Learning, action and solutions in action learning: investigation of facilitation practice using the concept of living theories

ABSTRACT

This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their ‘messy’ problems through a self-reflexive approach using the concept of ‘living theory’ [Whitehead, J., and J. McNiff. 2006. Action Research Living Theory. London: Sage]. The facilitation practice is investigated through personal observations and explanations of learning and action through shift in identity, thinking and approach of AL members in resolving complex problems raised during the AL sessions. The paper demonstrates how AL can be applied as a methodology for supporting leaders to address complex organisational problems through inquiry, critical reflection and advocacy to gain new insights as well as new practice. The findings highlight that key theoretical principles in AL such as critical reflection and problem-solving can be applied to support managers and leaders to analyse and solve complex organisational problems. The paper also contributes to the current literature on AL through the application of the living theory approach as a discipline for critical inquiry, self-reflection and evaluation.

KEYWORDS:

• Action learning
• problem-solving
• critical reflection
• messy problems
• living theory

Acknowledgements

I thank my colleagues in the Organisation and Leadership Practice team at Middlesex University for their contribution to this work as my co-action learning facilitators.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Chandana Sanyal is a Senior Lecturer in Human Resource Management and Development at Middlesex University Business School, a Fellow Member of the Chartered Institute of Personnel and Development and Higher Education Academy. She is an accredited member of European Mentoring and Coaching Council, an EMCC ISMCP assessor and the Group Lead for EMCC European Individual Accreditation. She has over 20 years’ experience as a human resource practitioner and a senior manager in the Public Sector. She holds an Advanced Certificate in Coaching and Mentoring from CIPD and has developed and implemented a number of coaching and mentoring programmes in her practitioner role. Her specialist teaching areas include individual, team and organisational learning, professional practice, organisational behaviour, coaching, mentoring and action learning. She is currently leading a leadership development programme for an NHS Mental Health Trust to improve their leadership capabilities using action learning and action research. Chandana has published widely in the areas of mentoring and professional development. Her doctoral research focuses on her professional practice in the facilitation of action learning in leadership development.

Notes

1. The ‘client’ sits opposite an empty chair and must imagine someone in it. They then communicate with this imaginary being – asking questions and engaging with what they represent. Next, they switch chairs so the client is now speaking on behalf of the imagined part of his or her problem. This technique aims to enable participants to locate a specific feeling or a side of their personalities they had ‘disowned’ or tried to ignore.