The Management education and development through action learning (MEDAL) programme combines interactive management workshops with small “virtual” group research projects, learning sets, guided reading and individual action learning questions (ALQs) which require the application of learning in the workplace.
ClearWorth and action learning
The principles of action learning underpin the programme. As a precursor to learning, participants are expected to have a “real-life” question or questions in their working situation for which they need answers. These questions will help each to create their individual action learning question (ALQ). Although theory is studied and debated on the programme, it is with these ALQs in mind. The application of the theory to each individual situation is critical in the process. Action learning sets provide peer support and challenge in confidential meetings where their situation, their actions and their learning are explored.
All modules are residential, with arrival the evening before the first full day to take part in a relevant exercise or discussion (sometimes incorporating a company speaker). Groups also tend to use this time to finalise their research and reading work they have been undertaking before the event. The venues are chosen because of their learning facilities and location. Each venue provides an appropriate level of hotel accommodation and services, but the emphasis is on learning rather than leisure. Recent venues have included Henley Management College, Templeton College in Oxford and Missenden Abbey in Buckinghamshire.
The following PDF shows sample modules and course objectives on a ClearWorth MEDAL programme:
The process typically embraces three modules six weeks apart with ALQs being addressed in the intervening periods. Some participant groups have requested and helped to design and deliver a fourth module which focuses on topics of specific relevance to the organisation, the participants and their managers. One group, for example, wanted to examine leadership behaviours in depth because their organisation was introducing a new competency framework in this area. Another has asked for advanced negotiation skills as a central theme in their work to advance their skills and feedback rate.
Learners take responsibility for their own learning and are expected to actively support and contribute to others’ learning on the programme. This is both through active participation in the action learning sets and through preparing and delivering a session with others in the group on a relevant topic, theory or concept supplied by the tutors.
To find out more contact ClearWorth.