Action learning set meetings: getting started by ‘checking in'

Authors: Hughes, Mark¹; Bourner, Tom¹

Source: Action Learning: Research and Practice, Volume 2, Number 1, April 2005 , pp. 89-95(7)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

This account of practice is about starting action learning set meetings. It focuses on a process sometimes known as the ‘check-in'. The paper is based upon the experience of one of the authors (Mark). It raises questions about the contribution of the check-in to an action learning set meeting and whether the checking-in process has a role in extending the ethos of action learning to other social situations. The paper concludes that the check-in serves four main roles: personal contextualisation, helping set members to step out of their professional roles, as an orientation ritual and as a means of enhancing empathy. It also concludes that checking in has a potential contribution to make to other forms of meetings and this contribution may be relevant to the broader action learning community.

Document Type: Research article

DOI: 10.1080/14767330500041681

Affiliations: 1: University of Brighton, UK

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