Breakthrough Problem Solving with Action Learning: Concepts and Cases

Citation

Cheryl Brook (2013), "Breakthrough Problem Solving with Action Learning: Concepts and Cases", European Journal of Training and Development, Vol. 37 No. 2, pp. 237-239. https://doi.org/10.1108/03090591311301716

Book synopsis

The emphasis in this book is on the “breakthrough thinking and action” that derives from bringing together complex problem solving and action learning. The book is structured in three parts, with the first part providing an overview of the challenges involved in twenty-first century problem solving. The second part of the book offers 31 action learning cases from a range of European, African, Asian and US companies (such as Toyota, Nationwide Insurance, PepsiCo and DuPont together with lesser known organisations and those operating in the third sector).

The cases offer insights into action learners ' dealings with an impressive range of complex problems, such as how to increase the growth of market share, how to meet complex environmental and sustainability goals and how to develop effective leaders. Each case is structured in the following way: firstly, a brief description of the company and the context in which the problem is set, next an outline of the complex problem in question, then a section describing the breakthrough strategy, and finally a narrative explaining why the action learning team was successful. Each case also includes a table which summarises the factors which enabled these breakthroughs to occur.

The final part of the book offers some principles and strategies for using action learning for the purposes of problem solving. This includes, for example, how to select an appropriate problem for action learning, how to question, challenge and reflect, the role of the action learning “coach” and ways of establishing ground-rules (norms) for handling difficulties in set meetings, such as absences and participation.

Evaluation

The authors claim that action learning can help “all organisations to achieve great solutions to seemingly unsolvable problems” (p. 6). As an action learning practitioner and academic I share much of their confidence, but I have had experience of organisations where the method has not always been an unequivocal success. Mike Pedler (1996), one the UK ' s foremost authorities on action learning has made the point that some organisations are not always ready for the kinds of questioning and challenging that go with the territory of being involved in action learning. The idea of questioning senior management may be seen as “a career limiting thing to do” (p. 23). Having said this, the cases in this book showcase what can positively be achieved, in the right kind of environment, using the action learning approach, and the results are impressive.

The authors make a solid and informed case for action learning in their opening chapters, demonstrating why it is a powerful tool. Revans, the originator of the approach, made a clear distinction early on in his writings between “problems” and “puzzles”. “Puzzles”, Revans pointed out, were difficulties from which “escapes were thought to be known”, whereas “problems” cannot be resolved by relying on programmed knowledge (Revans, 1998). Here the authors give clear and cogent descriptions of the type of problems that are best addressed using action learning, and as a consequence this is a book which will be of value to HRD practitioners looking for models and guidance as to how action learning works in practice in businesses facing seemingly intractable problems.

Action learning is perhaps at its best when it is focused upon real organisational problems, when it is used to enhance organisational capability and capacity, and when the action within action learning becomes a servant of learning. As Raelin has observed, “(S)olving the problem is fine, but it isn ' t as crucial that there be problem resolution as much that there be learning from experience” (Raelin, 2008, p. 85).

There is no one form of action learning, and the US model differs in key respects from that broadly adopted in the UK. The US model makes use of an action learning “coach”, for example, and appears to be more structured (Brook et al., 2012). The authors here allude to one comparatively recent variant which does emphasise the role of the facilitator – critical action learning. Some examples of what critical action learning looks like in practice might have been useful, perhaps drawing on the work of people such as Rigg and Trehan (2004) but this may be beyond the scope of the book. It is helpful for those new to action learning to be given some examples of the variations in practice, but more important that they take note of the precepts underpinning action learning. As many have pointed out (including Revans himself) just calling a bit of group work tied together with some sort of project “action learning” is to misrepresent the practice. Clarifying what action learning is about is deftly tackled in the opening chapters, including a useful summary of Revans ' systems alpha, beta, gamma which offers a philosophical underpinning to Revans ' action learning.

Like the authors I believe action learning can achieve breakthroughs in problem solving and learning. But I do think the book might have benefited from attending to why action learning sometimes fails. Even an anonymised case example might have proved instructive. Nonetheless, the evidence of success, and the centrality of real-life examples from real companies means that I would be pleased to recommend the book to HRD practitioners looking for inspiration, instruction and guidance.

In the authors' own words

“Breakthrough Problem Solving with Action Learning explores why and how action learning has been so successful. We briefly review the theories and research that undergird the effectiveness of action learning and point readers in the direction of related academic works that they may wish to explore. The narrative then turns to stories of how organizations have employed action learning in solving thorny and complex business problems. We use more than 30 cases to demonstrate how real-world models for how action learning can be successfully employed; we hope they provide inspiration and starting points for other businesses facing similarly difficult and complex problems” (p. 2, italics in original).

About the reviewer

Cheryl Brook earned her doctorate in management learning at Lancaster University, UK. She has worked as an HRD professional in the NHS, the charitable sector and as an independent training and development consultant before becoming an academic. Her current post is Senior Lecturer in HRM and organisational studies at Portsmouth University. Her research interests centre on action learning and HRD in organisations. Cheryl Brook can be contacted at: cheryl.brook@port.ac.uk