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Extra info for Action Learning Worldwide: Experiences of Leadership and Organisational Development
Many have tried to let sets run on their own, with mixed results. At best the sets end up as project discussion groups and at worst they cease to meet. So what is the key to enabling them to selffacilitate their action learning set? Obviously, knowledge of the processes of action learning with its focus on questioning and the allocation of air space to each participant, with equal time being given to talking about action and learning. But for Bourner and his colleagues the difference that makes the difference is whether or not participants subscribe to the values and beliefs underpinning action learning, and these need to be made explicit at the outset.
Focusing on the values of action learning Professor Tom Bourner, with Sue O’Hara and other colleagues at Brighton University’s Management Development Research Unit, have been investigating how to help sets become self-facilitating. Revans suggests using facilitators to begin the process, but warns against the dependence created by continued reliance on them. Many have tried to let sets run on their own, with mixed results. At best the sets end up as project discussion groups and at worst they cease to meet.
56–74. Sponsored by the Academy of Human Resource Development, Berrett-Koehler Publishers. , O’Neil, J. and Marsick, V. J. (1999a) ‘Action Learning: Theoretical Bases and Varieties of Practice’, in L. Yorks, J. O’Neil and V. J. Marsick (eds), Action Learning: Successful Strategies for Individual, Team, and Organizational Development. Advances in Developing Human Resources series 2, pp. 1–18. Baton Rouge, LA: Academy of Human Resource Development, and San Francisco: Berrett-Koehler Communications.