How do facilitators most effectively support CAL?: an account of practice of a facilitator’s research project

ABSTRACT

While on my own journey of personal development in action learning facilitation, I conducted a research project in response to the question: How do facilitators most effectively support Critical Action Learning (CAL)? From selecting the topic and establishing the methodology, through to collecting data and analysing the results, this account shares what I learned throughout the process – as both a first-time researcher and a growing advocate of CAL in organisations. The results of the study were not what I expected. Although I had learned action learning facilitation should always be neutral and learner-led, the results raised significant questions for me around the potential use of more structured and directive approaches to better enable CAL to create real change in organisations.

KEYWORDS:

• Critical action learning
• facilitation
• research

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Daniel Scott is an independent Learning and OD Practitioner with Open Bracket Consulting, working with social purpose organisations. Previously, he led Learning and OD functions in various organisations including Save the Children International and Diabetes UK, establishing and facilitating action learning sets in a range of settings and formats. For his MSc in Organisational Behaviour, Daniel researched the facilitation behaviours that are most effective in achieving positive change through critical action learning.