Action Learning: A Conceptual Introduction

Action Learning
A Conceptual Introduction

Presentation Contents
• Biblical Foundations
• Definition
• The Basic Assumption of AL
• Conditions
• Objectives
• The Action Learning Cycle
• Core Elements of AL
• Supporting & Inhibiting Factors
• Why Action Learning at MSCC?

2 PowerPoint ® Slides by Greg Waddell │Mid-South Christian College

Definition
“A process for bringing together a group of
people with varied levels of skills and
experience to analyze an actual work
problem and develop an action plan. The
group continues to meet as actions are
implemented, learning from the
implementation and making mid-course
corrections. Action learning is a form of
learning by doing.”
U.S. Office of Personal Management. Learning Strategies for Creating a
Continuous Learning Environment. Washington, DC: Human Capital
Assessment & Accountability Framework (HCAAF) Resource Center.
2006; available at
http://www.opm.gov/hcaaf_resource_center/assets/Lead_tool4.pdf

The PERL Formula


The PERL Formula

Principles

P


The PERL Formula

Principles
applied in Experience

P +E


The PERL Formula

Principles
and followed up with Reflection

P +E+R


The PERL Formula

Principles
and followed up with Reflection
leads to Learning.

P +E+R =L


The Main Objectives of AL
"The great attraction of action learning is its
unique and amazing power to simultaneously
solve difficult challenges and develop people
and organizations at minimal cost.“

Michael J. Marquardt, "Action Learning," By George!, February 18,
2004; available from
http://www.gwu.edu/~bygeorge/021804/actionlearning.html.


Other Objectives
• Relate theory and practice;
• Test ideas;
• Give and receive feedback;
• Manage and develop themselves;
• Learn to relate to others;
• Communicate effectively;
• Manage projects;
• Apply ministerial skills and techniques;
• Use a range of technological equipment and systems;
• Practice creativity skills.
• Learn to recognize the value of good ideas;
• Learn to acknowledge one’s limitations;
• Increase one’s confidence;
• Etc.


Conditions
• A Spirit of Inquiry
• Honesty
• Teamwork
• Humility
• Empowerment


The Action Learning Cycle

Identify a
Problem

Capture the Interrogate
learning the problem

Implement Make
the plan generalizations

Design
a plan


Core Elements of Action Learning
• Reflection
• Learning
• Real Problems
• Questions (Versus Answers)
• Teams
• A Coach
• Commitment to Action


Supporting & Inhibiting Factors
Supporting Factors Inhibiting Factors
• Risk-taking • Tradition
• Hard work • Comfort of
• Willingness to be familiarity
uncomfortable • Intolerance for
• Clarity of focus ambiguity
• Communication • Isolationism (silos)
• Flexibility • Time constraints
• Lateral thinking • Surface
implementation


Why Action Learning
for Higher Education?

• It gives us a niche
• It fits our purpose
• It fits the need of the Church
• It fits the growing numbers of “Revolutionary”
Christians.


What Difference will it Make?
Before After
• We give answers • We answer questions
• Education BEFORE experience • Experience IS education
• Shotgun recruitment • Focused recruitment
• Isolated individuals • Teams
• Theory disconnected from life • Life and Theory merged
• Students master college • Students master ministry
• Getting a good grade • Solving a real problem
• Education in pieces • Education is integrated
• Hypothetical education • Education as reality
• Learning individuals • A learning community
• Only students learn • The institution as a whole learns


Teaching Learning
• What the teacher does • What the learner does
• Assumes stability • Assumes change
• Focuses on knowledge • Focuses on performance
• Teaches a subject • Teaches how to learn
• Emphasizes improvement • Emphasizes transformation
• Independent of school’s • Directly aligned with the
mission mission of the school
• Short-term focus • Long-term focus
• Class-room dependent • Linked class-room and field
experience

Adapted from Michael J. Marquardt, Building the Learning Organization:
Mastering the 5 Elements for Corporate Learning. 2nd ed. (Davies-Black,
2002), 56.


Old Institutional Paradigm New Institutional Paradigm
• Crisis driven • Vision driven
• Rigid culture • Flexible culture
• Teaching orientation • Learning orientation
• Regional • Global
• Management directed • Staff empowered
• Bias toward caution • Bias toward experimentation
• Prior knowledge • New knowledge
• Departmentalized • Integrated

Adapted from Michael J. Marquardt, Building the Learning Organization:
Mastering the 5 Elements for Corporate Learning. 2nd ed. (Davies-Black,
2002), 95.


Biblical Foundations: Heb 5:13-14
“Everyone who partakes only of milk is not
accustomed to the word of righteousness, for
he is an infant. But solid food is for the
mature, who because of practice have their
senses trained to discern good and evil.”


Biblical Foundations: Rom 12:2
“Do not be conformed to this world, but be
transformed by the renewing of your mind, so
that you may prove what the will of God is,
that which is good and acceptable and
perfect.”


perfect.”

thinking


perfect.”

thinking

action


perfect.”

thinking

transformation
action


Biblical Foundations: 2 Tim 3:16-17
“All Scripture
Is inspired by God and
Profitable
For teaching,
For reproof,
For correction,
For training in righteousness;
So that the man of God may be
Adequate,
Equipped,
For every good WORK .”


Biblical Foundations: James 1:22

“Prove yourselves doers
of the word, and not
merely hearers who
delude themselves.”


For More Information . . .

Go to . . .
http://snipr.com/action-
http://snipr.com/action-learning
Or contact me at . . .
DrGregWaddell@gmail.com


Action Learning: A Conceptual Introduction

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Action Learning: A Conceptual Introduction