The document provides guidance on running effective Action Learning Groups to collaboratively solve problems. It outlines a process where group members take turns presenting problems, the presenter describes the issue for 5 minutes, the group asks clarifying questions for 10 minutes, everyone reflects silently for 1 minute and shares ideas for 10 minutes to help the presenter, who then thanks the group and shares their action plan. This structured 35 minute process allows groups of 4-8 people to generate diverse ideas to help address challenges.

1. Alex Clapson
Action Learning
A brief guide - How to run Action Learning Groups / Sets
to collaboratively solve problems

2. The Why:
Action Learning is a highly effective way to collaboratively problem-solve, &
it helps in the creation of Action Plans.
It has many added benefits:
 It stimulates Reflective Practice
 It helps to build confidence in those who participate
 It enhances appreciation of others in your group, or team
 It encourages participation
 Decision making skills are developed
 Active Listening is promoted
 It can dramatically reduce the time taken in individual 1:1’s /
Supervisions
The process:
There are a number of Action Learning models available. The process
described here is one that (based upon feedback) works well with most
groups in most settings.
It will help with the smooth running of your Action Learning Group if you
have three large sand timers: - a 1 minute timer, a 5 minute timer, & a 10
minute timer – these are readily available via school equipment suppliers. A
stopwatch can also be used, but I find that the presence of sand timers,
with the grains of sand running away is a powerful visual reminder to the
group to use the available time wisely.

3. Each group member will need a pen, or pencil & some notepaper. The
process works well both on-line & in-person. If in-person, the group may
wish to sit in a circle, or around a table – whichever they are most
comfortable with.
Once the process has been explained, & the getting the most out of the
experience guidance has been shared, the process takes roughly 35
minutes per problem to be discussed.
The time is divided up as follows:
 The Group re-contract in terms of confidentiality – 1 to 2 minutes
 The Presenter shares for 5 minutes uninterrupted
 The Group ask questions of the Presenter to gain further clarity about
the problem – 10 minutes
 Everyone is silent for 1 minute to reflect upon what has been shared
& to write down their ideas & suggestions
 The Group share their ideas & suggestions to help the Presenter to
solve the problem – the Presenter listens, but cannot respond – 10
minutes
 The Presenter thanks the Group for their ideas & informs them what
actions she, or he will be taking forward – 2 minutes
 The Group take the opportunity to reflect upon what has gone before
Action Learning Sets work well with at least 4 people & ideally less than 8
people – the larger the group size; the less opportunities that there are for
everyone to contribute. Working with less than 4 people can reduce the
range of ideas shared, & the collaborative problem solving power.

4. The first 5 minutes – The Presenter:
A group member volunteers to become the Presenter & presents a current
problem, or challenge that they would like to discuss. They clarify with the
group what they are hoping to achieve during this problem-solving exercise.
Only the Presenter can speak during this time. If on-line, the group remains
on mute for the next 5 minutes. Group members are encouraged to take
notes, including questions they wish to ask of the Presenter. The Presenter
describes the problem & may wish to discuss what they have already tried
in their attempt to solve the issue.
The next 10 minutes – The Group:
Group members can now speak & ask questions of the Presenter – they may
wish to refer to their notes. This time is to be used by the group to help
them to better understand the problem the Presenter is facing. The group
must NOT get into problem solving – they are asking questions to gain
clarity. The group may wish to ask questions about what has already been
attempted to solve the issue & use open questions to gain as much
information as possible in readiness for the next stage of the process.
Silent reflection for 1 minute:
Everyone takes a minute in silence to reflect upon what has been shared &
to write down their ideas & suggestions that might be helpful to the
Presenter.

5. The next 10 minutes – Problem Solving:
The Presenter is now silent (on mute) & must not respond, or comment for
the next 10 minutes. If in-person, it can be helpful for the Presenter to move
themselves slightly away from the group (a maximum of one metre) so that
they can still hear what is being said, but they are no longer contributing to
the discussion. The Presenter cannot speak for the next 10 minutes, but
they are encouraged to make notes of the discussion.
Group members now take it in turns to share their best idea (once they have
shared a single idea, they pause to allow another group member to
contribute) – this helps to promote the rapid sharing of ideas across the
group, rather than one individual listing all their ideas, thereby reducing the
input of others. Later on, the same group member can offer another one of
their ideas if this hasn’t been shared already.
Group members discuss what the Presenter shared with them, & discuss
any perceived inconsistencies to help with the problem solving. Example
questions: “What if the Presenter tried this”, “Have they thought about
doing…” etc. The Presenter listens to the discussion & makes notes of
anything they hear which they find useful.
The Presenter thanks the Group:
The Presenter thanks the group for their valuable contributions & shares
with the group any actions they plan to take.
Reflections – The Presenter & the Group:
The Presenter & Group members discuss the process – what worked well &
what might be improved for the next time.

6. And repeat:
Allow time between each problem solving discussion for group members to
take a comfort break & then re-convene for another group member to
become the Presenter. From experience, this method of group problem-
solving is highly effective; it also requires a lot of energy. 90 minutes is
usually enough time for 2 problems to be presented, including a break.
Do we need an independent Facilitator?
If a group or team is new to this method of problem-solving, they often find
it helpful to bring in an independent Facilitator (someone who has no vested
interest (or skin-in-the-game) regarding the outcome of the discussions.
Experience has taught me that once the group is used to problem-solving in
this way that they can operate without the need for an external Facilitator.
However, this takes discipline on the part of the group members - many
groups find themselves going straight to problem-solving before fully
understanding the problem from the Presenter’s perspective.
One cost-effective way to keep group members on-track is for a different
team, or group to loan a Facilitator for the duration of the Action Learning
session. This generosity can be reciprocated thereby promoting cohesion &
appreciation across teams, or groups.
Please get in touch: Alex Clapson alexclapson@yahoo.co.uk 27-04-22