Action learning is ever faster changing market conditions to be able to respond to human resource development and organizational development, are forced to continuously and systematically maintain both personal development and organisational development company. An effective tool, represents the action learning targeted to meet both directions of development, which was developed in the 1940s by the British nuclear physicist of Reginald Revans. Revans-defined action learning as a combination of expert knowledge and targeted set of questions. In contrast to previous knowledge, which served to accumulate knowledge on stock, say, learning by doing is in gaining practical knowledge action learning”forces. To this end, in the course of action learning, concrete, yet unresolved problems in the company edited programs and brought to a solution. Action learning teams of at least four to no more than 10 members have proven themselves in entrepreneurial practice, typically for a longer Period will be exempted from their workplace. In the ideal case, team members have different professional skills and abilities or come from different levels of management. Participants of action learning teams learn in multiple ways.
One can be learned on the basis of the problem and of the solution then identified. On the other hand the participants themselves, as well as their interaction learn to tackle its kind problems with colleagues during team meetings. With regard to the results of a long-lasting action learning programme, there are key success factors, into account. First, the problem must be so far unresolved and urgent ideally to help ensure the undivided attention and the interest of the members of the team. “A key factor for the success of an action learning programme is a boardroom, which actively and specifically the culture of learning organization” promotes enterprise and anchored. When the team composition should be ensured that a possible heterogeneous team with different skills and abilities is found.