Action learning in an uncertain world

This edition’s peer reviewed articles demonstrate the flexibility of the process of action learning within different contexts. I was struck with the diversity of applications and its international applicability, an aspect that Reg Revans wrote about during the early years in the ABC of Action Learning (Revans 1998). Thus, Bahri et al.’s paper looks at the development of an ePortfolio system for trainee nurses in Morocco. Craig Filipowski, meanwhile, looks at school leadership development in the USA. Finally, Henrik Saabye investigates the relationship between action learning and lean in Denmark. Bahri et al.’s paper is about developing undergraduate nurse education in Africa, a continent that is rarely discussed in action learning. With respect to the development of the professional identity of a nurse, I was always struck with David Silverman’s book The Theory of Organisations where he talks about the ‘lay view of the profession for that of the practising professionals’ (Silverman 1970). This paper shows how professional development and identity emerge, independent of context, through action learning. Bahri et al. use the Revans classical model of alpha, beta and gamma to manage the transition between a paper-based evaluation system and an ePortfolio system. I was struck with the genuine involvement of students in the co-production of knowledge. A process that is often lauded, but rarely addressed. Craig Filipowski’s paper, meanwhile, examines the leadership development of school leaders. In contrast to the praxeology of Revans, Filipowski uses the World Institute for Action Learning (WIAL) approach. Namely, a meaningful problem, issue, challenge or opportunity, a group of four to eight members, an emphasis on posing insightful questions and reflection, a commitment to take action and an action learning coach. This paper is a longitudinal study for an action learning intervention of eight set meetings. Refreshingly, the study uses a quantitative methodology. Similar to the previous paper, though, their action learning approach involves all the stakeholders with an underlying theme of empowerment. Finally, Saabye investigates the intersection between action learning and lean. As a brand, VELUX is a household name that is synonymous with its product. In the world of operation management the mantra is “better, quicker, cheaper” as incumbents fight off new entrants who compete on price. It is, therefore, surprising to read that the relationship between action learning and lean has not progressed much since the classic paper by Seddon and Caulkin (2007). Saabye points out that the critical success factor associated with lean is not the tools and techniques, but rather that the principles are embedded in the culture. This is something for which an action learning approach is eminently suited. What all the peer reviewed papers have in common is the use of action learning in uncertainty. Or, to use the famous Revans phrase, ‘comrades in adversity’. The US Army coined the term VUCA to characterise risk (a ‘known unknown’) and uncertainty (an ‘unknown unknown). Thus, we live in a world that is characterised by Volatility, Uncertainty, Complexity and Ambiguity.