Action Planning - The New Trend Setter in Corporates

Action Planning - The New Trend Setter in Corporates

Action learning is gaining in popularity as a way to improve performance, promote learning, and position organizations to adapt better in turbulent times.

Action Learning involves working on real problems, focusing on learning and actually implementing solutions.

When expertise fails to provide an answer, collaborative inquiry with fellow learners who are undergoing the same questioning experience is always available.

To be effective, this partnership in learning needs to be both supportive and at the same time challenging, deeply caring yet questioning.

Such partnerships actually create themselves when different people with different ideas engage whole-heartedly with each other to resolve each others' problems.

The essential elements of action learning are[/b][/b]

Common aims and objectives

Willingness to learn

Prior knowledge

Co-consulting ability

Suitability of action learning[/b][/b]

Individuals presume their responsibility for achievement of complex tasks

Existence of talent development programs

Learners are enthusiastic to know things

Components of Action Learning[/b][/b]

Problem

AL group

Questioning and listening

Taking action on problem

Commitment to learning

Action learning coach

Action learning focuses on research into action taken and knowledge emerges as a result that should lead to the improvement of skills and performance.

Case Study

Reginald Revans is recognized widely as the principal pioneer of action learning. The example involves the five universities of Belgium working with a number of larger companies, with the goal of elevating the economic performance of Belgium.

The five executives had never worked together before, and each came from a different background. The executives had a background different from the company and problem they were being asked to examine. One of the executives who came from a major bank was asked to deal with the problem surfaced by the largest steel company in Belgium. The problem concerned the inability of the steel company to produce adequate quantities of alloy steel.

Each executive worked with the firm assigned, and then the five executives met as an action learning set at regular intervals over the course of a year in sharing their learning experience and pooling their knowledge.

The executive examining the problem with the steel company interviewed a number of personnel; he discovered that the problem of alloy steel production had little to do with production capability. The problem emerged from company policy related to its compensation system that went back many years; there was no incentive to bring production to the required levels. An action learning set within the specific client organization of the company was activated to determine solution options. In the end, many action learning sets of executives were formed in Belgium to address major industrial problems using this model.

The lessons learned

Working on unfamiliar problems triggers fresh questions.

The energy and synergy generated by working with people from dissimilar backgrounds can stimulate learning.

The participating executives learned & developed their managerial expertise in the process.

 

[Dhruv Bindhani]

This article introduces Action Learning as a contemporary and effective methodology for organizational improvement, learning, and adaptability in dynamic environments. It defines the core principles, essential elements, and components of Action Learning, powerfully illustrating its application through a compelling case study.

Action Learning is gaining traction as a method to enhance performance, foster continuous learning, and prepare organizations to navigate turbulent times. Its core premise involves working on real, pressing problems, with a dual focus on generating solutions and extracting profound learning from the process. Crucially, when conventional expertise falls short, Action Learning champions collaborative inquiry among peers who are undergoing similar problem-solving experiences. This learning partnership must be both supportive and challenging, characterized by deep care yet rigorous questioning. Such effective partnerships naturally emerge when individuals with diverse ideas wholeheartedly engage in resolving each other's challenges.

The essential elements of action learning are identified as:

• Common aims and objectives
• Willingness to learn
• Prior knowledge (as a foundation, not a limitation)
• Co-consulting ability

Action Learning is particularly suitable when:

• Individuals embrace responsibility for achieving complex tasks.
• Talent development programs are already in place.
• Learners demonstrate enthusiasm for acquiring new knowledge.

The components of Action Learning include:

• A defined Problem
• An Action Learning (AL) group
• Active Questioning and listening
• Commitment to Taking action on the problem
• A clear Commitment to learning
• An Action Learning Coach

The methodology emphasizes that research into actions taken leads to emerging knowledge, which in turn improves skills and performance.

The article provides a powerful case study involving Reginald Revans, widely recognized as the pioneer of Action Learning. This example highlights a collaboration between five Belgian universities and several large companies, aimed at boosting Belgium's economic performance. Five executives, each from a different background and unfamiliar with the assigned companies or problems, were tasked with addressing specific industrial challenges. For instance, an executive from a major bank was assigned to resolve a production issue concerning alloy steel at Belgium's largest steel company. These executives worked individually with their assigned firms and then regularly convened as an "action learning set" over a year, sharing experiences and pooling knowledge.

In the steel company case, the executive discovered that the alloy steel production problem stemmed not from production capability, but from a long-standing company compensation policy that offered no incentive for higher output. This led to the formation of internal action learning sets within the steel company to devise solutions. Ultimately, this model was widely adopted across Belgium to tackle significant industrial challenges.

The lessons learned from this case study are profound:

• Working on unfamiliar problems triggers fresh questions and perspectives.
• The diverse backgrounds of participants generate significant energy and synergy, stimulating learning.
• The participating executives honed and developed their managerial expertise through the process.

In conclusion, the article effectively positions Action Learning as a dynamic, collaborative, and results-oriented approach to problem-solving and organizational development, grounded in continuous learning from real-world challenges.