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Action Learning: It's More Than OJT

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For centuries companies have used on-the-job training (OJT). OJT works because it follows much of what we know about adult learning theory. For example, we know:

1. Adults learn best when new learning can be applied immediately.

2. Much of classroom “learning” is lost because it does not transfer back to the job.

Action learning is a two-part method to maximize learning and productivity by maximizing OJT. Action learning involves teams of organizational members working on real organizational projects and problems. The team members’ work is also accompanied by regular (and spontaneous) facilitator-led reflection and discussion meetings.

Action learning projects have led to new product launches, acquisitions and divestitures, and large-scale organizational changes. In addition to extensive and measurable productivity, there are significant learning benefits from these action learning projects. The benefits include:

* exposure to other parts of the organization,

* development of emotional intelligence (EI),

* learning the political realities of the organization, and

* being able to showcase skills to senior management.

Obviously, action learning projects require serious senior management commitment. Senior management buy-in includes not only contribution to choosing projects and participants, but also a commitment to evaluating and implementing projects.

Not every organizational project is an appropriate action learning project. Many projects have severe time constraints that would not allow sufficient time for reflection and discussion for the project team. Some projects are not strategically important enough to justify the investment of organizational resources (time, people, and money).

The facilitator for the action learning project must be a trained facilitator. To maximize the learning in an action learning project, the coach or facilitator must know how to extract learning from the team’s work. Learning goals must be identified early in the project. Provoking critical thinking, reflection, creative thinking, and self-awareness is the job of the facilitator.

Action learning is one of many organizational learning strategies. Action learning must be used in alignment with the other organizational learning programs, such as individual coaching. For example, many coaching discussion topics can be based on the real-time learning that takes place in an action learning project.

Obviously, action learning projects (like any other organizational learning methods) are not a cure-all for every learning need. But, the productivity and learning benefits of action learning should be considered by every organization.

For more information of action learning projects read Dierck and Saslow’s May 2005 Chief Learning Officer article entitled “Action Learning in Management Development Programs.”

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