ABSTRACT
Many of the earlier chapters assume that the processes of an action learning set are effective in order to realize the benefits for set members when addressing their issues, projects and opportunities. The issues, projects and opportunities may be referred to as the tasks of the set, whereas how the set enables set members to achieve their tasks is referred to as the process. Detailed consideration of process has tended to be understated in the literature, and possibly the practice, partly because of the attention given to project and task orientations. We endorse Mumford (1991): ‘The task is a constantly seductive feature of the total process. Learning about the process by which the task is achieved has been given a derisory amount of emphasis.’
