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Inside the action learning community there are many very open accounts and considerations of specific challenges and general phenomena such as power, emotion, action and learning. ‘Am I doing it right’ (Pedler and Abbott  2008  ["Am I Doing it Right? Facilitating Action Learning for Service Improvement."  Leadership in Health Services  21: 185–199]) is a key question for reflective practitioners, and they are invited to report experiences and ‘produce theory from practice’. Despite all that information and reflection there is, from my perspective, a lack of information about how to  become  a facilitator. Even when looking back on their own early career challenges, such as Daniel Scott ( 2019a ) ["Becoming a Midwife to Wisdom: A Retrospective Account of Practice of an Action Learning Facilitator, Action Learning."  Research and Practice  16 (2): 151–158] most authors seem to  be  facilitators already, On my journey I identified some crucial experiences and conditions. These are highly individual and personal and they must, therefore, be actual, lived experiences. But I consider some of them to be generally applicable and believe they can help others when thinking about to become an action learning facilitator and/or to train action learning facilitators.

Sentimental education – learning from action to become an action learning facilitator