Project work is a central element in Action Learning.  Its use reflects the basic assumption that experienced managers learn best when they are testing their ideas against the requirements of real management situations and adjusting these ideas in the light of this experience.

They must address a significant problem within the control of the participants.  That is, the subject must be of day-to-day significance to the person(s) doing the project.  Because of this organisational relevance individuals should be permitted to work on their projects during working hours;

The managers of each participant should agree with the choice of project, should be prepared to allow time for its execution and be prepared to offer advice when asked;

Projects must involve investigation into the cause of the problem rather than going straight to the remedy.  A statement on what research was done on this diagnostic journey should be made in the project report;

Projects should involve individuals in more than data collection, analysis and recommendations.  They must include implementation.  An ability to accept responsibility for undertaking relevant action and the skill to involve senior managers in implementation must be part of the process.  Facing the reality of implementation and the risk involved is part of the learning process;

Projects should make demands on individuals beyond their pre-course repertoire of skills and lead to measurable improvements in performance and cost savings, which should more than cover the cost of the programme;

Projects should include analysis of inter-departmental boundary management problems and the solving of these;

Projects should put individuals into contact with management role models in the organisation, involve their mentors, promote team work and make individuals aware of their dependence on internal suppliers often in unfamiliar specialist areas;

Where projects are part of a programme that leads to an academic qualification, other elements are included.

There must be a ‘theoretical’ basis to the project,  which should emerge from a literature review.

There must be a clear indication of how and where the contents of the literature review and the background reading material are related to the projects, which must contain a discussion and evaluation of possible options for implementation.

It follows that the project must be an analytical piece of work not merely a description of a situation.

There must be discussion of the level at which the project is to be conducted.  To have reality and the potential for action by the participants, it must not be pitched at a level that inevitably means that both the content and the possibility of action are well above that at which the individuals actually operate.

In short, the projects will have a dual function. They will contain real work of practical use to the individual and his or her line manager. In addition, they will provide a vehicle enabling the individual to review and reinforce their previous experiences and to learn about the processes of management.
Care will be taken to ensure that all the projects contain these two elements in appropriate balance to be acceptable.  That is, exaggerated concern for immediate useful action must not overwhelm the opportunity to learn, while the creation of an effective learning process must not degenerate into a lifeless project of little use to the organisation.

The problem to be studied.

The aim of the project.

Who the client is and the value to him/her.

The probable approach and a schedule, including an evaluation of the demands on individuals’ time.

Section headings.

The purpose of this proposal is to ensure individuals and groups clarify the study goals and visualise the steps needed to reach them.  It also gives the set adviser an opportunity to evaluate whether the proposed steps are appropriate.