Action Learning: It's More Than OJT

By Michael Beitler

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.”


Dr. Mike Beitler is the author of "Strategic Organizational Learning." Get a free 7-part mini-course about organizational learning and learn more about the book at http://www.strategic-organizational-learning.com/
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Education: Improve Learning, Test Scores and Performance Through 10 Universal Laws of Learning

By Leanne Hoagland-Smith

In the effort to meet No Child Left Behind mandates as well as to increase performance through corporate training and development, how to make students or participants learn continues to vex highly trained educators and professional facilitators. From my 25 plus years of experience in business and education, I have come to accept and believe in these 10 Universal Laws of Learning.


Universal Learning Law #1 – Learning is an innate desire within ALL human beings.
.Universal Learning Law #2 – Learning is multi-dimensional for ALL human beings.
Universal Learning Law #3 – Learning is an ongoing process for ALL human beings.
Universal Learning Law #4– Learning is a separate behavior from performance. Learning is the acquisition of knowledge. Performance is the application of knowledge.


Universal Learning Law #5 – Learning needs to be relevant to each individual based upon his or her existing experiences or schema.
Universal Learning Law #6 – Learning is a bridge between new information and the students’ or participants’ existing schema.
Universal Learning Law #7 – Each learning objective requires a one to one correspondence to each testing statement to evaluate the effectiveness of instruction.


Universal Learning Law #8 – Learning is delivered in short sessions to allow time for interaction between students or participants.
Universal Learning Law #9 – Learning must avoid the “Osmosis Factor” where a presumption exists that the students or participants will acquire certain knowledge and skills without direct instruction.
Universal Learning Law #10 – The brain will only absorb what the butt will endure.
Word Count: 245 words Copyright 2005(c) Leanne Hoagland-Smith, M.S.



This article may be freely published. Permission to publish this article, electronically or in print, as long as the bylines are included, with a live link, and the article is not changed in any way (grammatical corrections accepted).
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