A framework for the ethical practice of action learning

Abstract

By tradition the action learning community has encouraged an eclectic view of practice. This involves a number of different permutations around a kernel of nebulous ideas. However, the disadvantages of such an open philosophy have never been considered. In particular consumer protection against inauthentic action learning experiences has been overlooked. This paper uses a systems approach to define six core principles of action learning. The framework can be used by participants to decide if they are on a genuine action learning programme. For facilitators it can be adapted or adopted to define the limits of their practice and consider the impact their intervention may have on the participants of their programmes.

Keywords:

• action learning
• ethics
• framework
• professionalization

Acknowledgements

I am grateful to Kiran Trehan and Mike Pedler for their helpful feedback on earlier versions of this paper. I also wish to express my appreciation for the many comments I received at the conference ‘Action Learning: Assessing the Value’ in March, 2010. Last, but by no means least, I would like to thank Chris Oldfield of Dust Control Systems Ltd., whose experience of action learning galvanised my vague notions into relatively coherent thought.