The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme

ABSTRACT

This paper explores the professional practice of the Action Learning (AL) facilitator through a process of critical inquiry, self-reflection and evaluation of action learning practice within a Higher Education Leadership Programme, commissioned by an English NHS Mental Health Trust. Action research was adopted as the overarching research approach which was built into the one-year post graduate programme. This enabled planning, fact-finding, and taking actions in analysing the role of the AL facilitator as an iterative process to explore the practice of action learning facilitation. It involved examination of the complexities and dynamics within an AL process and how learning and action is facilitated, as well as different relational dimensions that the facilitator must be aware of to effectively manage and support AL set members. Thematic analysis, which involved a 5-step process, was used to collate and investigate the research data. Results from this research reinforce the significance of the role of the AL facilitator in the learning process and offer a framework for pedagogy of AL facilitation presented as the art, craft and apparatus of AL facilitation practice. This framework contributes to the current AL literature by offering a holistic point of reference for the learning and practice of AL facilitation.

KEYWORDS:

• Action learning
• action learning facilitation
• facilitation pedagogy
• facilitation framework

Acknowledgements

The wholehearted engagement of the programme team and the participants who contributed to this research process.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Male midwife – Revans (1998) endorsed initiators or ‘accoucheurs’ to help establish sets