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

Mark Hughes, Tom Bourner

Research output: Contribution to journalArticlepeer-review


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.
Original languageEnglish
Pages (from-to)89-95
Number of pages7
JournalAction learning: research and practice,
Issue number1
Publication statusPublished - Apr 2005


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