ABSTRACT
The handbook endeavours to reflect the life of an action learning set (the term used for a group engaged in action learning). Thus Part I is mainly about the activities necessary to create, initiate and start sets. Part II is designed to enable a deeper understanding of action learning with recourse to theory. Part III underpins the earlier part of the handbook by conveying the skills for effective set work. Part IV investigates the value of action learning and aims to provide users with the means for reviewing the journey undertaken by set members, sets as a whole and the organizational benefits. The handbook structure endeavours to reflect the beginning of the process, the journey itself, and the end of the life of action learning sets.
