Reg Revans. Lest I forget

November 22, 2008

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Some years ago, when giants stalked the land, I tracked Reg Revans down to his lair. I wanted to see whether he could be persuaded of the fact that Action Learning and Manchester Business School might have a shared future. The meeting was not a total success

Reg, with what I now believe to be typical bluntness, explained his beliefs about the irredeemable wrong-headedness of Business Schools in general, and Manchester Business School in particular.

I had been warned that there was a history of missed opportunities for rapprochement from the time of the School’s inception in the 1960s. He did not dwell so much on that, as on the folly of trying to achieve effective management education using traditional pedagogic approaches.

We talked for a few hours. Or, to be more precise, I suspect I listened for most of the time. I can not date the meeting particularly well, but it was most likely to have taken place in the late 1970s or early 1980s. My big idea was that if Reg Revans had not been accepted at Manchester Business School, then he must have been misunderstood. Everything I had heard and read about his action learning approach made it utterly compatible with ideas that were bubbling up in the School at the time. He was spoken of with some reverence by senior figures there, such as John Morris, and also by emerging junior faculty. Surely when I explained, he would see how John’s ideas of joint development activities were close to the work of the burgeoning Action Learning community? And anyway, he would be bound to warm to efforts I was making at the time to introduce creative problem-solving into projects within the MBA curriculum. He would see how the Manchester Experiment (and subsequently The Manchester Method) were far closer to Action Learning than they were to the traditional Business School curriculum.

As far as I could remember, after a frosty start, the emotional climate of the meeting warmed up, but not a great deal. If I had come bearing an olive branch, I seemed to have stuck it right up the nose of the great man. I doubt if he ever set foot in Manchester Business School thereafter.

Time passes

Time passes. Reg Revans completes a fulfilled and long life. With one of those ironic turns, The Revans Institute elects to accept an invitation to make its home at Manchester Business School.

At the introductory event [26th Nov 2008], I was invited to share a concluding session with Mike Pedler. Another irony. Mike had been one of those figures who first enthused me about the potential of Action Learning, all those years ago.


Reg Revans: Action Learning Pioneer

November 8, 2007

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William Reginald Revans (14 May 1907 – 8 January 2003) was arguably one of the most influential of British educationalists of the twentieth century. He pioneered Action Learning, which today is among a handful of educational innovations which has survived and developed as a theory of action, and a theory in action

In the course of a lengthy and illustrious life, a mythology built up around this remarkable man. However, in late 2007, definitive biographic materials remained hard to find. For example, in Wikipedia, there was no entry on Revans. You have to explore wikipedia for Action Learning, his professional legacy.

One excellent but brief biographic account provides a glimpse of a remarkable professional career. There are the early critical incidents: a childhood recollection of attending the memorial service of Florence Nightingale (perhaps the story became replicated through his later distinguished efforts within the National Health Service). A discussion with his father, a maritime surveyor who had become involved in the enquiry into the sinking of the Titanic, provided another critical incident. Revans was introduced to the notion that ‘we must learn to distinguish between cleverness and wisdom’, a principle he retained throughout his life.

Revans was trained as a physicist at London and Emmanuel College Cambridge, later working with Rutherford’s Nobel-winning team at The Cavendish laboratories (1932-1935). Rutherford’s approach and team meetings could be taken as exemplars for action-centred learning. At that time Revans had also gained distinction as a gifted athlete, competing to Olympic level.

The Rise of Action Learning

In the 1930s, Reg Revans began his career as a senior manager, initially as Director of Education at Essex County Council, where he also began a long association with the Health Service. These experiences along with emergency service in the London Blitz of 1940, confirmed his growing philosophy (and practice) of learning by doing.

There followed a decade as an academic at The University of Manchester (1955-1965). He had become the first Professor of Industrial Management and he continued to diffuse his innovative ideas of action learning. But it was after he left his University post, that his ideas were to gain international recognition.

The most impressive, and often repeated claim is that his work, through an extensive cluster of active learning projects in Belgium, directly improved that nation’s industrial productivity over the period 1971-1981.

One article summarised the workings of Action Learning as follows:

People learn most effectively not from books or lectures but from sharing real problems/projects. The [action] learning process may be expressed as:

Learning (L) = Programmed knowledge (P) + the ability to ask “insightful” Questions (Q)
Programmed knowledge (P) is conveyed through books, lectures, and other structured learning mechanisms. Insightful questions (Q) are those questions that are asked at the right time and are based on experiences or an attitude about ongoing work projects.
• The learning context must be a real working/project
• Scheduled input of theory knowledge /lectures should be kept to a minimum and more time for time for workshops, meetings and questions
• Commitment from top management and team members with No hidden agendas
• An independent adviser needs to be present from the life of the team to facilitate, help or guide when needed.
• An atmosphere of and openness to confronting sensitive internal issues.
• Flexibility in terms of scheduling

‘Moral Bankruptcy Assured’

Reg enjoyed creating learning aphorisms. One of his favorites summed up his view of the emerging Business School methods and the MBA degree, which he liked to describe as Moral Bankruptcy Assured.

It was an irony that his penetrating insights into the dominant educational model was directed from a member of a University whose Business School prided itself in its own version of learning by doing, the so-called Manchester Method, and whose academics included several international figures such as Stafford Beer, Enid Mumford, John Morris, and Teddy Chester, who were contributing to a non-traditional educational approach. Professor John Morris was but one who became an active participant in the advancement of Action Learning subsequently.

However, we have the nearby University of Salford to thank for keeping alive Action Learning within a vibrant North-West England group of action researchers. By another irony, leading figures have more recently rejoined the University of Manchester, with plans to develop further the theory-in-practice ideas of Reg Revans.