This article provides an account of self-managed action learning (SMAL), where it came from and how it has been implemented in practice. Self-managed action learning offers a way of realising action learning without the continuing presence of a set advisor in set meetings to facilitate the process. It enables participants to manage and facilitate their own set meetings. The article provides a rationale for self-managed action learning and reports on how it was tested in action in a relatively benign context and then tested again in more challenging circumstances. It concludes with consideration of potential pitfalls and its further use. (Contains 1 note and 3 tables.)