judge better whether it’s likely to work for them. But I’m also trying to embrace a bit more risk – we’re trying new things and there will be hitches. I think most participants understand this so I’m more relaxed about the occasional error and therefore more willing to go beyond the tried and tested. When things haven’t gone completely to plan I’ve found people to be patient and understanding.
Participating in sessions like Metaphorum, the annual gathering of Clean Language practitioners led by the highly experienced virtual facilitator Judy Rees, and the Happy Workplace Conference offered me first-hand experience of a variety of tools and techniques I can consider using in my own events. The Happy Workplace Conference was very playful in the use of what I’d call ‘brain friendly learning’ techniques to keep us engaged – lots of interaction; short sessions; music and movement and it was fun. Metaphorum was a highly ambitious international 12-hour event run as an Open Space conference, using Quiqochat as a wraparound conference experience, with Zoom rooms used for individual sessions. Other tools like Mentimeter were used throughout to enable interaction.
Finally, I’m also learning a lot from other facilitators on Twitter; International Association of Facilitators and Liberating Structures both have very active user groups online sharing tips, answering one another’s questions about everything from software to etiquette. I’ve also enjoyed many informal chats with other facilitators about specific sessions to think through options and reflect on our learning and experience. I hope these tips are useful – and I’m keen to hear your thoughts and your own tips.
It does feel like we’re all getting better working online and I’m interested to see whether this is going to mean some sessions that previously would have happened in real life will stay online. I do hope so because there are many benefits to online working: it can be more inclusive, it costs less, time isn’t wasted travelling to/from meetings and it reduces the carbon footprint of our meetings. But if we are to maintain virtual meetings after Lock Down ends then that means learning how to do them well.
In Spring 2019 my friend Ann was visiting and as we were stuck indoors due to rain so I suggested that we sketched our dreams for the year ahead. I’m not very good a drawing, but I had done a similar exercise with my Action Learning set and found it really enjoyable so with plenty of disclaimers about ‘being rubbish at drawing’ we borrowed some felt tips from the kids’ craft drawer and spent a happy hour imagining and trying to capture our thoughts visually.
I was thinking about running the 191 mile coast-to-coast path, solo, in the September of that year. I also wanted to make some big changes in my professional life (less travel, leaving the company I was working for to go solo etc). I came up with a visual metaphor: I drew a picture with my route across the country in the middle – splitting the year into before and after, showing as best I could with images the changes I wanted to make. The lonely and challenging run visually cut the year in two and signalled also the courage I felt it would take to strike out alone.
Whilst I didn’t win any art prizes, the drawing captured for me some important decisions and I put that image on the wall of my office where I would see it, reminding myself of this commitment to make change happen.
So when, a year later, I stumbled across Willemien Brand’s Visual Thinking – a brilliant guide to using drawing in facilitation – I was delighted to have a toolkit I could use not only to enable my own thinking but with my coaching and facilitation clients.
There are two aspects to visual thinking that I am particularly excited about:
Metaphor can be a very powerful way to articulate change, and there is a rich tradition of using metaphor in coaching and therapy, notably David Grove’s work on Clean Language. I had been using Clean techniques in coaching for many years so the shift from talking about metaphor to drawing images made a lot of sense to me.
Some of the visual thinking tools encourage us to think in metaphors – e.g. when gathering perspectives on what enables or prevents a share goal we might use the hot air balloon image and ask – what lifts us up, and what holds us down? There is also an iceberg metaphor which encourages us to identify what’s really going on under the surface – what hazards are lurking in the depths or what hidden treasure might we find?
One of my favourite metaphors is the road map – an invitation to choose your own destination and timeline; to think about what you are taking with you in your backpack (the things you have already); and to identify the potential milestones, route choices and hazards en route.
I created myself a road map for 2020 and found it helpful to think about the ‘perils’ that might distract me from my route and encouraging to think about the things I had in my rucksack: previous experiences, tools etc. That’s a tool I shared with a few coaching and facilitation last year too – and it resonated for them too – especially at a time when more traditional ‘plans’ felt hard to write given the uncertainty.
Illustrations, diagrams and doodles can also help us remember things – sometimes we recall images or diagrams more readily than complex terms as in the old saying ‘a picture speaks a thousand words’. Dual coding theory, which suggests we learn better when as well as written language we learn a visual symbol, has been known about in education for fifty years. Put simply, our brains store verbal language and visual images separately so if for each thing we learn we ‘bank’ a phrase and an image when we want our brains to find the nugget of info there are two options to recall, rather than just one.
Byy visualising and working through aspects of a challenge or theory using drawing we can develop an understanding as well as improve recall of information and ability to apply to other contexts – as this article I saw recently in Times Educational Supplement about using drawing to learn in schools shows.
As adults, we can feel inhibited to draw because many of us don’t do it regularly these days. The Visual Thinking book addresses this head-on with tips about how to draw well for facilitation purposes. But whilst it’s handy to have a few skills and techniques, it’s also important not to worry about the finished product – it’s the process of thinking through imagery not the final image that matters. Fortunately!
Recently I was asked to participate in a research interview for a project the British Council has commissioned around peer-learning, and the consultant sent me over some interesting questions she wants to discuss, that led me to ask my own questions about this topic…
In my experience, it can be informal, like for example the conversations I’ve had with lots of fellow facilitators of the past few months about their experience of working online, or formal, like the Action Learning set I’ve been part of for many years where we meet approx. 6 times a year for a day to learn together. Reg Revans, the founder of Action Learning, described it in terms of ‘comrades in adversity’ who come together to support one another and learn from each other’s failures and challenges, rather than from ‘experts’.
Peer-peer learning is often part of training too, whether that’s a simple as inviting explore and idea together in small groups, or practice a skill or technique in pairs during a session. Sometimes participants are ‘buddied’ during longer training programmes, and recently I was part of a learning ‘pod’; a group of 5 of us doing the same course who met for 45 mins a week to support one another’s learning.
I think this is a really interesting question – in the (distant) past I’ve certainly been guilty of being a bit reluctant to participate in peer-peer learning as I wondered whether people had enough in common that we could learn from one another. But I’ve realised from my own experience that I’ve often learned most from people whose experience or perspective is very different to my own. Some of the most important insights I’ve had came from hearing from people with a very different experience to me – for example as a Clore Fellow, it was talking to a theatre professional, Chris Stafford, that I realised what I wanted to do/be in the visual arts sector – as the Executive Director role didn’t (yet) exist.
As a trainer who includes peer-peer learning as a tool within the courses I design and deliver, I often read in the feedback forms that participants highly value these opportunities to work with others on the course. However, as a participant I’ve also had less than brilliant experiences of this kind of learning when it’s felt that maybe the experience level in the group has been too unequal, particularly when that’s been about practising a skill or technique together or the other participants haven’t been as committed to the group.
Cost – maybe it’s because I’m a Yorkshire woman, as we’re known for being natural frugal, but one thing that appeals to me about peer-peer learning is that it’s very cheap! For the Action Learning set I’ve been part of for nearly a decade, we met (pre CV19) in one another’s homes, bringing our own ‘pot luck’ lunch so the only cost was our time, and local travel.
Relevance – peers’ experiences are likely to be similar to yours, so they can offer examples that resonate to you. If you’re asking ‘how do I…’ and the person offering advice has a much bigger budget or set of values to you, then their suggestions are less likely to be appropriate.
Safety – the founder of Action Learning, Reg Revans, described this approach to peer-peer learning as ‘comrades in adversity coming together to support one another, and learn in the process’. Peers can be supportive, and understand the challenges you face so it can be easier to share your doubts and concerns with them.
We can also embed our own learning though teaching others. A primary school teacher friend of mine explained that it is current practice to encourage pupils at different levels of skill to work together, with the ‘stronger’ pupil supporting their classmate. I asked her, wasn’t this unfair on the more able pupil? But she explained that explaining a concept to someone else helps your own learning. Whether that’s through embedding via repetition or how the brain processes information when explaining it, I’m not sure. But what she said rang true with my own experience of training coaches for several years; I would find my own understanding improved by explaining the principles, techniques and skills to others.
We know from cognitive psychology that there are many different ways to learn, and we learn information or concepts differently from how we learn self-awareness or a skill. I’ve not (yet) read anything that suggests what types of learning are best-served by peer-peer models, but I have some hunches from my own experiences as a trainer and learner.
I think peer-peer learning is particularly useful in developing emotional intelligence and specifically self-awareness. A supportive peer-peer environment can be a safe space to notice and ‘un-learn’ our limiting beliefs or recognise behaviours and attitudes which might not be serving us well.
Peer-peer learning is also incredibly useful when it comes to applying concepts or techniques to real-life situations. Because peers are often able to offer their experience, this means examples are more likely to ‘fit’ our world and resonate. This is incredibly useful in training when having understood a concept, to be able to convert that learning into action there is a step of processing ‘how can I use this information’.
Most recently, as part of a learning ‘pod’ on an online course I was doing, I also experienced the benefits of accountability via peer-peer learning – we each had to read a chapter of the training book and talk about it together the next week. Not wanting to let down the others, helped motivate me to do my individual ‘homework’.
As a trainer, I’d add peer-peer learning can be useful when the participants are sceptical about the content or the learning opportunity. When ‘conscripted’ onto in-house training courses, I find participants are less resistant to learning from one another than an external ‘expert’ who has been foisted on them!
However, I wouldn’t necessarily expect to be able to learn foundation skills or concepts through peer-peer learning. To me, it feels like a follow-on from core training, rather than a replacement for it.
A clear agenda – even if I’m having a 60 min informal check-in with another professional, then it can be helpful to clarify what we want to get from one another and agree the best way to do it. It’s not just a chat, it’s important to have mutually agreed aims!
Structure – can be helpful. I’ve mentioned Action Learning which can be an incredibly powerful model over time, but it takes a certain degree of skill and familiarity with the process (and/or a very experienced facilitator). I often used the Troika Consulting model as a simpler peer-peer format on courses I run – as it takes less time to set up or practice and participants can easily continue to use this format after the course finishes if they enjoy it.
Equality – I don’t get hung up on titles and some variety of experience on the group is helpful, but it’s important we can see one another as peers and all learn ourselves as well as support one another. If the experience levels are too diverse then I find this can tip into more peer-mentoring than peer-peer learning, and that can impact commitment too if some people ‘gain’ more than others – especially when time is unpaid.
Diversity – different perspectives are often where biggest learning happens, so opportunities to learn from other sectors, other countries, people with a very different ‘style’ to me – all of these are valuable – so long as we have shared interests or values (there has to be some commonality).
Ground rules – confidentiality is often important, to be able to share openly, especially those things that are not going well. I value being able to be really open with my peers and I’m willing to share information widely, if we’re clear about the boundaries. Personally I like to ‘contract’ that we balance support with challenge – it’s a learning space, not a support group!
So, I’m a big fan of peer-peer learning and intend to keep doing it, formally and informally, and including it as part of my work as an Action Learning facilitator and trainer. Peer-peer learning isn’t a panacea though: I see it as one type of learning, but not the only one I deploy as a trainer or seek as a learner. It’s suited to some types and stages of learning, and requires a bit of support or structure to be effective.
I would love to hear other experiences and views on these question though – as well as find out more about research in these areas… so get in touch!
Setting goals is a key part of coaching – imagining and articulating the destination, where we want to get to, is an essential stage in making change happen. In fact, in the popular GROW model of coaching, setting the goal is the first step – the G of GROW. We decide on the destination (Goal), before we take stock of where we are now (Reality), develop ideas and possibilities about the route from A to B (Options) before finally deciding on our course and making a detailed plan (Will).
There’s lots of research as to why goals are helpful in creating change:
There’s an art to creating useful goals – the ExACT framework is one I typically use in coaching – ensuring a goal is measurable, challenging, time-based. It’s similar to the SMART objectives model that’s widely used in workplaces, but with a few important shifts of emphasis. Using a framework like ExACT helps us avoid the common mistakes of creating negative or nebulous goals – and ensures we personally find it exciting, and therefore motivating.
Goals can be written down, or sketched – but they need to be short and memorable. I like to capture mine simply – either as a table of 3-5 goals or a sketch. Currently I’ve sketched my annual goals for 2021 and have a simple table of my 3 month goals at any time – both are stuck on my office wall where I can easily see them. ‘Explicit’ means we’re more likely to have them ‘in mind’ when making decisions and therefore they are more likely to happen.
Equally important is to choose a goal that’s within your control – we can’t control whether we ‘secure £50K from Trusts and Foundations before end March’, but we could set a goal around ‘submitting high quality grant applications to Trusts and Foundations totalling £50K before end March’ (NB. as a former fundraiser I’d advise applying for significantly more finds than you want to secure, but that’s a bit beside the point).
And just as important when setting a goal is to focus on the outcome not the process – otherwise we risk chasing after the wrong thing. Fans of The Wire will recall what happens when the Baltimore Police leadership focus solely on numbers of arrests; it skews policework and how crime is reported, but does nothing to improve levels of crime on the streets. We need to measure what matters: the goal is probably about job satisfaction or work/life balance not ‘getting a new job’.
And, whilst ‘nailing down’ some good clear goals is always a useful process, it’s important not to get to wedded to them; goals can change as we move towards them, it’s often an iterative process.
But don’t get too hung up up goals – keep things fuzzy or revisit and revise goals if that helps you
I recently came across the concept of ‘fuzzy goals’; the notion that a sense of direction rather than a precise destination can be a useful way to proceed when the way ahead is unchartered. Having a general direction of travel, but being open to opportunities along the way, resonated with how I like to walk in the hills – I have a plan when I set off but I’ll adjust it according to the weather, my energy levels, whether I spot a nice detour, the pace we’re travelling at etc. So starting with a destination in mind, but keeping checking that’s still where you want to head given what you’re discovering en route, is another way to set goals.
The Road Map exercise can be a good place to start planning your goals, and those key milestones along the way.
Of course, goals don’t just happen – we need ideas, plans, reviews and effort – but goals are a great place to start if we want to move forward.
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