ABSTRACT This account of practice explores the experiences of three facilitators involved in action learning within executive masters’ leadership programmes, which have been offered by our university for two decades. Grounded in an action learning philosophy, these programmes create a dynamic environment where participants confront and address their organisational challenges through collaborative learning. Our collective reflections highlight the inherent tensions and transformative nature of facilitating action learning sets, where participants present real-world challenges to their peers, aiming to generate actionable insights and personal growth. The account delves into the facilitators’ personal journeys, highlighting the vulnerability and discomfort they experienced while observing participants navigate their own challenges. Through a reflexive process, we examine our shared perspectives on facilitating learning in action learning sets. We discuss our evolving understanding of the role of the facilitator in creating a safe and supportive space for participants to explore challenges, learn from their actions and develop their leadership capabilities.

ABSTRACT Action learning is becoming increasingly popular as an effective and powerful approach to learning and development. Originally mostly practised in the fields of organisational development and management education, it is now being applied in various contexts where the development of transversal skills such as critical and creative thinking, collaboration and problem-solving is vital. This paper explores how established action learning scholar-practitioners have developed their expertise over time. They examine their personal and professional journeys, reflecting on how they were attracted to the action learning community and how they developed their practice. Through their narratives, the paper aims to enhance action learning by providing valuable insights into its evolution as both theory and practice. Based on a symposium presented at the 9th Action Learning Conference, held in Manchester in April 2025, the four participants engaged in reflective discussions on their careers and contributions to the action learning community. Four themes are identified from these discussions. By sharing their reflections, the authors contribute to the ongoing dialogue in action learning theory and practice. Their insights serve as a resource for emerging scholars, practitioners and organisations seeking to deepen their understanding of action learning and apply it effectively in their respective contexts.

ABSTRACT Action Learning (AL) is widely used to address complex challenges while building collaboration and leadership. Codevelopment Action Learning (CAL), a structured Canadian variant of AL, has been shown to benefit participants by strengthening self-efficacy, professional identity, and transversal skills. However, little is known about its impact on facilitators, even though they are key to sustaining group learning. Most writings assume that facilitation skills must be mastered before practice, overlooking the possibility that they may evolve during facilitation itself. This study investigates the development of facilitation skills among 58 new CAL facilitators from 15 organizations, who collectively led 263 sessions between 2017 and 2021. Using qualitative content analysis of post-session questionnaires, the study identified significant learning outcomes across CAL’s four facilitation functions and specific behaviors, including questioning, feedback, active listening, and emotional support. Facilitators also reported varied learning outcomes related to the topics discussed by participants, such as knowledge of organizational contexts, professional roles, and shared experiences. The findings challenge assumptions that facilitators enter fully equipped for their role, showing instead that facilitation skills and broader learning deepen progressively through practice. This empirical evidence extends the AL literature and informs facilitator training by emphasizing targeted development alongside experiential learning.

ABSTRACT Ethical decision-making in contemporary professional environments necessitates an integrative approach that reconciles traditional wisdom with modern experiential methodologies. Among traditional sources, Subhāṣitāni, a corpus of Sanskrit aphorisms, encapsulates foundational ethical principles including integrity, duty (dharma), accountability, and humility. This study proposes the critical integration of Subhāṣitāni into Action Learning frameworks, thereby advancing ethical reasoning, reflexivity, and collaborative problem-solving across domains such as corporate governance, education, leadership, and scientific inquiry. Building on Reg Revans’ model of Action Learning as a praxis of reflection and action, this paper argues that Subhāṣitāni provides a culturally grounded yet universally resonant foundation for values-oriented decision-making. At the same time, the inquiry addresses inherent challenges, including contextual adaptation, ethical relativism in group deliberations, and potential risks of semantic misinterpretation. It contends that effective facilitation remains indispensable for preserving ethical coherence within Action Learning practices. Ultimately, this research contributes to the evolving literature on ethical leadership and interdisciplinary education by demonstrating how critically adapted ancient wisdom can substantively enrich ethical pluralism, foster intercultural dialogue, and promote sustainable, principled leadership.

ABSTRACT This paper presents insights into the experiences of supporting Action Learning Communities of Practice to deliver an interprofessional training scheme in care homes for older people. It draws on original interview data with facilitators in which they discussed their experiences of taking part in Action Learning Community of Practice sets held over separate cycles of a longitudinal study. The role of facilitators on interprofessional education programmes delivered in the care home sector receives little attention despite its potential to build capacity, resilience and the sustainability of interprofessional education. This paper presents novel insights into how care home staff, supported by academics, can successfully transition into facilitator roles through legitimate peripheral participation to ensure the long-term sustainability and resilience of interprofessional training schemes. Used in the delivery of student training in the care home sector, and with appropriate facilitation, Action Learning Communities of Practice can be beneficial to care home staff, service delivery and care quality.

ABSTRACT South Africa faces a severe youth unemployment crisis, particularly among those aged 16-25, with NEET (not in education, employment, or training) youth at high risk of mental health challenges and social exclusion. Despite their lack of formal qualifications, these young people possess personal assets that can foster resilience. This study explores how critical action learning (CAL) can help NEET youth develop their collective capability by engaging them in after-school programmes (ASP), which not only benefit adolescents, but also enhance the self-confidence, agency, and social networks of NEET youth themselves. Using participatory action learning and action research (PALAR) with arts-based methods, the study engaged 14 young women in two cycles: first, to reflect on barriers and personal assets, and second, to design and implement after school programmes (ASP). The findings show that participation in an action learning group (ALG) fostered trust, emotional openness, and self-belief, demonstrating the potential of CAL in empowering marginalised youth.