From Action Learning to Bonding Social Capital? The Potential of Action Learning Sets Among Isolated Rural Clergy

Abstract

Clergy often struggle with the sense of isolation associated with the unique demands of parish ministry. This sense can be heightened when serving in rural communities, where the burden of isolation may include working with small numbers, experiencing social isolation, and lacking colleagues for daily prayers and sharing ideas. A mechanism that can address structural issues and promote peer support could go some way to managing isolation. This article examines recognised theory and practice of one potential solution: action learning (AL). Reflecting New Testament leadership dynamics, AL sets are utilised increasingly within Church leadership development programmes. It is argued that the potential benefits of a stand-alone AL intervention for isolated rural clergy are two-fold: this pedagogical approach enables set members to engage with and reflect on real-life problems in collaboration with colleagues, and can also generate enduring social capital through the valuable networks set members build in the process.

Action learning sets and social capital: ameliorating the burden of clergy isolation in one rural diocese

“…Theory suggests that, on the basis that strategies such as those identified by Staley and colleagues (2013) would be consistent with the practice of action learning to which the process of social exchange in sets is fundamental (Revans 2011), an action learning intervention may have the capacity to ameliorate the sense of isolation experienced by rural clergy (Muskett 2016). Social capital forged among set members as a by-product of the pedagogical process could have a significant impact by creating a viable and enduring peer support network.…”