Our design philosophy
We have been designing action learning programs for a range of contexts since 2006. Our design process involves a high level of stakeholder consultation and is centred around the ‘wicked’ problems or opportunities under focus. We believe strongly that the central philosophy of action learning should be upheld. We do not apply standardised methodologies. We endeavour to design action learning models that allow the facilitator to progressively ‘step back’ to promote greater self-direction. We draw on the experience of a broad community of practitioners, both in Australia and internationally, for new approaches and critical analysis of our practice.
Types of action learning
Action learning manifests in many forms. Designing action learning programs requires an understanding of the various types of action learning. The most common forms of action learning include “multi-problem” action learning and “single problem” action learning. More recently, “virtual” action learning has emerged, integrating new technologies for asynchronous action learning interactions.
We have been instrumental in establishing an industry learning cluster, called Business Action Learning Tasmania (BALT), a small business model for action learning, called Competitive SME, a ‘whole of organisation’ model, called The Action Learning Organisation, and our flagship Lean Action Learning program is the first example of nationally recognised qualifications delivered entirely through action learning. Click the link below to visit the BALT website and see some of the case studies emerging from Lean Action Learning.
Action learning is all about shared learning. We have published Accounts of Practice in peer-reviewed journal, Action Learning Research and Practice. Learn more about our methodology for delivering Australian vocational qualifications, our experience establishing an action learning cluster, and how we co-designed a ‘whole of organisation’ model for action learning with our industry partners.