ABSTRACT
Although evaluation is a critical activity and should be planned in from the outset, it can be a struggle to keep it simple and efficient. The work of an action learning set can be evaluated at several levels: individual – in terms of progress on a problem and the learning from it; set – in terms of group development, maturity and collective achievement; and programme or whole organisation level – across the sets, impact on the whole. This chapter illustrates a case showing how to identify these stakeholders, together with their success criteria for an action learning programme in a school system. Self-evaluation is an important part of action learning. Self-awareness and improving one's ability to self-evaluate is an important outcome in itself. The minimum specification for evaluation is twofold. First, a regular review for developmental evaluation in set meetings. Second, judgemental evaluation of the worth of the programme as a whole to the individuals and organisations concerned.
