16PF

16PF - we use the 16 Personality Factors inventory for selection and development of individuals and teams. Leadership Connections are Accredited 16PF administrators and we use this approach to help organisations find suitable personnel

Our Approaches

Action Learning

Is much talked about but often misunderstood. At it's heart it is a very simple (and yet powerful) process of small group development.

Essentially, it involves bringing together a group/s within which individuals support one another, with the help of a fcailitator, to work on and resolve the challenges that each is facing.

In organisations it's a great way to develop individuals whilst simultaneously increasing performance. For more detail please click here or scroll down. 

Our Approaches

Click on the headings below to see more on some of the approaches that we use.

16PF and MBTI

Action Learning

Appreciative Inquiry

Balanced Scorecard

Emotional Intelligence

Open Space

Participative design

Search conferences

Supporting leaders to overcome their obstacles and develop themselves - through coaching and mentoring

Increasing the effectiveness of management teams through leadership team development

Identifying and improving leadership across the organisation through talent management and leadership development

Mobilising large groups for change through creating inspiring conferences and motivational speaking

Increasing the effectiveness of the Human Resources function through HR strategy and skills development

 

Action Learning

What is it?

In summary, action learning brings together small groups of participants to:

Each group is provided with a facilitator (or "set adviser") whose role is to help individuals and the group to develop the necessary skills.

In many respects Action Learning (AL) is simply a description of how most people go about solving problems, with a group dimension added. Reg Revans, its originator was always keen to emphasise the normality of the process. He was a physicist who worked in Cambridge in the 1930s with people like Ernest Rutherford and JJ Thompson. He was impressed by the approach to problem-solving and hence learning in the team, and particularly by the process of examination of both success and failure, so he set out to capture it in the form of Action Learning.

Participants need to have some investment in finding the solution, so most will bring real problems which they are currently encountering in their work-place. The programme may impose limitations on the nature of the problems tackled, so that there can be cross-fertilisation of learning between the participants, and so that any taught input (if any) has some relevance to each member of the set.

Procedure

Participants work together in an Action Learning “set”: they may all be working on the same problem or they may each have their own problems, and simply meet in order to work together.

Groups (or ‘sets’) usually comprise 5 -7 members who, with the help of an external facilitator and agreed ground rules. Sets usually meet about once a month for between 6 and 12 months, with each session lasting for half or a full day. 

Advisors

Each set has the services of a facilitator or "advisor", who is experienced in the use of the approach, and whose role is:

Generally speaking the advisor will be more active at the beginning of the set's life and the aim is often to promote self sustainability of the group so that it can facilitate itself..

Is action learning a new concept?

Action learning is a concept originally developed by Reg Revans in the late 1930s and further developed during the 1940s and 50s whilst working with the National Coal Board and then the National Health Service.

“The central idea of this approach to human development, at all levels, in all cultures and for all purposes is, today, that of a set, or small group of comrades in adversity, striving to learn with and from each other as they confess failures and expand victories … “  (Revans 1980)

Described as a method of ‘small group learning’, Roger Gaunt, emphasised action learning as being,

“… the art of development – development of problems into opportunities and of people from what they are now to what they may become potentially.” (Gaunt 1991)

More recently it has been described as,

“A continuing process of learning and reflection with the support of a group of colleagues, working on real issues … (it) can achieve improvement and transformation in a wide range of applications and disciplines including professional, training and other contexts.” (McGill & Brockbank 2006)

In other word, the process enables people to take an “active stance” towards problems and seen by some as “unblocking the blockages” (SoNM 2006)

Let's Talk

The easiest way to understand how we can help, and whether you feel that you could work with us, is to begin with a conversation.

We don't believe in a "hard sell" and often find that people get value out of the exploratory discussion - whether or not we go on to work together.

Please Contact Us – we would love to hear from you.

 

16PF

16PF - we use the 16 Personality Factors inventory for selection and development of individuals and teams. Leadership Connections are Accredited 16PF administrators and we use this approach to help organisations find suitable personnel