National Resource Center for Youth Services: Oklahoma Trauma Informed Care Project

Action Learning Sets

Action Learning Sets are small formal focus groups designed to promote professional growth and learning of their members through collective problem solving of real challenges experienced in the workplace. Action learning is defined as a process that relies upon the combined knowledge and skills of a small group of people (in this case, professional youth workers) that uses “skilled questioning” to create innovative solutions to real challenges faced in the day-to-day work of the individuals involved. 

Using a structured, facilitated format, groups of 3-7 members meet every 4-6 weeks for 4 hours to reflect on practical issues related to providing services/support to youth in a trauma responsive way. Members take turns presenting a significant challenge they are facing in the practice or implementation of trauma responsive youth work. The other members then help work through the problem through supportive open-ended questions in a community-oriented holding environment. 

The experience provides an immersive learning experience that allows participants to apply, analyze, and synthesize their own knowledge, skills, and attitudes in a meaningful way. 

Action Learning was developed by Reg Revans. He sums it up with a simple formula: L= P+Q, where L is Learning, P is programmed knowledge (knowledge in current use), and Q is questioning to create insight.

Action Learning Sets at a Glance

The Presenter

The presenter brings a challenging issue they face in their day-to-day work. They may spend up to 10 minutes describing the issue to the set members, emphasizing the most salient points and providing examples. Following the description, the presenter may respond to any questions from the other members which the presenter is comfortable addressing. Following the questions, the presenter will decide on action points to take forward. 

Set Members

While the presenter is sharing, set members listen actively. They should be attentive to nonverbal cues and the emotions as well as the words of the presenter. They should not interject during the presenter’s description. Following the description of the challenge, set members do not give advice or try to provide answers. Their role is simply to assist the presenter through asking useful questions. They may first ask questions for clarification about the issue. Further questions should be designed to encourage new perspectives of or approaches to the issue, but should always be supportive and empathetic.