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For team development or to help individuals to reflect and plan forward following significant change period
For new teams, teams in transition (360 tools, systemic team coaching, stakeholder analysis)
For peer leadership groups or individual leaders (range of approaches including coaching, action learning, theory, field work)
Newly Formed Leadership Team
Reset Programme- Short term intervention workshop with a new collaborative team exploring purpose, vision and ways of working.
FTSE 100 Engineering Company
Evolve Programme- group workshops exploring ways of working, momentum and quick wins through agile.
Impact programme- facilitated group workshops and 1-1 coaching and leadership skills training sessions
Senior Leadership Peer Group
Collaborate programme- facilitated group workshops and 1-1 coaching sessions with senior leadership team.
We equip our leaders with internal and external training courses focussed around health and safety, project management, difficult conversations and so on, but do we really give our leaders a space to develop themselves as leaders through their own experiences (experiential learning), to have productive action driven conversations with their peers and to create a support network where any problem can be tackled and worked through?
Action learning is centred around building a strong leadership group of peers who can work through real problems, come up with concrete actions to take forward and learn as individuals, as a peer group and as an organisation. As opposed to many theory-based training packages aimed at leaders, action learning sets target the experiential learning model. Leaders learn through doing, discussing and solving their own problems and also learn through the experience of their peers. The immediate result of a session is quite straight forward: an individual taking part in an action learning set will end the session with actions to help solve a particular work problem. But action learning sets do much more than that. They create a circle of trust amongst a leadership team allowing them to tackle issues that could feel overwhelming in other circumstances, they develop all those taking part in open questioning and coaching skills, they give a real space for true experiential and reflective learning, they allow leaders to take this way of working back to their teams and their organisations.
Action learning sets do require a commitment in time from all those taking part. However, if we look back on the conversations we have with our peers, how many hours a month are spent having a “good old whinge” without any meaningful outcome? What if these conversations were framed in a completely different setting so that each problem raised was dissected and a clear way forward to tackle it was unleashed? In the climate of change described above, no leader can function without these conversations so let’s give our leaders the space and time for these to be the most effective to them, to their teams and organisations.
The action learning set facilitator will help create an environment of trust amongst the group, guide them through the process of action learning, encouraging open questioning and re-framing questions when necessary as well as encourage those presenting to enter a true reflective learning space.
The facilitator’s role throughout the action learning process is to promote and facilitate the experiential learning and encourage the action learning set to be self-managing. This means that at the end of the facilitator’s involvement, many sets continue to work together through this process and pass it on to their teams and organisations. This makes this experiential learning approach an incredibly attractive development approach to organisations as it is long term and sustainable.
Our Programmes are designed to help you wherever you are on your change journey
“Personally, much more aware of my emotional response to situations and the impact on what I am trying to achieve. Organisationally, recognising and valuing all peoples’ contributions and responding differently to feedback. The impact has been transformational.”
HT,Secondary School Headteacher