Evaluation of and Reflection on the use of Action Learning Sets

1
Evaluation of and Reflection on the use of Action
Learning Sets

• Ursula Ison Gwen Giles
• Library Manager Library Manager
• University Hospital Birmingham Good Hope Hospital
  NHS
• NHS Foundation Trust Trust
• HLG Conference
• Belfast
• September 2004.

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Background to the Action Learning Sets

• Accreditation Support
• Role of the Facilitators
• Share good practice training opportunities
• Encourage self directed learning

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First Evaluation (HLR 17 181-188, 2000)

• Valuable approach to accreditation support
• Forum for local meetings
• Reduced professional isolation
• Encouraged sharing and rationalisation of
  policies and procedures.
• Progression towards a business meeting
• Need for training in facilitation of learning
  sets for the facilitators.
• Training provided
• Facilitators worked with group to decide how best
  to retain learning element within the meetings

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Arrangements of learning sets

• Group A Business meeting in the morning with an
  action learning set in the afternoon.
• Group B Very small group so the facilitator was
  asked to be part of the set rather than act as
  the facilitator
• Group C As business aspects were covered
  elsewhere decided to continue with themed
  discussion meetings with topic known in advance.
• Group D Business meeting in the morning with a
  learning set in the afternoon, but topic decided
  in advance with format of the meeting changing to
  suit subject.

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Evaluation Process

• January December 2002
• Questionnaires sent out by the facilitators
• 30 responses
• Evaluation at group level and across the region
  as a whole

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Evaluation results Overall evaluation

• Most useful features by group

• Most useful features overall

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Evaluation results Positive comments

• Shared experiences contribute to better
  perception of issues
• Reduced anxiety that Im isolated and expected
  to know about and cope with everything on my own
• A useful communication tool
• I think that learning in a more informal way
  has brought the group closer together
• Kept the networking alive
• Strengthened network with colleagues

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Evaluation resultsOverall results

• Least Useful Features by Group

• Least useful features overall

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Evaluation resultsSuggestions for change

• Possibly involve people with specific expertise
  from outside the group
• Could people forward issues to discuss in
  advance
• Often difficult for group to discuss matters
  other than problems
• Follow up following a session
• Need some kind of summary of conclusion to be
  circulated afterwards
• Contribution from every member

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Changes to sets after the evaluation.

• A topics in advance, journal club
• B varied time and frequency of meetings
• C still themed discussion, varied venue, tended
  to include more business items
• D Have retained format

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Why use action learning for professional
development?

• Advice from colleagues
• Insight into other ways of working
• Different perspectives
• Increased confidence in decision-making
• Help with problem-solving
• Supportive atmosphere
• Provides networking time contacts

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What are the pitfalls?

• Can be negative - focus on problems
• Poor attendance participation
• Doesnt suit all learning styles
• Can be intensive
• People may perform
• Feedback can be slow
• Need to be confident

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How to set up an Action Learning Set

• Get a trained facilitator
• Everyone should be of the same status
• Full attendance participation
• Identify individual learning styles
• Be flexible regarding format
• Understand abide by group rules

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Conclusion

• Action learning sets are a powerful tool for
  personal professional development
• Formalised networking opportunity
• Group needs to feel comfortable with each other
  and the facilitator