Part six of TrainingZone's ‘Back to basics in learning and development’ series explores ways to use action learning within fast-paced, ever-changing working environments.

When implemented successfully, action learning not only results in effective people development, it also provides solutions to your organisation’s most pressing challenges. Whether you’re looking to introduce action learning to your workforce, or upgrade your existing approach, the guidance shared here will help you.

What is action learning?

First developed in the early 1950s by Reg Revans, action learning grew in popularity as a management development technique during the 1980s. 

Action learning is grounded in these six principles:

1. Focus on real-world problems
2. Work in a collaborative way to find solutions
3. Create space for structured, facilitated reflection
4. Uphold individual accountability
5. Offer a safe and trusting confidential environment
6. Focus on action as a result of reflection 

An action learning set is typically a group of 6-8 people who regularly meet for 2-3 hour sessions. However, some action learning sets will meet less frequently and for durations of one or two days. 

During each set meeting, individuals have the chance to share a challenge that they are facing. Each meeting has an allocated facilitator and a standard format that follows different stages:

• Each member of the group checks in with an update
• Group members bid for time during the meeting. Bids are reviewed and an order for the session is set
• Members with allocated time in the meeting present their issue to the group. Other group members use questions to help them to think through their challenge and come up with ideas for action
• After all issues have been presented, attendees review the meeting
• Following the meeting review, there is the opportunity for a process review, if necessary
• The meeting ends with a check-out where group members consider what they have gained from the meeting

What are the key benefits of action learning?

As its name suggests, action learning is grounded in action. This makes it highly relevant for any organisation operating in today’s fast-paced and complex environments.

Action learning encourages focus on real-life problems and promotes ongoing learning and reflection. It can therefore be highly effective at solving your organisation’s current issues. It also supports experimentation and review, thereby nurturing agility and flexibility.

Many modern workplaces aim to cultivate psychological safety, and this fail-safe environment is essential to action learning. Indeed, for an action-learning process to be successful, it must take place in a non-judgmental space. 

Another clear benefit of action learning is that it fosters social learning and knowledge sharing. The process involves bringing a group of individuals together, often from different areas of an organisation or even from different organisations. 

How could action learning work in a time-poor workplace?

When time is limited, and the pressure to do more with less is increasing, the idea of releasing a group on a monthly or quarterly basis for an extended period may seem an impossible ask. 

Here are some practical ideas based on adaptations of the established models:

1. Create flexible groups

Use a group size of between four and six people. This is small enough to ensure participation and collaboration, but still large enough to bring diverse perspectives.

If it is not possible to have the same participants each time, it may be appropriate to have a core group mixed with others who might drop in as and when they are available.

Even without a core group, by following the steps outlined in the section below, it should be possible to create ad-hoc action learning-style meetings. 

2. Use a simple, documented framework

Create a written meeting framework that enables the group to self-facilitate, rather than rely on one facilitator.

The framework should include the following.

Clear ground rules for working together. For example:

• Uphold confidentiality
• Ask questions rather than give advice
• Ensure there is an equal opportunity to participate
• Be curious rather than judgemental

Meetings should begin with a review of the ground rules, and everyone present should agree to abide by them.

Bidding for time

Before the meeting, individuals who wish to bring a challenge put forward their bid for time. Participants vote on the bids and the one or two bids (depending on time available) receiving the most votes present their issue. Use a survey or voting tool to anonymise and streamline this process.

A structure for the meeting with timings. For example:

• Ground rules and check in – 5-10 minutes
• Challenge introduction – 10-15 minutes for one or two people to share their challenge
• Reflection and enquiry – 10 minutes for group members to ask questions and discuss the challenge being faced
• Insights and action planning – 5 minutes for group members to share their insights from the session and make a commitment to action
• Closing reflections – 5 minutes for group members to consider what was most valuable from the session

This framework supports meetings of 35-60 minutes.

3. Create opportunities for learning and reflection between sessions

There are multiple options available to support communication and collaboration between sessions. These include:

• Setting up shared documents (e.g. Google Docs or shared MS Office documents) which can be used to record commitments, action plans and learning
• Forming accountability groups via WhatsApp or MS Teams
• Using virtual chat tools such as Slack or MS Teams to set up channels where group members can share ideas, resources and learning points between group meetings

The process of action learning builds in-demand skills

The established principles of action learning can be flexed and adapted to create an inclusive and agile process relevant to all organisational settings. 

These techniques enable real-world, real-time problem-solving alongside knowledge and skill-sharing. Individuals will also develop their abilities to collaborate, solve complex problems and use critical thinking, alongside questioning and listening skills. All of these have been highlighted as in-demand skills in the 2025 World Economic Forum Future of Jobs Report.  

As we continue to focus on going ‘back-to-basics’ with learning and development, we continue to see that established ideas, tools and techniques can be applied to current situations and scenarios. We just need to be willing to adapt them for the existing context without losing their essence.