Template-Type: ReDIF-Article 1.0 Author-Name: Verna J. Willis Author-X-Name-First: Verna J. Author-X-Name-Last: Willis Title: Inspecting cases against Revans' ‘gold standard’ of action learning Abstract: A purposive sampling and analysis of ten case histories of action learning in the US suggests that applications tend to be partial, hierarchical, and leader controlled, thus running counter in several significant ways to the gold standard of Revans' action learning theory and egalitarian rules of engagement. Using critical markers to inspect the cases reveals either significant departures from Revans' theory or, at best, silence about the degrees of attention paid to it. If standards specified are not being met in common practice, then there is reason to question whether what is called action learning may actually be falling short of the mark Revans set. Journal: Action Learning: Research and Practice Pages: 11-27 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187592 File-URL: http://hdl.handle.net/10.1080/1476733042000187592 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:11-27 Template-Type: ReDIF-Article 1.0 Author-Name: Suzanne O'Hara Author-X-Name-First: Suzanne Author-X-Name-Last: O'Hara Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Author-Name: Trix Webber Author-X-Name-First: Trix Author-X-Name-Last: Webber Title: The practice of self-managed action learning Abstract: This paper describes how an innovation in the practice of action learning, self-managed action learning (SMAL), was developed and then applied in practice on a number of management development programmes for a Health Board in Ireland. The nature of action learning set facilitation is discussed. The paper describes how the term set facilitator was replaced by set manager, since it provided a more accurate description of the role needed to sustain action learning sets. The skills necessary for effective action learning set membership and facilitation are considered and are found to be the key skills for facilitative management and the ‘soft skills’ for managing change. A new SMAL set process and its support structures are outlined. Details are given of how SMAL has been used on management development programmes involving more than 380 managers. The key beliefs and values that underpin SMAL are also explained. Journal: Action Learning: Research and Practice Pages: 29-42 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187600 File-URL: http://hdl.handle.net/10.1080/1476733042000187600 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:29-42 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Action learning: towards a framework in inter-organisational settings Abstract: While much of the literature on action learning focuses on managers developing their capacity to learn and transform their own organizations, this article explores how action learning has been used in inter-organisational settings. Two settings are presented: the first an EU-funded management development programme called the National Action Learning Programme (NALP) which ran in Ireland from 1998 to 2000 and the second an EU funded programme, called CO-IMPROVE which commenced in March 2001 and involves inter-organisational networks in three European countries. The essential structure of the NALP approach—the action learning approach and the inter-organisational learning network—has been adopted in CO-IMPROVE. The need here for a well-developed capacity to learn, not only at the levels of individuals or companies, but also at the inter-organisational (or extended manufacturing enterprise (EME)) level required the application of an action learning approach. The application of NALP in such a new and wider organisational setting has promised two potentially desirable outcomes: the rapid facilitation of the particular needs of the CO-IMPROVE research project and the further development of the approach itself. The article describes the two programmes and reflects on (a) the action learning processes in inter-organisational settings, and (b) the outcomes with respect to management and organisational learning that point to ways in which the exciting field of inter-organisational action learning may be developed. Journal: Action Learning: Research and Practice Pages: 43-61 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187619 File-URL: http://hdl.handle.net/10.1080/1476733042000187619 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:43-61 Template-Type: ReDIF-Article 1.0 Author-Name: Russ Vince Author-X-Name-First: Russ Author-X-Name-Last: Vince Title: Action learning and organizational learning: power, politics and emotion in organizations1 Abstract: The theme of this paper is a discussion of the relationship between action learning and organizational learning. The main argument is that action learning has been understood in terms of the impact that it can have within the organization, and that, in addition, it is important to ask—what is the impact of organization on action learning? The benefit of this shift of focus is that action learning can be seen as an organizing process as well as a learning process. Action learning is likely to be concerned with individuals' responsibilities to solve key organizational problems, but it is also possible to set this task firmly alongside an engagement with existing organizational dynamics and power relations mobilised by attempts at learning, and the influence they inevitably have on the outcomes of learning. To understand this shift it is necessary to examine the emotions and politics that create and are created through organizational dynamics. Short examples from both private and public sector organizations are used to illustrate the arguments. These arguments are related to developments in the theory of action learning through an additional component to the original action learning formula. ‘Organizing insight’ provides a link between action learning and organizational learning. Journal: Action Learning: Research and Practice Pages: 63-78 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187628 File-URL: http://hdl.handle.net/10.1080/1476733042000187628 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:63-78 Template-Type: ReDIF-Article 1.0 Author-Name: Nick Wright Author-X-Name-First: Nick Author-X-Name-Last: Wright Title: Using action learning to support individual and organisational reflection in an international development and relief agency Abstract: The dramatic rise in popularity of action learning (AL) over recent years has provided opportunity and impetus for various applications of this approach to be developed and tested in practice. This article describes one organisation's experience of AL, demonstrating that it can be effective in terms of stimulating and supporting reflective practice at individual and organisational levels. The article also argues that AL is best conceived as an overarching approach rather than a specific methodology, capable of embracing a variety of models, each contributing to sustainable development of both individuals and organisations. Finally, the writer concludes that the success of AL in any specific context is influenced critically by a variety of individual and organisational cultural factors. Action recommendations are included at the end, taking these factors into account and providing foundational principles for others engaged in this approach. Journal: Action Learning: Research and Practice Pages: 81-89 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187637 File-URL: http://hdl.handle.net/10.1080/1476733042000187637 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:81-89 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Norman1 Author-X-Name-First: Clare Author-X-Name-Last: Norman1 Author-Name: Anne Powell2 Author-X-Name-First: Anne Author-X-Name-Last: Powell2 Title: Using action learning to consolidate coaching skills Abstract: This article aims to answer the questions: How can action learning aid in strategic change? What are the benefits of using action learning as part of a broader learning intervention? What are the issues to consider when introducing action learning into a corporate environment? How can you engage people in reflection as a part of their development? The purpose of this article is to provide the readers with an account of how to introduce learning sets in a corporate environment. We start by describing the business need that drove Accenture to select the action learning set as the forum for developing skills in coaching in the organisation and the strategy that we used to sell the intervention to the sponsors. Then we share our definition of action learning sets and how it fits within the context of this learning intervention. We describe the structure of the sets, issues for us as facilitators of the sets, and conclude with our evaluation of the intervention, including the outcomes. In short, it will give you the benefit of our experiences, as you decide when and how to use action learning. Journal: Action Learning: Research and Practice Pages: 91-99 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187646 File-URL: http://hdl.handle.net/10.1080/1476733042000187646 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:91-99 Template-Type: ReDIF-Article 1.0 Author-Name: Donna Vick Author-X-Name-First: Donna Author-X-Name-Last: Vick Author-Name: Hilary Whyatt Author-X-Name-First: Hilary Author-X-Name-Last: Whyatt Title: Tackling work related stress in a National Health Service Trust Abstract: The challenge of tackling the problem of coping with work related stress in a National Health Service (NHS) Trust was undertaken. Ideas were developed within the context of two different action learning sets and led to actions resulting in a large therapy Taster Session event and the establishment of a centre offering alternative therapies and related services for hospital personnel. The key steps taken and the responses of hospital staff who received these services is presented. The role of action learning in bringing about these changes is explained. Journal: Action Learning: Research and Practice Pages: 101-107 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187655 File-URL: http://hdl.handle.net/10.1080/1476733042000187655 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:101-107 Template-Type: ReDIF-Article 1.0 Author-Name: Elaine Clark Author-X-Name-First: Elaine Author-X-Name-Last: Clark Title: Action learning with young carers Abstract: This paper looks at some research conducted with young carers and a multidisciplinary team of professionals as co-researchers. In this paper I suggest that action learning is a natural activity which occurs when programmed knowledge is combined with questions from colleagues/learners with different perspectives to create a shift in perception in the learner. I look at the ‘ingredients’ which allowed this natural ‘action learning’ to occur and identify a personal involvement which created the motivation and courage to follow the process together with the ‘comrades in adversity’, who provided the confidence to learn and a locus of responsibility for action. In effect, learning is a gift, an innate propensity of humans, as primordial as life itself, which occurs whenever obstacles to learning are removed. I would suggest that action learning creates the motivation to learn in order to act and the empowerment, support and challenge to remove any barriers to learning. Journal: Action Learning: Research and Practice Pages: 109-116 Issue: 1 Volume: 1 Year: 2004 Month: 4 X-DOI: 10.1080/1476733042000187664 File-URL: http://hdl.handle.net/10.1080/1476733042000187664 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:109-116 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Reflections on working with critical action learning Abstract: Critical action learning engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organisational practices. But what does this mean in practice? How can critical action learning be expedited? What outcomes can critical action learning have for participants, and can the hopes for critical action learning be fulfilled? The intentions of this paper are to contribute reflections of our empirical experience on working with critical action learning in management development. Journal: Action Learning: Research and Practice Pages: 149-165 Issue: 2 Volume: 1 Year: 2004 Month: 9 X-DOI: 10.1080/1476733042000264128 File-URL: http://hdl.handle.net/10.1080/1476733042000264128 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:2:p:149-165 Template-Type: ReDIF-Article 1.0 Author-Name: Otmar Donnenberg Author-X-Name-First: Otmar Author-X-Name-Last: Donnenberg Author-Name: Ivo De Loo Author-X-Name-First: Ivo Author-X-Name-Last: De Loo Title: Facilitating organizational development through action learning—some practical and theoretical considerations Abstract: Action learning programmes are supposed to result in both personal and organizational development. However, organizational development can be negligible because, as the term implies, a connection must be secured between what has been learned by action learning participants and other members of an organization. Here, the facilitation and analysis of how to institutionalise action learning principles is explored through a theoretical framework. This framework is built around the following concepts: scripts, lean thinking and mindsets. Thereafter, two case studies are offered that exemplify how organizations might operationalise these concepts through action learning programmes that intend, from the outset, to foster organizational development. The evidence suggests that success depends—among other factors—upon the cognitively held beliefs of the set advisor and the prevailing organizational culture. Journal: Action Learning: Research and Practice Pages: 167-184 Issue: 2 Volume: 1 Year: 2004 Month: 9 X-DOI: 10.1080/1476733042000264137 File-URL: http://hdl.handle.net/10.1080/1476733042000264137 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:2:p:167-184 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Marquardt Author-X-Name-First: Michael Author-X-Name-Last: Marquardt Author-Name: Deborah Waddill Author-X-Name-First: Deborah Author-X-Name-Last: Waddill Title: The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning Abstract: Action learning has the ability to solve complex problems and to significantly increase the speed and quality of individual, team and organizational learning. Its theoretical base and relationship to adult learning orientations and the source of this power remain relatively unexplored. The authors conducted an extensive review of the literature in order to examine how each of the six critical components of an action learning program (namely; a problem or task, a group, the reflective inquiry process, action, learning, and an action learning coach) incorporates and applies five major adult learning schools (behaviorist, cognitivist, humanist, social and constructivist). An empirical example from the authors’ experience is presented to illustrate the extent and range in which action learning incorporates each of the five schools of adult learning. Journal: Action Learning: Research and Practice Pages: 185-202 Issue: 2 Volume: 1 Year: 2004 Month: 9 X-DOI: 10.1080/1476733042000264146 File-URL: http://hdl.handle.net/10.1080/1476733042000264146 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:2:p:185-202 Template-Type: ReDIF-Article 1.0 Author-Name: Garry F. Hoban Author-X-Name-First: Garry F. Author-X-Name-Last: Hoban Title: Enhancing action learning with student feedback Abstract: Action learning is based on three educational principles—reflection, community, and action—that interrelate and reinforce each other to support ongoing learning about experiences in the workplace. This study explains how an action learning program established for a small group of science teachers in a secondary high school lasted for two years. In this study feedback in the form of student interviews about teaching and learning were introduced to the teacher discussions to enhance the process of action learning. The student feedback gave the teachers an alternative perspective on their experiences and were a catalyst for reflection that helped the teachers to sustain their learning over a period of two years. Journal: Action Learning: Research and Practice Pages: 203-218 Issue: 2 Volume: 1 Year: 2004 Month: 9 X-DOI: 10.1080/1476733042000264155 File-URL: http://hdl.handle.net/10.1080/1476733042000264155 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:1:y:2004:i:2:p:203-218 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: The limits to ‘knowledge management’ or inventing the wheel of our own practice Journal: Action Learning: Research and Practice Pages: 123-126 Issue: 2 Volume: 3 Year: 2006 Month: 9 X-DOI: 10.1080/14767330600885813 File-URL: http://hdl.handle.net/10.1080/14767330600885813 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:2:p:123-126 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Action learning dissertations: structure, supervision and examination Abstract: In qualification programmes based on action learning, there has hitherto been little articulation of what is particular to research dissertations undertaken in an action learning mode. This article addresses the questions of what such a dissertation entails and how it can be undertaken, supervised and examined. It discusses some of the foundations of action learning research and how accounts of practice may be integrated with reflection. It suggests that an action learning dissertation may be framed around Revans' Systems Alpha, Beta and Gamma as interlocking systems that address the investigation of the problem on which the dissertation is based, its resolution and the learning of the participant. A blueprint is presented that incorporates four elements: (i) the work and organisation and the participant's engagement with it, (ii) the action learning set and what the participant learned through it, (iii) the information and literature which have made a difference to the participant's thinking and (iv) the personal and professional learning of the participant. Journal: Action Learning: Research and Practice Pages: 127-139 Issue: 2 Volume: 3 Year: 2006 Month: 9 X-DOI: 10.1080/14767330600885797 File-URL: http://hdl.handle.net/10.1080/14767330600885797 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:2:p:127-139 Template-Type: ReDIF-Article 1.0 Author-Name: Jean-Anne Stewart Author-X-Name-First: Jean-Anne Author-X-Name-Last: Stewart Author-Name: Gillian Alexander Author-X-Name-First: Gillian Author-X-Name-Last: Alexander Title: Virtual action learning: experiences from a study of an SME e-learning programme Abstract: This paper presents the findings from a project investigating management development for SME managers using an action learning programme, combining both face-to-face workshops and a virtual action learning environment. This programme was undertaken as part of the ENSeL (Engaging Networks for Sustainable eLearning) project, which was supported by the European Commission. The project aimed to address three main objectives: reworking results from previous European projects to disseminate to a wider audience, creating a learning network amongst the project partners and to undertake three learning trials with SMEs in UK, France and Italy. This paper principally addresses the findings from the UK trials, which ran between February and April 2005, and provides valuable learning to all those interested in developing future learning programmes aimed at SMEs. Journal: Action Learning: Research and Practice Pages: 141-159 Issue: 2 Volume: 3 Year: 2006 Month: 9 X-DOI: 10.1080/14767330600885854 File-URL: http://hdl.handle.net/10.1080/14767330600885854 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:2:p:141-159 Template-Type: ReDIF-Article 1.0 Author-Name: Jens Mueller Author-X-Name-First: Jens Author-X-Name-Last: Mueller Author-Name: Tan Wee Liang Author-X-Name-First: Tan Author-X-Name-Last: Wee Liang Author-Name: Hu Hanjun Author-X-Name-First: Hu Author-X-Name-Last: Hanjun Author-Name: John Thornton Author-X-Name-First: John Author-X-Name-Last: Thornton Title: Where should the action be—inside the classroom or outside the classroom? A comparison of the action-learning outcomes in Singapore, China, Korea, New Zealand and Australia Journal: Action Learning: Research and Practice Pages: 161-173 Issue: 2 Volume: 3 Year: 2006 Month: 9 X-DOI: 10.1080/14767330600885862 File-URL: http://hdl.handle.net/10.1080/14767330600885862 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:2:p:161-173 Template-Type: ReDIF-Article 1.0 Author-Name: Marianne Mead Author-X-Name-First: Marianne Author-X-Name-Last: Mead Author-Name: Carole Yearley Author-X-Name-First: Carole Author-X-Name-Last: Yearley Author-Name: Chris Lawrence Author-X-Name-First: Chris Author-X-Name-Last: Lawrence Author-Name: Cathy Rogers Author-X-Name-First: Cathy Author-X-Name-Last: Rogers Title: Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives Abstract: Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation. Journal: Action Learning: Research and Practice Pages: 175-186 Issue: 2 Volume: 3 Year: 2006 Month: 9 X-DOI: 10.1080/14767330600885870 File-URL: http://hdl.handle.net/10.1080/14767330600885870 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:2:p:175-186 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: SPECIAL ISSUE: Lean thinking and action learning Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701223187 File-URL: http://hdl.handle.net/10.1080/14767330701223187 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Ivo De Loo Author-X-Name-First: Ivo Author-X-Name-Last: De Loo Author-Name: Otmar Donnenberg Author-X-Name-First: Otmar Author-X-Name-Last: Donnenberg Author-Name: Urs Baldegger Author-X-Name-First: Urs Author-X-Name-Last: Baldegger Author-Name: Steve Briault Author-X-Name-First: Steve Author-X-Name-Last: Briault Author-Name: Ad Krijnen Author-X-Name-First: Ad Author-X-Name-Last: Krijnen Author-Name: Rhetta Moran Author-X-Name-First: Rhetta Author-X-Name-Last: Moran Title: SPECIAL ISSUE: Lean and learning: reshaping working and learning in organizations Journal: Action Learning: Research and Practice Pages: 3-8 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701231412 File-URL: http://hdl.handle.net/10.1080/14767330701231412 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:3-8 Template-Type: ReDIF-Article 1.0 Author-Name: John Seddon Author-X-Name-First: John Author-X-Name-Last: Seddon Author-Name: Simon Caulkin Author-X-Name-First: Simon Author-X-Name-Last: Caulkin Title: Systems thinking, lean production and action learning Abstract: Systems thinking underpins ‘lean’ management and is best understood through action-learning as the ideas are counter-intuitive. The Toyota Production System is just that—a system; the failure to appreciate that starting-place and the advocacy of ‘tools’ leads many to fail to grasp what is, without doubt, a significant opportunity for learning and improvement. Two case studies illustrate the application of the ideas behind the Toyota System for service organisations. In each case managers had to ‘un-learn’ in order to learn how to take the opportunity provided by a systems approach to the design and management of work. Journal: Action Learning: Research and Practice Pages: 9-24 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701231438 File-URL: http://hdl.handle.net/10.1080/14767330701231438 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:9-24 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara Fuchs Author-X-Name-First: Barbara Author-X-Name-Last: Fuchs Title: Learning from Toyota: how action learning can foster competitive advantage in new product development (NPD) Abstract: New product development and commercialization are essential to entrepreneurial growth and international competitiveness. Excellence in this area is strongly supported by individual and organizational learning efforts. By analyzing how Japanese car manufacturer Toyota organizes learning, this paper evaluates the potential of action learning to manage organizational change in the area of new product development (NPD). The indications of the study are that action learning represents an efficient strategy to manage continuous change necessary for the successful innovation of products and processes. Additionally, workers at Toyota involved in learning practices similar to action learning are personally committed to their jobs and satisfied with their careers. The findings also suggest that action learning offers a valuable toolkit approach to anticipate and rapidly react to external shocks and changed market conditions. Managers are able to revise and restructure work organization by reconciling grown bundles of unique capabilities with new skill requirements to cope with strategic challenges. Journal: Action Learning: Research and Practice Pages: 25-43 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701231446 File-URL: http://hdl.handle.net/10.1080/14767330701231446 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:25-43 Template-Type: ReDIF-Article 1.0 Author-Name: Annika Olsson Author-X-Name-First: Annika Author-X-Name-Last: Olsson Title: Transformation to a customer-oriented perspective through action learning in product and service development Abstract: Customer orientation is strongly visible in the visions and strategies of most organizations, but how do these visions and strategies move from intentions to practice? This question provides the focus for this research which aims to acquire deeper insights into this process. The point of departure is the change in perspective from a product to a customer orientation in product and service developing organizations, with the focus of integrating knowledge from one to the other through action learning. The purpose is to understand the different factors that affect the transformation of perspectives both on an individual level and on a systems level. The main conclusion drawn is that the transformation of perspective toward customer orientation is dependent on individuals and their learning. The studies distinguish the organizations that do reflect and inquiry for change and new knowledge creation and thereby have stepped forward in the change of perspectives. The paper elaborates on the role the individual and the organization have on the system as a whole. One practical contribution is the workshop action learning methods developed for such individual learning and for changing individuals' mindsets from a product feature perspective to a customer value perspective. Journal: Action Learning: Research and Practice Pages: 45-59 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233707 File-URL: http://hdl.handle.net/10.1080/14767330701233707 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:45-59 Template-Type: ReDIF-Article 1.0 Author-Name: Sabine Zinke Author-X-Name-First: Sabine Author-X-Name-Last: Zinke Author-Name: Steve Briault Author-X-Name-First: Steve Author-X-Name-Last: Briault Title: Integrated learning with international banking executives Abstract: The article describes an in-house executive development programme run by the authors in a leading banking group in the CEE region. The programme attempts to follow a systemic approach to learning and contains a mix of elements including action learning, classroom teaching, study, peer support and feedback and ‘learning visits’ to participants' workplaces. Lean service principles and techniques are taught within this context: participants are subsequently engaged in starting to apply these in their own business contexts. The learning cycle of Plan--Do--Review--Learn informs the programme throughout: the principle is ‘no learning without action, no action without learning’. Journal: Action Learning: Research and Practice Pages: 61-68 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233798 File-URL: http://hdl.handle.net/10.1080/14767330701233798 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:61-68 Template-Type: ReDIF-Article 1.0 Author-Name: Gill O'toole Author-X-Name-First: Gill Author-X-Name-Last: O'toole Title: Count me in: the role of action learning in making learning and skills provision more inclusive Abstract: This article explores the role of action learning in a national programme of research and development. The aim of the programme was to improve provision for disabled learners in the learning and skills sector by supporting providers in implementing the requirements of the Disability Discrimination Act (2002). Practitioners worked on a wide range of issues, including provision for learners with specific disabilities and improving policies and procedures to make them more inclusive. Drawing on findings from the projects, involving more than 90 educational organizations across the learning and skills sector in England, the impact of the process at three different levels is shown: at practitioner level, through reflection on one's own practice to develop new ways of thinking and learning, at the level of the learner, through their involvement and resulting empowerment, and at the strategic level in bringing about change in organizational culture. Achieving change in practice, the article will show, requires a shift in ‘organizational thinking’ and long-term philosophy, and involving learners in the process, rather than being the sole responsibility of the practitioner. Journal: Action Learning: Research and Practice Pages: 69-75 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233848 File-URL: http://hdl.handle.net/10.1080/14767330701233848 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:69-75 Template-Type: ReDIF-Article 1.0 Author-Name: Peter A. C. Smith Author-X-Name-First: Peter A. C. Author-X-Name-Last: Smith Title: Case study: planning as learning Abstract: Proposes that the objectives of strategic planning may be attained more effectively if implemented via a learning paradigm. In support of this claim, describes a case study detailing implementation of such an initiative plus post-implementation interviews. Journal: Action Learning: Research and Practice Pages: 77-86 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233897 File-URL: http://hdl.handle.net/10.1080/14767330701233897 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:77-86 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew Hind Author-X-Name-First: Matthew Author-X-Name-Last: Hind Author-Name: John Koenigsberger Author-X-Name-First: John Author-X-Name-Last: Koenigsberger Title: Culture and commitment: the key to the creation of an action learning organization Abstract: This article examines the introduction and practice of action learning into a highly volatile, commercial environment. During nine years of action learning projects, the impact on individuals, the action learning sets into which they were formed, the organization and its structure and the organizational culture were evaluated. The article demonstrates the potential benefits of action learning over other process improvement initiatives provided the issues of cultural alignment (of a program with an organization) and management commitment are addressed. Journal: Action Learning: Research and Practice Pages: 87-94 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233939 File-URL: http://hdl.handle.net/10.1080/14767330701233939 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:87-94 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Boydell Author-X-Name-First: Tom Author-X-Name-Last: Boydell Author-Name: Chris Blantern Author-X-Name-First: Chris Author-X-Name-Last: Blantern Title: Action learning as relational practice Abstract: In this paper we propose that all knowledge is made through social processes and is political (of the people involved). If one invests in a relational or historical ontology (a philosophical choice) there are implications for the way action learning is practiced. We illuminate some of these ‘relational practices’. We purport that action learning cannot be viewed solely as the activities of individuals who get together as ‘comrades in adversity’ if organizational change is to be achieved. Journal: Action Learning: Research and Practice Pages: 95-104 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233954 File-URL: http://hdl.handle.net/10.1080/14767330701233954 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:95-104 Template-Type: ReDIF-Article 1.0 Author-Name: Allard Droste Author-X-Name-First: Allard Author-X-Name-Last: Droste Title: Lean thinking, banish waste and create wealth in your corporation Journal: Action Learning: Research and Practice Pages: 105-106 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233988 File-URL: http://hdl.handle.net/10.1080/14767330701233988 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:105-106 Template-Type: ReDIF-Article 1.0 Author-Name: David Binnerts Author-X-Name-First: David Author-X-Name-Last: Binnerts Title: Freedom from command and control: a better way to make the work work Journal: Action Learning: Research and Practice Pages: 107-108 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701233996 File-URL: http://hdl.handle.net/10.1080/14767330701233996 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:107-108 Template-Type: ReDIF-Article 1.0 Author-Name: Ad Krijnen Author-X-Name-First: Ad Author-X-Name-Last: Krijnen Title: The Toyota way: 14 management principles from the world's greatest manufacturer Journal: Action Learning: Research and Practice Pages: 109-111 Issue: 1 Volume: 4 Year: 2007 Month: 4 X-DOI: 10.1080/14767330701234002 File-URL: http://hdl.handle.net/10.1080/14767330701234002 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:1:p:109-111 Template-Type: ReDIF-Article 1.0 Author-Name: Brendan Mccormack Author-X-Name-First: Brendan Author-X-Name-Last: Mccormack Author-Name: Elizabeth Henderson Author-X-Name-First: Elizabeth Author-X-Name-Last: Henderson Author-Name: Christine Boomer Author-X-Name-First: Christine Author-X-Name-Last: Boomer Author-Name: Ita Collin Author-X-Name-First: Ita Author-X-Name-Last: Collin Author-Name: David Robinson Author-X-Name-First: David Author-X-Name-Last: Robinson Title: Participating in a Collaborative Action Learning Set (CAL): beginning the journey Abstract: Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of ‘joining a learning set’. This focus has been adopted as the theory of action learning emphasises the principle of ‘voluntariness’, but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis (‘self-preservation’ versus ‘development of self’) discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures. Journal: Action Learning: Research and Practice Pages: 5-19 Issue: 1 Volume: 5 Year: 2008 Month: 3 X-DOI: 10.1080/14767330701880184 File-URL: http://hdl.handle.net/10.1080/14767330701880184 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:1:p:5-19 Template-Type: ReDIF-Article 1.0 Author-Name: Valerie Wilson Author-X-Name-First: Valerie Author-X-Name-Last: Wilson Author-Name: Brendan Mccormack Author-X-Name-First: Brendan Author-X-Name-Last: Mccormack Author-Name: Glenice Ives Author-X-Name-First: Glenice Author-X-Name-Last: Ives Title: Developing healthcare practice through action learning: individual and group journeys Abstract: Action Learning is now a well established strategy for reflective inquiry in healthcare. Whilst a great deal is know about action learning there has been inadequate research on the process of learning that takes place, and the impact that this holds for individuals, groups or organisations. This article reports on the findings of 15-month action learning program based in a special care nursery. A realistic evaluation of the program uncovered individual and group journeys and provide evidence that action learning is an effective strategy in practice development. Journal: Action Learning: Research and Practice Pages: 21-38 Issue: 1 Volume: 5 Year: 2008 Month: 3 X-DOI: 10.1080/14767330701880226 File-URL: http://hdl.handle.net/10.1080/14767330701880226 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:1:p:21-38 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Codifying implementation guidelines for a collaborative improvement initiative Abstract: The application of action learning in inter-organizational settings is largely undeveloped. This article presents a description of and reflection on an action learning approach to enabling collaborative improvement in the extended manufacturing enterprise. The article focuses in particular on implementing the action learning approach. However, the contribution of this piece goes beyond the particular setting of collaborative improvement in the extended manufacturing enterprise. Of particular significance is the process of developing a set of guidelines for managers, implementation guidelines, codifying emergent organizational experience of managers for application in other settings. This development represents an application of action learning in the generation of actionable knowledge for managers and researchers. Journal: Action Learning: Research and Practice Pages: 39-54 Issue: 1 Volume: 5 Year: 2008 Month: 3 X-DOI: 10.1080/14767330701880234 File-URL: http://hdl.handle.net/10.1080/14767330701880234 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:1:p:39-54 Template-Type: ReDIF-Article 1.0 Author-Name: Brad Ceely Author-X-Name-First: Brad Author-X-Name-Last: Ceely Author-Name: Anne Maree Davis Author-X-Name-First: Anne Author-X-Name-Last: Maree Davis Author-Name: Natalie Hooke Author-X-Name-First: Natalie Author-X-Name-Last: Hooke Author-Name: Margaret Kelly Author-X-Name-First: Margaret Author-X-Name-Last: Kelly Author-Name: Peter Lewis Author-X-Name-First: Peter Author-X-Name-Last: Lewis Author-Name: Claudia Watson Author-X-Name-First: Claudia Author-X-Name-Last: Watson Title: Learning action learning: a journey Abstract: The action learning set (ALS) is an often-used tool in practice development to facilitate group reflection. As such, its use evolves in the hands of the participants as they become more comfortable with the process and as trust develops amongst group members. This paper aims to discuss the journey of one ALS over a 2-year period. It seeks to highlight the process of learning through an ALS and the complexity of making the process meaningful for the participants. The role of trust within an ALS cannot be overstated. This was an imperative factor in the overall effectiveness of the set. Journal: Action Learning: Research and Practice Pages: 57-63 Issue: 1 Volume: 5 Year: 2008 Month: 3 X-DOI: 10.1080/14767330701880317 File-URL: http://hdl.handle.net/10.1080/14767330701880317 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:1:p:57-63 Template-Type: ReDIF-Article 1.0 Author-Name: Janet Richardson Author-X-Name-First: Janet Author-X-Name-Last: Richardson Author-Name: Roberta Ainsworth Author-X-Name-First: Roberta Author-X-Name-Last: Ainsworth Author-Name: Rhoda Allison Author-X-Name-First: Rhoda Author-X-Name-Last: Allison Author-Name: Jo Billyard Author-X-Name-First: Jo Author-X-Name-Last: Billyard Author-Name: Reine Corley Author-X-Name-First: Reine Author-X-Name-Last: Corley Author-Name: Jane Viner Author-X-Name-First: Jane Author-X-Name-Last: Viner Title: Using an action learning set (ALS) to support the nurse and allied health professional consultant role Abstract: Advanced clinical practice roles are now an integral feature of many healthcare services and have been adopted in a diversity of areas. However, mentoring of these roles is not well documented in the literature and formal mechanisms of support are limited. An action learning set (ALS) was developed to provide support for consultants currently in post. The purpose was to facilitate clinicians in developing and meeting the demands of these posts by providing peer supervision, identifying strategies for leading service developments, providing a focus for problem solving and reflection. The ALS meets bi-monthly and is externally facilitated with the option to attend individual sessions with the facilitator. Participants also completed questionnaires measuring coping skills and stress, which were fed back in the individual sessions, providing opportunity for further opportunities for reflection. Initial evaluation was conducted formally using a structured questionnaire and reflective accounts, and provided evidence of the value of the ALS and an indication of how the criteria for success were being met, with greatest achievement reported in the area of work--life balance. The evaluation demonstrates the ongoing value of this ALS and the effectiveness of this method of supporting senior clinical staff. Journal: Action Learning: Research and Practice Pages: 65-77 Issue: 1 Volume: 5 Year: 2008 Month: 3 X-DOI: 10.1080/14767330701880242 File-URL: http://hdl.handle.net/10.1080/14767330701880242 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:1:p:65-77 Template-Type: ReDIF-Article 1.0 Author-Name: John Oliver Author-X-Name-First: John Author-X-Name-Last: Oliver Title: Reflections on a failed action learning intervention Abstract: This paper reflects on the failure of a recent action learning intervention with a UK television company. The aim of the project was to gain insight into the reasons why the viewing figures of their factual programming channels were in decline and to develop a new strategy enabled by the action learning methodology. Unfortunately, this intervention was not successful and resulted in the project being cancelled after only one set meeting. The purpose of this paper is to reflect on the reasons for this failure and to share my thoughts with others in the action learning community. The paper concludes that the reasons for this failed intervention were due to: my presence being considered by some set members as a threat to their credibility; a resistance to engage in the process of assumption breaking and reflective practice; and due to the perceived time it takes to apply the action learning methodology. Journal: Action Learning: Research and Practice Pages: 79-83 Issue: 1 Volume: 5 Year: 2008 Month: 3 X-DOI: 10.1080/14767330701880275 File-URL: http://hdl.handle.net/10.1080/14767330701880275 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:1:p:79-83 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Sue Pritchard Author-X-Name-First: Sue Author-X-Name-Last: Pritchard Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Helen James Author-X-Name-First: Helen Author-X-Name-Last: James Title: Action learning: practices, problems & prospects Journal: Action Learning: Research and Practice Pages: 91-92 Issue: 2 Volume: 5 Year: 2008 Month: 7 X-DOI: 10.1080/14767330802185541 File-URL: http://hdl.handle.net/10.1080/14767330802185541 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:2:p:91-92 Template-Type: ReDIF-Article 1.0 Author-Name: Russ Vince Author-X-Name-First: Russ Author-X-Name-Last: Vince Title: ‘Learning-in-action’ and ‘learning inaction’: advancing the theory and practice of critical action learning Abstract: This paper seeks to improve our understanding of the emotional and political dynamics that are generated (and too often avoided) in action learning. The idea at the centre of the paper is a distinction between ‘learning-in-action’ and ‘learning inaction’. The phrase ‘learning-in-action’ represents the value of action learning and much of what we know about the productive relationship between learning and practice. For example, we know that action learning can provide a generative learning model for improvements in practice. Membership of an action learning set can assist individuals in the development of strategic actions, which then can be tested and potentially transformed in practice. However, there is another dynamic that is having an effect on learning and the transformation of practice within action learning. This is called ‘learning inaction’ because participants in learning sets also have (conscious and unconscious) knowledge, fantasies and perceptions about when it is emotionally and politically expedient to refrain from action, when to avoid collective action, and the organizational dynamics that underpin a failure to act. Organizational members are often aware of the political limits of learning within organizations without having to be told; we collude with others in order to create limitations on learning and we are often aware of what is and is not going to be seen as a legitimate result of our attempts to learn. We know these things at the same time as we are engaged in action learning. These developments in theory are related to practice through a focus on four action learning sets within the UK Health Service. Journal: Action Learning: Research and Practice Pages: 93-104 Issue: 2 Volume: 5 Year: 2007 Month: 11 X-DOI: 10.1080/14767330802185582 File-URL: http://hdl.handle.net/10.1080/14767330802185582 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:93-104 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Action learning for organizational and systemic development: towards a ‘both-and’ understanding of ‘I’ and ‘we’ Abstract: In public services delivery, action learning is increasingly employed in the hope of improving capacity to address complex, multi-casual and ‘wicked’ social issues to improve the lives of citizens. Yet the understanding of how and why action learning might have potential for enhancing organizational or systemic capability rarely goes beyond the notion of peers in adversity tackling problems. Making sense of the impacts of action learning has more commonly focused on explaining individual learning. This paper aims to address that gap. It explores the relationship between individual and organisational in action learning, a connection that is under-explored and insufficiently problematised in the literature. The purpose for using action learning is often presented as a dichotomous choice between benefit for the collective ‘we’ or the individual ‘I’ -- either it can be used to enhance organisation capacity and further organisation performance or its purpose is for the benefit of the individual participants. Reflecting on experience of action learning with public service organisations in England, this paper draws on social constructionist notions of organising as patterns of interaction to explore the potential of action learning to impact on organisational development and on psychodynamic and identity ideas to make sense of what is argued is a tension between the ‘we’ and the ‘I’. Journal: Action Learning: Research and Practice Pages: 105-116 Issue: 2 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802185616 File-URL: http://hdl.handle.net/10.1080/14767330802185616 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:105-116 Template-Type: ReDIF-Article 1.0 Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Title: Action learning as legitimate peripheral participation Abstract: This paper explores how students made sense of the learning that occurred within a Masters educational programme (an MA in Human Resource Development), a programme informed by the ideals of critical action learning and critically reflective practice. Theoretically the paper develops links between communities of practice theory and critical action learning. I highlight how ‘legitimate peripheral participation’ can provide an analytical tool for understanding learning. This perspective shifts the analytical focus from the learner as an individual to learning as participation in the social world. Methodologically, a discourse perspective on learning and identity informs the research. A discourse perspective highlights the possibilities of researching practice through studying the talk in use. This focuses attention on how discourse is put together and what is gained by this construction. Material was generated from two cohorts of the programme and analysis reveals an emerging hegemonic struggle within this MA ‘community’. I illustrate how an emerging ‘critical’ repertoire was constrained by two unproblematic repertoires. I have called these the ‘organisation’ and the ‘individual’ repertoires. I also illustrate how two additional repertoires emerged during the action learning sets. I have called these the ‘challenging’ repertoire and the ‘politics’ repertoire. This paper contributes to an emerging discussion by exploring the relationship between individual and organisational and draws attention to ‘learning inaction’. In doing so I highlight how action learning sets are situated in broader social and discursive orders and reveal how consensus-bound discourses dominate and potentially limit action learning. Journal: Action Learning: Research and Practice Pages: 117-129 Issue: 2 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802185632 File-URL: http://hdl.handle.net/10.1080/14767330802185632 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:117-129 Template-Type: ReDIF-Article 1.0 Author-Name: Sonia Ospina Author-X-Name-First: Sonia Author-X-Name-Last: Ospina Author-Name: Waad El Hadidy Author-X-Name-First: Waad Author-X-Name-Last: El Hadidy Author-Name: Amparo Hofmann-Pinilla Author-X-Name-First: Amparo Author-X-Name-Last: Hofmann-Pinilla Title: Cooperative inquiry for learning and connectedness Abstract: There has been rising concern about the disconnect between universities, their communities and society at large. This is of special interest to professional schools, whose missions are founded on connecting practice and theory. We argue that cooperative inquiry, an action-based methodology, can help foster connectedness and contribute to healing the university-society schism. Doing this requires more than mere replication of the methodology; it entails engaging in dialectics with practitioners, a process that is mediated both by democratic aspirations and claims of authority. We share our experience working with social change practitioners on collaborative research about leadership, highlighting the dialectics and implications for academics wishing to capitalize on cooperative inquiry for connectedness. Journal: Action Learning: Research and Practice Pages: 131-147 Issue: 2 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802185673 File-URL: http://hdl.handle.net/10.1080/14767330802185673 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:131-147 Template-Type: ReDIF-Article 1.0 Author-Name: John Oliver Author-X-Name-First: John Author-X-Name-Last: Oliver Title: Action learning enabled strategy making Abstract: Action learning encourages individual reflection, insightful questioning and assumption breaking that result in changes in attitude and behaviour. This learning process provides the potential to explore and solve complex organizational problems such as the question of how to develop a future business strategy. Existing literature on the process of strategy making presents a multi-faceted debate, with the ‘Learning School’ of strategic management being one of the main approaches to conceptualize strategy formation. This school of thought suggests that strategy making is a process of emergent learning over time, where strategy makers critically reflect on past experience and adapt their strategies accordingly. Learning from action, change and reflection is, therefore, considered to be more useful in strategy making than formal analysis and subsequent strategy formulation. The premises of the Learning School of strategy making are similar to the premises of action learning and yet the action learning paradigm has made little or no impact in strategic management literature. This is particularly surprising since the fundamental tenets of action learning could enable it to make an important contribution to strategy makers and business strategy development. This paper makes the case for action learning to feature more prominently in strategic management literature and, particularly, in the Learning School. It proposes that using an action learning methodology can effectively contribute to the development of business strategy, particularly for those organizations operating in competitive environments that are complex and unpredictable. In this type of environment, strategic responses tend to evolve from a process of experimentation, trial and error. Action learning is advocated as a suitable framework to encapsulate this emergent and experimental process and provide a platform for the development of effective strategy making. Journal: Action Learning: Research and Practice Pages: 149-158 Issue: 2 Volume: 5 Year: 2007 Month: 6 X-DOI: 10.1080/14767330802185715 File-URL: http://hdl.handle.net/10.1080/14767330802185715 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:149-158 Template-Type: ReDIF-Article 1.0 Author-Name: Timo Ropponen Author-X-Name-First: Timo Author-X-Name-Last: Ropponen Title: The Nokia story of using action learning Abstract: Nokia is the world leader in mobility, driving the transformation and growth of the converging Internet and communications industries. A truly global business, Nokia makes a wide range of mobile devices and provides people with experiences in music, navigation, video, television, imaging, games and business mobility through these devices. Nokia also provides equipment, solutions and services for communications networks. We have been using action learning for over 15 years, with varying degrees of impact and success. Now, as we need to increase our agility and capacity for change in a fast moving and highly competitive world, we are seeking to improve our capacity to learn fast and act on the challenges that face us. To improve and expand our approach we have been using an inquiry process to understand what has worked well with action learning in the past and how we can make better connections between business strategy and learning and organisation development. We clarified our ‘Nokia Action Learning’ approach to make it more consistent when implenting it more widely in the organisation. This paper tells the story of the journey we are making, in a fast moving high-tech business, what we are learning about what works, and also seeks ideas -- and challenges -- as we shape our next steps. Journal: Action Learning: Research and Practice Pages: 161-165 Issue: 2 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802185822 File-URL: http://hdl.handle.net/10.1080/14767330802185822 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:161-165 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Linklater Author-X-Name-First: Jane Author-X-Name-Last: Linklater Author-Name: Kamil Kellner Author-X-Name-First: Kamil Author-X-Name-Last: Kellner Title: Don't just do something … stand there: using action learning to help organisations work with anxiety Abstract: This article gives an account of their work with psychodynamic principles within an action learning framework. Linklater and Kellner are primarily Organisation Development consultants with a rich heritage in psychodynamic theory and methods. Having worked with action learning for decades (and seen hugely positive results using traditional models) they decided to do something a little different with their action learning model. They wondered how it might be if, during the action learning process, they looked at what was going on in the here and now of the group -- including what was going on between the group members. By paying explicit attention to the unconscious within the group and themselves they brought the opportunity to work with richer, deeper information to the group. When set members chose to act upon this information, the stage was set for lasting, sustainable learning and change. Journal: Action Learning: Research and Practice Pages: 167-172 Issue: 2 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802185855 File-URL: http://hdl.handle.net/10.1080/14767330802185855 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:167-172 Template-Type: ReDIF-Article 1.0 Author-Name: James A. Powell Author-X-Name-First: James A. Author-X-Name-Last: Powell Author-Name: Jane Houghton Author-X-Name-First: Jane Author-X-Name-Last: Houghton Title: Action learning as a core process for SME business support Abstract: This is an account the work of NetworkNorthWest, a £1m project at the University of Salford that ran between 2004 and 2007 and was developed to address the issues relating to poor take up of traditional business support by small to medium-sized enterprises (SMEs) and low levels of engagement of the business community with Institutes of Higher Education. Originally funded by the North West Development Agency (NWDA), NetworkNorthWest was specifically developed to improve innovation, entrepreneurship, enterprise and wealth creation in the Northwest's SME business community through educational micronetworking -- networking to learn from, and with, others in a similar position in other SMEs using action learning techniques that allow the participants to set the agenda for what they need to learn. At the same time the project was able to benchmark best practice in this form of business support regionally, nationally and internationally. Working with six delivery partner universities across the North West of England, the support was multi-disciplinary and multifaceted (including applied research, knowledge transfer, management and professional development and provision of sector specific training for employees) and there was potential to deliver support in the form of face-to-face contact or online resources. The project, seen as exemplary by the NWDA, has since delivered support for Manchester Chamber Business Enterprises to a further cohort of SMEs across Greater Manchester and the core process has been adopted as the basis for the second level of intervention for leadership development by the Northern Leadership Academy. It also significantly improved the profitability of the SMEs who took part through the impact of innovative processes and developments enabled by action learning. Journal: Action Learning: Research and Practice Pages: 173-184 Issue: 2 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802185871 File-URL: http://hdl.handle.net/10.1080/14767330802185871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:173-184 Template-Type: ReDIF-Article 1.0 Author-Name: Isabel Rimanoczy Author-X-Name-First: Isabel Author-X-Name-Last: Rimanoczy Author-Name: Carole Brown Author-X-Name-First: Carole Author-X-Name-Last: Brown Title: Bringing Action Reflection Learning into action learning Abstract: This paper introduces Action Reflection Learning (ARL) as a learning methodology that can contribute to, and enrich, the practice of action learning programs. It describes the Swedish constructivist origins of the model, its evolution and the coded responses that resulted from researching the practice. The paper presents the resulting sixteen ARL elements and the ten underlying principles. Journal: Action Learning: Research and Practice Pages: 185-192 Issue: 2 Volume: 5 Year: 2007 Month: 7 X-DOI: 10.1080/14767330802185889 File-URL: http://hdl.handle.net/10.1080/14767330802185889 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:2:p:185-192 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Action learning, organisational research and the ‘wicked’ problems Journal: Action Learning: Research and Practice Pages: 203-205 Issue: 3 Volume: 5 Year: 2008 Month: 11 X-DOI: 10.1080/14767330802461181 File-URL: http://hdl.handle.net/10.1080/14767330802461181 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:3:p:203-205 Template-Type: ReDIF-Article 1.0 Author-Name: Anne-Charlotte Hoes Author-X-Name-First: Anne-Charlotte Author-X-Name-Last: Hoes Author-Name: Barbara J. Regeer Author-X-Name-First: Barbara J. Author-X-Name-Last: Regeer Author-Name: Joske F.G. Bunders Author-X-Name-First: Joske F.G. Author-X-Name-Last: Bunders Title: TransFormers in knowledge production: building science--practice collaborations Abstract: This article places action learning in the context of system innovation, as it studies the potential use of action learning for system change. In order to effect such system change, collaboration between actors from different institutional backgrounds is essential. To gain insight into if and how action learning can be applied for system change, we study three system change projects in Dutch agriculture. We focus specifically on the approaches developed by the project leaders for collaboration between the scientists and the entrepreneurs and analyse how the interaction between these two contributed to the learning process within the project. This article concludes with guiding concepts for action learning for system change in the field of sustainable development of agriculture and beyond. Journal: Action Learning: Research and Practice Pages: 207-220 Issue: 3 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802461298 File-URL: http://hdl.handle.net/10.1080/14767330802461298 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:3:p:207-220 Template-Type: ReDIF-Article 1.0 Author-Name: Gaby C. Jacobs Author-X-Name-First: Gaby C. Author-X-Name-Last: Jacobs Title: The development of critical being? Reflection and reflexivity in an action learning programme for health promotion practitioners in the Netherlands Abstract: Public health is a major focus of government policy worldwide and an expanding area of practice that includes an array of professionals and disciplines. Since the 1980s ‘empowerment’ of individuals and communities to gain greater control over the factors that influence their health has become the focus of many national and local policies and practices. In The Netherlands, where the current study is undertaken, empowerment has only recently found its way in the health promotion discourse and a review study found that practitioners feel incapable to transform their current practice in line with the new discourse. Therefore, an action learning programme on empowerment was developed to support practitioners in this process and evaluated using a qualitative case-study approach. In this paper, the process and outcomes of reflection as experienced and described by the practitioners in the action learning programme, are discussed against the background of notions of reflection and reflexivity, critical being and critical pedagogy. Journal: Action Learning: Research and Practice Pages: 221-235 Issue: 3 Volume: 5 Year: 2007 Month: 9 X-DOI: 10.1080/14767330802461306 File-URL: http://hdl.handle.net/10.1080/14767330802461306 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:3:p:221-235 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Accounts of Practice Journal: Action Learning: Research and Practice Pages: 237-237 Issue: 3 Volume: 5 Year: 2008 Month: 11 X-DOI: 10.1080/14767330802461322 File-URL: http://hdl.handle.net/10.1080/14767330802461322 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2008:i:3:p:237-237 Template-Type: ReDIF-Article 1.0 Author-Name: Eversley Felix Author-X-Name-First: Eversley Author-X-Name-Last: Felix Author-Name: Joan Keevill Author-X-Name-First: Joan Author-X-Name-Last: Keevill Title: Action learning in the BBC Abstract: This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this paper we look at the organisational context in which we were developing action learning, the way it became an integral part of a systemic change intervention, the barriers we had to overcome on the way, how we built an internal resource capability and how action learning evolved. We evaluate the impact it has had on the organisation and on our practice, exploring lessons learned during this time and offering ideas for the way ahead. Journal: Action Learning: Research and Practice Pages: 239-248 Issue: 3 Volume: 5 Year: 2007 Month: 12 X-DOI: 10.1080/14767330802461348 File-URL: http://hdl.handle.net/10.1080/14767330802461348 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:3:p:239-248 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: What do set facilitators bring to the party? (And do we need them?) Abstract: This account of practice discusses the learning of a set that met for five years as part of undertaking a research degree. It focuses on questions relating to the role of the facilitator that emerge from the experience of an action learning set that was first helped by an external facilitator and that, after 18 months, became self-facilitating. Key to our success as a set was the openness to the emergent learning about the process; each difficulty we faced (as a set and individually) was taken as an opportunity for deepening our learning about set dynamics and facilitation. This article shares some of the highs and lows of our journey, illustrating how we learned to be an effective set that became self-facilitating. Journal: Action Learning: Research and Practice Pages: 249-253 Issue: 3 Volume: 5 Year: 2007 Month: 10 X-DOI: 10.1080/14767330802461355 File-URL: http://hdl.handle.net/10.1080/14767330802461355 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:5:y:2007:i:3:p:249-253 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Management learning in a post-capitalist society Journal: Action Learning: Research and Practice Pages: 1-3 Issue: 1 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330902731244 File-URL: http://hdl.handle.net/10.1080/14767330902731244 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:1:p:1-3 Template-Type: ReDIF-Article 1.0 Author-Name: Steve Fox Author-X-Name-First: Steve Author-X-Name-Last: Fox Title: Following the action in action learning: towards ethnomethodological studies of (critical) action learning Abstract: Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants (‘comrades in adversity’) in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do they learn through their developing conversation and interaction? To answer such questions, I argue that, ‘ethnomethodology’ (the study of ‘member's methods’ or ‘folk methods’ for doing any kind of practical action) is useful for showing the intricacy of the practical learning process in action learning, as in learning in action, more generally. The paper illustrates the conversational and interactional work of members doing things and learning together in action (for example discovering things in science and in board meetings); and argues that this approach may also be used to study action learning in practice. Journal: Action Learning: Research and Practice Pages: 5-16 Issue: 1 Volume: 6 Year: 2008 Month: 3 X-DOI: 10.1080/14767330902731251 File-URL: http://hdl.handle.net/10.1080/14767330902731251 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:5-16 Template-Type: ReDIF-Article 1.0 Author-Name: Joe Raelin Author-X-Name-First: Joe Author-X-Name-Last: Raelin Title: Seeking conceptual clarity in the action modalities Abstract: This article begins with the presumption that action learning has not made as deep an impact in promoting participatory social change as its supporters may have hoped for, but nor has its cousin action modalities, such as action research and action science. These action strategies have evolved separately along distinct traditions and, rather than focus on their commonalities, their proponents have tended to cite their differences from one another. As a result, they have seldom stood together to advocate for their shared epistemology based on practice as the fundamental unit of analysis. Accordingly, after briefly summarizing the history and differences among these action modalities, this article will focus on their potential confederation. It cites ten unifying elements that may construct an agenda characterized by the value of learners collectively reflecting on planned engagements that can not only expand but can create knowledge while at the same time serving to improve practice. Journal: Action Learning: Research and Practice Pages: 17-24 Issue: 1 Volume: 6 Year: 2008 Month: 8 X-DOI: 10.1080/14767330902731269 File-URL: http://hdl.handle.net/10.1080/14767330902731269 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:17-24 Template-Type: ReDIF-Article 1.0 Author-Name: Helle Plauborg Author-X-Name-First: Helle Author-X-Name-Last: Plauborg Title: Opportunities and limitations for learning within teachers’ collaboration in teams: perspectives from action learning Abstract: Researchers posit that teachers' teaching and learning are improved by teachers' collective efforts to examine and reflect on practice. Yet the questions of what and how teachers learn when collaborating with colleagues remain unanswered: What kinds of knowledge and skills do teachers acquire in conjunction with their collaboration? What brings about teachers' learning when they collaborate in teams? And how does their learning affect their practice? In this paper I will examine to what extent action learning can contribute to answering these questions from a Danish perspective. I begin the paper by presenting action learning, which formed the framework for the teacher team collaboration that provides the empirical fundament of this paper, and by discussing my roles as consultant and researcher. Thereafter, first the possibilities, then the limitations of teachers' collaboration in teams for learning are discussed. Finally, several methodological dilemmas are considered and the paper's conclusions are presented. Journal: Action Learning: Research and Practice Pages: 25-34 Issue: 1 Volume: 6 Year: 2008 Month: 5 X-DOI: 10.1080/14767330902731293 File-URL: http://hdl.handle.net/10.1080/14767330902731293 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:25-34 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Animating critical action learning: process-based leadership and management development Abstract: Increasing attention is focusing on the value of critical approaches to enhancing leadership and management development processes. This paper examines how a critical action learning perspectives can be harnessed to produce valuable learning and development through critically reflective practise. Critical action learning approaches not only explore underlying power and control issues, but actively engage in an examination of political and cultural processes affecting leadership development. The aims of this paper are to explore approaches to critical action learning, to elucidate its principal features, to highlight how it can be applied in leadership and management development contexts and, finally, to illuminate some of the complexities and challenges of working with critical action learning in practice. Journal: Action Learning: Research and Practice Pages: 35-49 Issue: 1 Volume: 6 Year: 2008 Month: 7 X-DOI: 10.1080/14767330902731301 File-URL: http://hdl.handle.net/10.1080/14767330902731301 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:35-49 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Accounts of practice Journal: Action Learning: Research and Practice Pages: 51-51 Issue: 1 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330902731319 File-URL: http://hdl.handle.net/10.1080/14767330902731319 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:1:p:51-51 Template-Type: ReDIF-Article 1.0 Author-Name: Simon Shurville Author-X-Name-First: Simon Author-X-Name-Last: Shurville Author-Name: Asher Rospigliosi Author-X-Name-First: Asher Author-X-Name-Last: Rospigliosi Title: Implementing blended self-managed action learning for digital entrepreneurs in higher education Abstract: We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to the presence of a charismatic learner who was visibly biased against SMAL and questioned its utility from the outset. We suggest that the risk of similar breakdowns might be managed by developing a questionnaire to pre-assess participants' readiness for action learning and increasing the level or support during SMAL set meetings. While SMAL did not give rise to independent action learning sets after the courses, we were surprised and encouraged to find that learners instigated independent virtual learning networks, which flourished for up to a year after the courses. On the basis of this experiment we suggest that blended and fully virtual SMAL are worthy of further investigation in higher education and beyond. Journal: Action Learning: Research and Practice Pages: 53-61 Issue: 1 Volume: 6 Year: 2008 Month: 6 X-DOI: 10.1080/14767330902731335 File-URL: http://hdl.handle.net/10.1080/14767330902731335 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:53-61 Template-Type: ReDIF-Article 1.0 Author-Name: Julia Claxton Author-X-Name-First: Julia Author-X-Name-Last: Claxton Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Claire Edwards Author-X-Name-First: Claire Author-X-Name-Last: Edwards Author-Name: Gary Coope Author-X-Name-First: Gary Author-X-Name-Last: Coope Title: Relevant and timely learning for busy leaders Abstract: Lord Leitch was commissioned by the Chancellor in 2004 with a remit to ‘identify the UK's optimal skills mix in 2020 to maximise economic growth, productivity and social justice and to consider the policy implications of achieving the level of change required.’ In the 2006 Budget, the Chancellor asked Lord Leitch to consider how to better integrate employment and skills services at a local level. In his final report ‘Prosperity for all in the global economy -- world class skills’ Leitch states the need to further improve management and leadership skills in the UK recommending that the UK should aim to be a world leader on skills by 2020. One of the key ways to maximize economic growth is through leadership of small and medium enterprise. In response to this Leitch report and in conjunction with the Sector Skills Councils, an action learning opportunity was made available for leaders in the retail and leisure sectors in Merseyside. Alongside the government also highlighted a need for skill development in ‘inspirational’ leadership in particular. To make learning and development ‘relevant and timely’ for busy leaders, action learning is often a preferred option. This paper looks at three particular aspects of using action learning with leaders in the retail and leisure sectors. Firstly, how commitment to engage with the process was created and fostered, in light of work pressures and long working hours. Secondly, the factors that encouraged each member to feel, and act upon, a sense of responsibility for each others' learning and development, rather than just their own, and, thirdly, a frank look at some of the difficulties which arose which could have threatened the effectiveness of the learning. Journal: Action Learning: Research and Practice Pages: 63-70 Issue: 1 Volume: 6 Year: 2008 Month: 10 X-DOI: 10.1080/14767330902731426 File-URL: http://hdl.handle.net/10.1080/14767330902731426 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:63-70 Template-Type: ReDIF-Article 1.0 Author-Name: Andy Aitkenhead Author-X-Name-First: Andy Author-X-Name-Last: Aitkenhead Title: The compatibility of action learning with inner game coaching Abstract: Using ‘inner game’ coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable change was achieved, with the programme delivered to an agreed plan and under budget. Journal: Action Learning: Research and Practice Pages: 71-76 Issue: 1 Volume: 6 Year: 2008 Month: 7 X-DOI: 10.1080/14767330902731434 File-URL: http://hdl.handle.net/10.1080/14767330902731434 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:71-76 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Iles Author-X-Name-First: Paul Author-X-Name-Last: Iles Author-Name: Phil Radcliff Author-X-Name-First: Phil Author-X-Name-Last: Radcliff Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: BOOK REVIEWS Journal: Action Learning: Research and Practice Pages: 77-86 Issue: 1 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330902731467 File-URL: http://hdl.handle.net/10.1080/14767330902731467 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:1:p:77-86 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Action learning: developing networks of practice Journal: Action Learning: Research and Practice Pages: 87-87 Issue: 1 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330902731475 File-URL: http://hdl.handle.net/10.1080/14767330902731475 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:1:p:87-87 Template-Type: ReDIF-Article 1.0 Author-Name: John Heywood Author-X-Name-First: John Author-X-Name-Last: Heywood Title: Exploring action learning: how to use and promote ‘learning through action’ in challenging times Journal: Action Learning: Research and Practice Pages: 89-95 Issue: 1 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330902731483 File-URL: http://hdl.handle.net/10.1080/14767330902731483 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:1:p:89-95 Template-Type: ReDIF-Article 1.0 Author-Name: Brendon Harvey Author-X-Name-First: Brendon Author-X-Name-Last: Harvey Title: Action learning: developing innovative networks of practice … for ideas worth sharing Journal: Action Learning: Research and Practice Pages: 97-100 Issue: 1 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330902731509 File-URL: http://hdl.handle.net/10.1080/14767330902731509 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:1:p:97-100 Template-Type: ReDIF-Article 1.0 Author-Name: Elaine Clark Author-X-Name-First: Elaine Author-X-Name-Last: Clark Title: Launch of Revans Academy for Action Learning and Research Journal: Action Learning: Research and Practice Pages: 101-103 Issue: 1 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330902731517 File-URL: http://hdl.handle.net/10.1080/14767330902731517 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:1:p:101-103 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Unravelling diversity and collaboration in individual and organisational action learning Journal: Action Learning: Research and Practice Pages: 105-107 Issue: 2 Volume: 6 Year: 2009 Month: 7 X-DOI: 10.1080/14767330903006760 File-URL: http://hdl.handle.net/10.1080/14767330903006760 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:2:p:105-107 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Reconciling market requirements and operations resources: an opportunity for action learning Abstract: This article brings together the fields of action learning and operations strategy. It presents a case of action learning focused on strategic operations improvement in the extended manufacturing enterprise. As the third article in the set of explorations in this journal within the fields of action learning, operations strategy and collaborative improvement, it steps inside an inter-organisational action learning programme and exploits an operations strategy perspective on the improvement process and outcome. Through distinguishing between puzzles and problems, the article extends the scope of the operations improvement cycle and illustrates how the action learning approach can accommodate and enable engagement with the issues in potentially insightful practical and theoretical ways. Journal: Action Learning: Research and Practice Pages: 109-119 Issue: 2 Volume: 6 Year: 2007 Month: 9 X-DOI: 10.1080/14767330903006786 File-URL: http://hdl.handle.net/10.1080/14767330903006786 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2007:i:2:p:109-119 Template-Type: ReDIF-Article 1.0 Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Lisa Anderson Author-X-Name-First: Lisa Author-X-Name-Last: Anderson Author-Name: Jean Clarke Author-X-Name-First: Jean Author-X-Name-Last: Clarke Author-Name: Richard Thorpe Author-X-Name-First: Richard Author-X-Name-Last: Thorpe Title: To act and learn: a Bakhtinian exploration of action learning Abstract: This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to consider their value for those involved in action learning. We consider key Bakhtin features such as Making Meaning, Participative Thinking, Theoreticism and Presence, Others and Outsideness, Voices and Carnival to highlight how Bakhtin's can enhance our understanding of the nature of action and learning. Journal: Action Learning: Research and Practice Pages: 121-130 Issue: 2 Volume: 6 Year: 2007 Month: 8 X-DOI: 10.1080/14767330903006778 File-URL: http://hdl.handle.net/10.1080/14767330903006778 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2007:i:2:p:121-130 Template-Type: ReDIF-Article 1.0 Author-Name: Jean-Anne Stewart Author-X-Name-First: Jean-Anne Author-X-Name-Last: Stewart Title: Evaluation of an action learning programme for leadership development of SME leaders in the UK Abstract: This paper presents the findings from an evaluation research project undertaken by Henley Management College in 2006. This project followed an earlier research study that focused on identifying the leadership development needs for leaders of small and medium sized-enterprises (SMEs) in the UK, developed a leadership development model and made recommendations for a leadership development programme. The principle challenges facing the SME organisations overwhelmingly concerned leading change in their organisation. Their personal challenges concerned implementing change initiatives, communicating these and motivating the people in their organisation. In consideration of the challenges identified, one of the key recommendations was to pilot an action learning programme and evaluate the effectiveness of action learning to develop leadership skills in SME leaders. Henley Management College then conducted a research project to evaluate the pilot programme. This pilot consisted of three learning sets, run in three geographical areas in the UK and facilitated using three very different styles. Following the pilot programme, there were several wider reviews by academics, advisors and representatives of relevant government boards. This has since resulted in a significant programme of action learning for SME leadership development being implemented. This paper provides an overview of the relevant literature and research methodology and then presents the evaluation results from the pilot programme. The dominant theme was that action learning does indeed deliver significant business benefits and provides a real opportunity for SME leaders to develop their leadership skills. Journal: Action Learning: Research and Practice Pages: 131-148 Issue: 2 Volume: 6 Year: 2007 Month: 9 X-DOI: 10.1080/14767330903006802 File-URL: http://hdl.handle.net/10.1080/14767330903006802 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2007:i:2:p:131-148 Template-Type: ReDIF-Article 1.0 Author-Name: John Burgoyne Author-X-Name-First: John Author-X-Name-Last: Burgoyne Title: Issues in action learning: a critical realist interpretation Abstract: The purpose of this paper is to argue that the perspective of ‘critical realism’ has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be the subject of criticism? (3) What gets carried forward from action learning by way of learning? Critical realism is argued to be illuminative of these issues; this involves dealing with ontological questions -- what is there out there to learn about -- as well as epistemological ones -- how can this be learned about. It also involves seeing the world as an open system with emergent properties rather than the predictable machine of the positivist approach and the ‘nothing but a sea of meaning’ of the extreme social constructionist approach. The conclusions are that: (1) Yes, it can, and should, focus on both. Individual and organisational foci (one form of the individual-collective question) for action learning are compatible and reconcilable, though often with difficulty. (2) Yes to critical approach of and from action learning, which is its true intent. Suggestions are made on how to do this in an ultimately constructive way. (3) There are several answers to this, the ability to learn, ‘mechanisms’ that can but may not necessarily work in future situations, depending on circumstance and ‘state of play’ information. Journal: Action Learning: Research and Practice Pages: 149-161 Issue: 2 Volume: 6 Year: 2007 Month: 8 X-DOI: 10.1080/14767330903006828 File-URL: http://hdl.handle.net/10.1080/14767330903006828 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2007:i:2:p:149-161 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Accounts of practice Journal: Action Learning: Research and Practice Pages: 163-163 Issue: 2 Volume: 6 Year: 2009 Month: 7 X-DOI: 10.1080/14767330903006869 File-URL: http://hdl.handle.net/10.1080/14767330903006869 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:2:p:163-163 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia Lustig Author-X-Name-First: Patricia Author-X-Name-Last: Lustig Author-Name: Deep Ranjani Rai Author-X-Name-First: Deep Ranjani Author-X-Name-Last: Rai Title: Action learning in ActionAid Nepal: a case study Abstract: This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal. Journal: Action Learning: Research and Practice Pages: 165-169 Issue: 2 Volume: 6 Year: 2008 Month: 5 X-DOI: 10.1080/14767330903006943 File-URL: http://hdl.handle.net/10.1080/14767330903006943 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:2:p:165-169 Template-Type: ReDIF-Article 1.0 Author-Name: Emiel Eckstein Author-X-Name-First: Emiel Author-X-Name-Last: Eckstein Author-Name: Gert Veenhoven Author-X-Name-First: Gert Author-X-Name-Last: Veenhoven Author-Name: Ivo De Loo Author-X-Name-First: Ivo Author-X-Name-Last: De Loo Title: An extreme case of action learning at BAT Niemeyer Abstract: Becoming a ‘winning organization’ when one currently is an ‘ugly ducking’ can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee involvement was heavily emphasized. In the following article, it is described how action learning was used by the company and what resulted from this. Some of the difficulties involved in the process are also set out. Some of the ‘lessons learned’ for action learning development are briefly discussed as well. Although action learning was not used in all of the firm's initiatives to realize the abovementioned transformation, we think these lessons can be drawn nevertheless. Journal: Action Learning: Research and Practice Pages: 171-176 Issue: 2 Volume: 6 Year: 2008 Month: 12 X-DOI: 10.1080/14767330903006893 File-URL: http://hdl.handle.net/10.1080/14767330903006893 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2008:i:2:p:171-176 Template-Type: ReDIF-Article 1.0 Author-Name: Ian Lovegrove Author-X-Name-First: Ian Author-X-Name-Last: Lovegrove Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Otmar Donnenberg Author-X-Name-First: Otmar Author-X-Name-Last: Donnenberg Author-Name: Lutz von Rosenstiel Author-X-Name-First: Lutz Author-X-Name-Last: von Rosenstiel Author-Name: John Lawler Author-X-Name-First: John Author-X-Name-Last: Lawler Author-Name: Eugene Sadler-Smith Author-X-Name-First: Eugene Author-X-Name-Last: Sadler-Smith Author-Name: Chris Blantern Author-X-Name-First: Chris Author-X-Name-Last: Blantern Title: BOOK REVIEWS Journal: Action Learning: Research and Practice Pages: 177-195 Issue: 2 Volume: 6 Year: 2009 Month: 7 X-DOI: 10.1080/14767330903007313 File-URL: http://hdl.handle.net/10.1080/14767330903007313 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:2:p:177-195 Template-Type: ReDIF-Article 1.0 Author-Name: Joanne Meehan Author-X-Name-First: Joanne Author-X-Name-Last: Meehan Author-Name: Kelli Pickford Author-X-Name-First: Kelli Author-X-Name-Last: Pickford Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Title: North West Employers' Conference Journal: Action Learning: Research and Practice Pages: 197-200 Issue: 2 Volume: 6 Year: 2009 Month: 7 X-DOI: 10.1080/14767330903007354 File-URL: http://hdl.handle.net/10.1080/14767330903007354 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:2:p:197-200 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Thorpe Author-X-Name-First: Richard Author-X-Name-Last: Thorpe Author-Name: Jason Cope Author-X-Name-First: Jason Author-X-Name-Last: Cope Author-Name: Monder Ram Author-X-Name-First: Monder Author-X-Name-Last: Ram Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Leadership development in small- and medium-sized enterprises: the case for action learning Journal: Action Learning: Research and Practice Pages: 201-208 Issue: 3 Volume: 6 Year: 2009 Month: 11 X-DOI: 10.1080/14767330903299399 File-URL: http://hdl.handle.net/10.1080/14767330903299399 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:201-208 Template-Type: ReDIF-Article 1.0 Author-Name: Allan Gibb Author-X-Name-First: Allan Author-X-Name-Last: Gibb Title: Meeting the development needs of owner managed small enterprise: a discussion of the centrality of action learning Abstract: This paper explores the role that action learning might play in micro and small enterprise development. It is divided into two parts. The first part focuses upon the distinctive characteristics of smallness and ownership and their implication for management development processes in the owner managed firm. In particular the impact of personal values, ways of doing things and distinctive forms of learning are explored. The argument points to the emotional underpinning of the ways in which the organisation is developed and run. The challenges to action learning are then reviewed. The second part focuses upon the ‘institutional’ factors that stand in the way of effective approaches to owner manager learning and in particular how they impact on the way that knowledge is delivered and pedagogies applied by business education organisations to the small firm. It is argued that the pervasive corporatism of the approach does much to explain why owner managers are reluctant to pay for existing training and education offers. The barriers that confront action learning approaches are examined. Overall it is concluded that action learning is central to effective owner manager learning, that there are distinctive skill challenges for action learning facilitators but that there need to be major changes in institutional norms. Journal: Action Learning: Research and Practice Pages: 209-227 Issue: 3 Volume: 6 Year: 2009 Month: 11 X-DOI: 10.1080/14767330903299415 File-URL: http://hdl.handle.net/10.1080/14767330903299415 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:209-227 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa Anderson Author-X-Name-First: Lisa Author-X-Name-Last: Anderson Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Title: Conversations outside the comfort zone: identity formation in SME manager action learning Abstract: In this paper we consider the construction of narrative identity and particularly how managers of small businesses may construct new narrative identities within the activity of the action learning situation. We build on recent work to suggest that the ‘world’ of managers can be explored through a consideration of Vygotsky's socio-cultural theory of learning and what he referred to as the zone of proximal development. We argue that for small business managers, a consideration of identity is fundamental to personal and business development and that this encompasses a consideration of present concerns and interests, existing capacities and understandings and skills to find solutions to problems faced. We base our propositions on the evidence that many small business managers feel the need to focus on operational activities, which prevents consideration of the long-term and of their personal development. Action learning should not be viewed merely as an opportunity to pose and find solutions to problems; more importantly it offers the possibility of considering which aspects of a learner's self-image are potentially blocking progress and change, to engage in identity work and to surface and take action upon those elements of one's current identity that prevent thoughtful action. The impact of the powerful image of the entrepreneur is also examined in two case studies of owner-manager identity construction in the action learning situation. We suggest that a re-theorization of action learning provides a basis for emphasising the identity-forming potential of sets and we also propose that action learning practitioners (set advisors) use Vygotsky's notions of socio-cultural practice and the zone of proximal development to encourage the re-narration of identities and particularly the development of a strong sense of self in the action learning situation. Journal: Action Learning: Research and Practice Pages: 229-242 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903299449 File-URL: http://hdl.handle.net/10.1080/14767330903299449 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:229-242 Template-Type: ReDIF-Article 1.0 Author-Name: Claire M. Leitch Author-X-Name-First: Claire M. Author-X-Name-Last: Leitch Author-Name: Christel McMullan Author-X-Name-First: Christel Author-X-Name-Last: McMullan Author-Name: Richard T. Harrison Author-X-Name-First: Richard T. Author-X-Name-Last: Harrison Title: Leadership development in SMEs: an action learning approach Abstract: In this paper we evaluate an action learning-based, leadership development programme designed for founders and leaders of growth-oriented, entrepreneurial small to medium-sized enterprises. Based on in-depth, qualitative interviews with participants on one cohort, undertaken two years after completion of the seven-month programme, we demonstrate that by viewing action learning as an ethos that informs practice, it can contribute to the process of effective leadership development with identifiable personal and business outcomes. Journal: Action Learning: Research and Practice Pages: 243-263 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903299464 File-URL: http://hdl.handle.net/10.1080/14767330903299464 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:243-263 Template-Type: ReDIF-Article 1.0 Author-Name: Luke Pittaway Author-X-Name-First: Luke Author-X-Name-Last: Pittaway Author-Name: Caroline Missing Author-X-Name-First: Caroline Author-X-Name-Last: Missing Author-Name: Nigel Hudson Author-X-Name-First: Nigel Author-X-Name-Last: Hudson Author-Name: Dean Maragh Author-X-Name-First: Dean Author-X-Name-Last: Maragh Title: Entrepreneurial learning through action: a case study of the Six-Squared program Abstract: This paper explores the role of ‘action’ in entrepreneurial learning and illustrates how programs designed to support action learning can enhance management development in entrepreneurial businesses. The paper begins by exploring action learning and the way ‘action’ is conceived in different types of program. In the second part, the paper details the policy and theory issues that have led researchers to argue for action learning for entrepreneurs. Here, two basic drivers are identified: first, the inadequacy of current management development support and, second, the growth of entrepreneurial learning as a new area of research. The paper develops an argument to illustrate how action learning is valued within this context. Finally, the paper introduces a case study of an action learning program, reports the evaluative research undertaken and explains the benefits of action learning for entrepreneurs. Journal: Action Learning: Research and Practice Pages: 265-288 Issue: 3 Volume: 6 Year: 2009 Month: 3 X-DOI: 10.1080/14767330903299480 File-URL: http://hdl.handle.net/10.1080/14767330903299480 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:265-288 Template-Type: ReDIF-Article 1.0 Author-Name: David Rae Author-X-Name-First: David Author-X-Name-Last: Rae Title: Connecting entrepreneurial and action learning in student-initiated new business ventures: the case of SPEED Abstract: The Student Placements for Entrepreneurs in Education (SPEED) project ran in 12 higher education institutes in the UK between 2006 and 2008, providing an innovative, action learning-based route that enabled students to start new business ventures as self-started work experience, and has influenced successor programmes. The paper addresses three questions: (1) What is known about action learning and entrepreneurial learning in relation to new venture creation? (2) What can the case of SPEED add to our understanding of the conceptual and practical connections between entrepreneurial learning and action learning? (3) What can be achieved through universities working collaboratively to make a significant and coordinated impact on graduate entrepreneurship by using action learning as a mediating means? It connects action learning with theories of new venture creation and entrepreneurial learning, with reference to relevant literature showing increasing evidence of innovative practices of action learning within entrepreneurship education. It reflects on the experience of creating and running the SPEED programme as an innovative multi-higher education institute project and explores the processes of action learning for educators and student entrepreneurs. It develops a conceptual model of entrepreneurial action learning as a transferable approach in relation to new venture creation. Recommendations for future development of this approach in the new economic era of 2009 and beyond are proposed, since it is increasingly clear that graduate self-employment and entrepreneurship must contribute to educational and economic development. Journal: Action Learning: Research and Practice Pages: 289-303 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903301799 File-URL: http://hdl.handle.net/10.1080/14767330903301799 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:289-303 Template-Type: ReDIF-Article 1.0 Author-Name: Monder Ram Author-X-Name-First: Monder Author-X-Name-Last: Ram Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Critical by design: enacting critical action learning in a small business context Abstract: A small but growing strand of literature is beginning to make the case for ‘critical action learning' (CAL). Much of this interest operates on theoretical terrain, speculating on the extent to which it might differ from more conventional notions of action learning. This paper draws on insights from (CAL) to demonstrate the importance of being ‘critical by design' in the formulation and implementation of interventions. It is based on a five-year inquiry involving a network of small business owners. We demonstrate the importance of explicitly questioning the rationale for interventions; assessing how the composition of the action learning set relates to power relations within its organizational context; the process of governance; and an active role for facilitators. Journal: Action Learning: Research and Practice Pages: 305-318 Issue: 3 Volume: 6 Year: 2009 Month: 8 X-DOI: 10.1080/14767330903301807 File-URL: http://hdl.handle.net/10.1080/14767330903301807 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:305-318 Template-Type: ReDIF-Article 1.0 Author-Name: Eirwen Williams Author-X-Name-First: Eirwen Author-X-Name-Last: Williams Title: Agrisgôp: action learning for Welsh farmers Abstract: The history of ‘Agrisgôp' -- an action learning programme that has established 173 action learning sets for members of farming families in Wales. Journal: Action Learning: Research and Practice Pages: 319-328 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903301815 File-URL: http://hdl.handle.net/10.1080/14767330903301815 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:319-328 Template-Type: ReDIF-Article 1.0 Author-Name: Robyn Hill Author-X-Name-First: Robyn Author-X-Name-Last: Hill Title: Learning about learning: action learning in times of organisational change Abstract: This paper explores the conduct and outcomes of an action learning activity during a period of intense organisational change in a medium-sized vocational education and training organisation in Victoria, Australia. This organisation was the subject of significant change due to government-driven and statewide amalgamation, downsizing and sector restructuring. The paper describes the impact of a set of learning experiences as part of the action learning activity with a group of teachers experiencing unprecedented change in their working lives. The account outlines my background with action learning and the rationale for using the approach as a professional development strategy. It details the challenges of the action learning activity that confronted the participants and me. In particular, it analyses the complexity of my role as the action learning facilitator, a senior manager and a research candidate gathering data for my doctoral studies. The account highlights the healing opportunities that peer-to-peer learning within the set provided for some participants and the process of new and renewed network development that occurred during and after the completion of the activity. Finally, new insights into the application of action learning as a professional development activity in times of intense organisational change are summarised. Journal: Action Learning: Research and Practice Pages: 329-334 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903301831 File-URL: http://hdl.handle.net/10.1080/14767330903301831 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:329-334 Template-Type: ReDIF-Article 1.0 Author-Name: Laurie Smith Author-X-Name-First: Laurie Author-X-Name-Last: Smith Title: Experiences of action leaning in two SME business support programmes Abstract: Action learning sets are used by Lancaster University Management School's Institute for Entrepreneurship and Enterprise Development to provide business support to owner managers of small to medium sized enterprises (SMEs). This paper compares the experiences of participants and facilitator of two programmes: one part of a wider programme of business support, the other a standalone programme of action learning. The paper describes the format of the sets and looks at the benefits to participants. It examines some of the outcomes for the participants and the learning gained by the facilitator. It concludes with some reflections from the facilitator on his experiences and on the appropriateness of action learning sets for SME owner managers. Journal: Action Learning: Research and Practice Pages: 335-341 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903301849 File-URL: http://hdl.handle.net/10.1080/14767330903301849 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:335-341 Template-Type: ReDIF-Article 1.0 Author-Name: Di Bligh Author-X-Name-First: Di Author-X-Name-Last: Bligh Author-Name: Clare Chacksfield Author-X-Name-First: Clare Author-X-Name-Last: Chacksfield Author-Name: Ruth Sapsed Author-X-Name-First: Ruth Author-X-Name-Last: Sapsed Title: Leadership and learning in the arts Abstract: This account of practice outlines a national programme for current and aspiring leaders in the arts and cultural sector. One of the main constituents of this leadership offer was an intensive six-day action learning facilitator training programme. This account reviews this programme with the help of reflections from two participants, each of whom leads an SME in the East of England. These reflections include their initial perceptions on the impact of action learning ideas on their leadership, considerations of how they might continue to develop as leaders and how they might use action learning in the future development of their companies. Journal: Action Learning: Research and Practice Pages: 343-348 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903301898 File-URL: http://hdl.handle.net/10.1080/14767330903301898 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:343-348 Template-Type: ReDIF-Article 1.0 Author-Name: Bernhard Hauser Author-X-Name-First: Bernhard Author-X-Name-Last: Hauser Title: Action learning in an SME: appetite comes with eating Abstract: This account describes action learning in a small to medium-size enterprise (SME) that operates as a local power utility on an established market that is currently going through a process of radical transformation. The task of the action learning set was to improve the flow of information to employees about the evolving framework in which the company operates. The set was made up of participants from a number of different SMEs and from a holding company who had taken part in a management development programme run and offered to its investments by the holding company as a minority shareholder. The account relates how the set gradually relinquished its habitual mental structures to become a change agent for the transformation of the SME. Journal: Action Learning: Research and Practice Pages: 349-355 Issue: 3 Volume: 6 Year: 2009 Month: 6 X-DOI: 10.1080/14767330903301906 File-URL: http://hdl.handle.net/10.1080/14767330903301906 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:6:y:2009:i:3:p:349-355 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Research and evaluation in assessing outcomes and impacts in action learning Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 7 Year: 2010 Month: 3 X-DOI: 10.1080/14767330903576770 File-URL: http://hdl.handle.net/10.1080/14767330903576770 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Jonas Gabrielsson Author-X-Name-First: Jonas Author-X-Name-Last: Gabrielsson Author-Name: Joakim Tell Author-X-Name-First: Joakim Author-X-Name-Last: Tell Author-Name: Diamanto Politis Author-X-Name-First: Diamanto Author-X-Name-Last: Politis Title: Business simulation exercises in small business management education: using principles and ideas from action learning Abstract: Recent calls to close the rigour-relevance gap in business school education have suggested incorporating principles and ideas from action learning in small business management education. In this paper we discuss how business simulation exercises can be used as a platform to trigger students’ learning by providing them with a platform where they can merge theory with practice. We provide theoretical arguments accompanied by illustrations to show how such initiatives can create a more student-centred teaching structure than what is usually practised in contemporary business school education. This may in turn work as a potential bridge between the safe harbour of traditional classroom teaching and the more chaotic and complex world of managerial practice. Journal: Action Learning: Research and Practice Pages: 3-16 Issue: 1 Volume: 7 Year: 2009 Month: 2 X-DOI: 10.1080/14767330903576812 File-URL: http://hdl.handle.net/10.1080/14767330903576812 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:1:p:3-16 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Gentle Author-X-Name-First: Paul Author-X-Name-Last: Gentle Title: The influence on an action learning set of affective and organizational cultural factors Abstract: This article aims to provide insights into a series of events in a higher education institution and their impact on the workings of an action learning set in one academic school within the institution. In doing so, it examines the relationship between programmed knowledge, questioning and reflection, originally postulated by Revans and suggests that other factors (both affective and cultural) also contribute to -- or in some cases detract from -- learning at both personal and organizational levels. The implications for action learning practitioners are that in order to derive beneficial organizational learning from the use of action learning sets, it is crucial to ensure consistency between the rhetoric of senior managers and the emotional and political climate in the organization for which they are responsible. Journal: Action Learning: Research and Practice Pages: 17-28 Issue: 1 Volume: 7 Year: 2009 Month: 2 X-DOI: 10.1080/14767330903576820 File-URL: http://hdl.handle.net/10.1080/14767330903576820 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:1:p:17-28 Template-Type: ReDIF-Article 1.0 Author-Name: Fernando Rodriguez-Valls Author-X-Name-First: Fernando Author-X-Name-Last: Rodriguez-Valls Title: The STAR project: teaching as a learning experience Abstract: Knowledge and its applicability nourish each other in schools where teachers critically analyze data and, through team discussions, have the opportunity to solve the challenges that education presents every day. The premise of this model is that all participants have an active role in the function of creating praxial knowledge. This article presents a model of action learning implemented during two school years, 2007--2009, by 26 teachers, their principal and two external advisors. Four pillars composed the core of this teacher-researcher model: two-fold observation of teaching practices, critical reflection, active planning and implementation of best practices. This four-dimensional approach allowed the participants to construct the ideal of a teacher who has the skills to lengthen her/his learning experience, to widen the spectrum of its application and to deepen the content of her/his inquiry. The outcomes of this project suggest that when teachers conceptualize teaching as a learning experience that requires uninterrupted observation, reflection and action, student performance increases. Most importantly, schools become dynamic educational organizations where knowledge is constructed, rather than instructed from teachers to students. Journal: Action Learning: Research and Practice Pages: 29-40 Issue: 1 Volume: 7 Year: 2009 Month: 4 X-DOI: 10.1080/14767330903576838 File-URL: http://hdl.handle.net/10.1080/14767330903576838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:1:p:29-40 Template-Type: ReDIF-Article 1.0 Author-Name: David McNabb Author-X-Name-First: David Author-X-Name-Last: McNabb Author-Name: Michael Webster Author-X-Name-First: Michael Author-X-Name-Last: Webster Title: Qualities and practices of professional social work leadership in an interdisciplinary mental health service: an action learning approach Abstract: Since the mid-1980s, health service restructuring in New Zealand has strengthened managerialism, arguably detracting from professional considerations. Professional leaders without line-management responsibilities have replaced social work departments headed by a professional social worker. An emerging social work contribution to interdisciplinary leadership in mental health settings aims to advance quality of service and fill social work leadership gaps resulting from structural changes created by health policy initiatives. In the context of limited research into these changes, this paper presents an action learning organic approach examining how social work professional leaders implemented Kouzes and Posner's ‘exemplary leadership’ in a District Health Board. This examination integrates indigenous Māori approaches to leadership with Western models. Findings suggest both caution and optimism about the professional leader role. The paper suggests further research to explore the relationship of professional leadership and clinical governance in public health services. Journal: Action Learning: Research and Practice Pages: 41-57 Issue: 1 Volume: 7 Year: 2009 Month: 3 X-DOI: 10.1080/14767330903576846 File-URL: http://hdl.handle.net/10.1080/14767330903576846 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:1:p:41-57 Template-Type: ReDIF-Article 1.0 Author-Name: Mollie Dickenson Author-X-Name-First: Mollie Author-X-Name-Last: Dickenson Author-Name: John Burgoyne Author-X-Name-First: John Author-X-Name-Last: Burgoyne Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Virtual action learning: practices and challenges Abstract: This paper reports findings from research that set out to explore virtual action learning (VAL) as an emerging variety of action learning (AL). In bringing together geographically dispersed individuals within and across organizations, and possibly across time, VAL has obvious potential in both educational and commercial contexts. Whilst there is an extensive and growing literature on face-to-face (f2f) AL, at the start of the inquiry (October 2006) there was little evidence of the virtual variety. At the same time, there was considerable interest expressed by educationalists and practitioners in adapting AL to VAL, but a lack of understanding of how to go about it, which appeared to be a barrier to uptake. The research comprised a literature review, a network inquiry and interviews with VAL practitioners. The findings reveal more practice than was anticipated and that VAL is a distinct variety of AL, characterised by its virtual, non-f2f nature, and that it has its own strengths and weaknesses. After discussing the prospects for a virtual form of AL, this paper offers a 6-form classification of VAL, considers some of the theoretical questions that might usefully be pursued in connection with this emerging practice and explores its potential in the light of emerging technologies. The paper concludes that, like AL, VAL is not singular but takes a variety of forms, each with distinct characteristics. The question of whether it is better than, or second best to, f2f AL is debated and we conclude that it should not necessarily be evaluated against f2f AL, but seen as a practice in its own right and located in the broader practices of virtual and network learning and their correspondence to social, cultural, technical and economic change in the wider society. Journal: Action Learning: Research and Practice Pages: 59-72 Issue: 1 Volume: 7 Year: 2008 Month: 11 X-DOI: 10.1080/14767330903576978 File-URL: http://hdl.handle.net/10.1080/14767330903576978 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2008:i:1:p:59-72 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: INTRODUCTION TO ACCOUNTS OF PRACTICE: Facing the challenges within Journal: Action Learning: Research and Practice Pages: 73-73 Issue: 1 Volume: 7 Year: 2010 Month: 3 X-DOI: 10.1080/14767330903576994 File-URL: http://hdl.handle.net/10.1080/14767330903576994 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:1:p:73-73 Template-Type: ReDIF-Article 1.0 Author-Name: Derek Hughes Author-X-Name-First: Derek Author-X-Name-Last: Hughes Title: Steps to Leadership action learning sets: ‘make it challenging but not too challenging’ Abstract: This paper reviews how action learning was used as part of a regional leadership development programme involving a number of public sector organisations. It explores how the sets were designed and set up and the significant challenges that this particular approach brought. A number of positive tangible outcomes were produced from the sets and these are outlined. Six lessons that have been learnt from this experience are identified and an indication given of how these will be applied to the next two regional leadership programmes that are being developed. Journal: Action Learning: Research and Practice Pages: 75-81 Issue: 1 Volume: 7 Year: 2009 Month: 3 X-DOI: 10.1080/14767330903577000 File-URL: http://hdl.handle.net/10.1080/14767330903577000 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:1:p:75-81 Template-Type: ReDIF-Article 1.0 Author-Name: Kirsty Lowe Author-X-Name-First: Kirsty Author-X-Name-Last: Lowe Title: Introducing action learning in local government: a new facilitator's experience Abstract: This account of practice will explore how action learning has supported local authorities by providing an opportunity to share learning and experiences across organisational boundaries. It will look at the experiences of a new action learning facilitator working with local government scrutiny officers from different organisations. Journal: Action Learning: Research and Practice Pages: 83-87 Issue: 1 Volume: 7 Year: 2009 Month: 7 X-DOI: 10.1080/14767330903577018 File-URL: http://hdl.handle.net/10.1080/14767330903577018 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:1:p:83-87 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: When action learning doesn't ‘take’: reflections on the DALEK programme Abstract: This article describes the use of ‘business-driven’ action learning in a healthcare setting. It reviews and reflects on an example where action learning does not ‘take’, identifying the likely causes of this. It also poses four questions -- whether action learning is counter-cultural in some organisations; whether the Organisation Development function is really developmental; whether the nature of the contracting process for external help adversely influences action learning; and whether the external consultant should challenge the brief. Journal: Action Learning: Research and Practice Pages: 89-97 Issue: 1 Volume: 7 Year: 2009 Month: 10 X-DOI: 10.1080/14767330903577034 File-URL: http://hdl.handle.net/10.1080/14767330903577034 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:1:p:89-97 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Danny Chesterman Author-X-Name-First: Danny Author-X-Name-Last: Chesterman Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Alyson Learmonth Author-X-Name-First: Alyson Author-X-Name-Last: Learmonth Author-Name: John Oliver Author-X-Name-First: John Author-X-Name-Last: Oliver Author-Name: Kai Peters Author-X-Name-First: Kai Author-X-Name-Last: Peters Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: BOOK REVIEWS Journal: Action Learning: Research and Practice Pages: 99-110 Issue: 1 Volume: 7 Year: 2010 Month: 3 X-DOI: 10.1080/14767330903577240 File-URL: http://hdl.handle.net/10.1080/14767330903577240 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:1:p:99-110 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen Gibbs Author-X-Name-First: Stephen Author-X-Name-Last: Gibbs Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Michael Cuthbert Author-X-Name-First: Michael Author-X-Name-Last: Cuthbert Author-Name: Stephen Young Author-X-Name-First: Stephen Author-X-Name-Last: Young Author-Name: Pauline Doyle Author-X-Name-First: Pauline Author-X-Name-Last: Doyle Title: Opening Space to the community: action learning at a community level Journal: Action Learning: Research and Practice Pages: 111-116 Issue: 1 Volume: 7 Year: 2010 Month: 3 X-DOI: 10.1080/14767330903577299 File-URL: http://hdl.handle.net/10.1080/14767330903577299 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:1:p:111-116 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Evaluating action learning Journal: Action Learning: Research and Practice Pages: 117-119 Issue: 2 Volume: 7 Year: 2010 Month: 7 X-DOI: 10.1080/14767333.2010.488322 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488322 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:117-119 Template-Type: ReDIF-Article 1.0 Author-Name: H. Skipton Leonard Author-X-Name-First: H. Skipton Author-X-Name-Last: Leonard Author-Name: Michael J. Marquardt Author-X-Name-First: Michael J. Author-X-Name-Last: Marquardt Title: The evidence for the effectiveness of action learning Abstract: For the past 50 years, organizations and individuals around the world have reported success in their use of action learning programs to solve problems, develop leaders, build teams and transform their corporate cultures. However, very little rigorous research has been conducted to determine the effectiveness of action learning. The authors reviewed 21 refereed articles, theses and dissertations that quantitatively and/or qualitatively measured the impact of action learning and to determine the success factors in action learning programs. The evidence elicited from these studies support the following: (1) action learning develops broad executive and managerial leadership skills, particularly collaborative leadership and coaching skills; (2) action learning improves the ability of managers to develop integrative, win/win solutions to conflict situations; (3) governing variables that were consistently identified as critical to the success of action learning include questioning, taking action, learning from group members, listening, group diversity, feelings of confidence and well-being, safe environment, and the presence of a coach; and (4) significant factors for conducting successful action learning programs involved: (1) team-level processes of skilled coaching, diversity, self-directed team processes, effective team presentations and review of team processes; as well as (2) organization-level processes of ensuring implementation of solutions, alignment and importance of the problem, support of top decision makers and the leveraging of organizational resources. Journal: Action Learning: Research and Practice Pages: 121-136 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488323 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488323 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:121-136 Template-Type: ReDIF-Article 1.0 Author-Name: Yonjoo Cho Author-X-Name-First: Yonjoo Author-X-Name-Last: Cho Author-Name: Hyeon-Cheol Bong Author-X-Name-First: Hyeon-Cheol Author-X-Name-Last: Bong Title: Identifying balanced action learning: cases of South Korean practices Abstract: Despite considerable commitment to the application of action learning as leadership and organization development by a large number of Korean organizations, few identified empirical studies of action learning practices have been reported. The purpose of this study was to conduct case studies of South Korean action learning practices to examine whether these companies strike a balance between action and learning. Six case companies were selected in this study to identify balanced action learning practices. Implications for action learning practices and future studies of action learning were articulated. Journal: Action Learning: Research and Practice Pages: 137-150 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488325 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488325 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:137-150 Template-Type: ReDIF-Article 1.0 Author-Name: James Conklin Author-X-Name-First: James Author-X-Name-Last: Conklin Title: Learning in the wild Abstract: This paper argues that learning is a natural social process that leads to the construction of meaning, which involves the creation of experiences of coherence, purpose, identity and competence. Learning that yields a coherent social context, a worthy or compelling purpose, a strong, integrated identity and increasing levels of competence results in an experience of meaningful work. Learning as a social process is characterized by the property of capacity. Any given group will have a capacity to learn and it will be difficult for that group to take on a learning challenge that is beyond its present capacity. If a group, for example, is short-handed and is carrying out work that members see as urgent and important, then the group may focus its efforts on maintaining its equilibrium and creating stability and may diminish its capacity to adapt to change by taking on new ideas and approaches. Such a group might also have a diminished capacity to bring newcomers into the community -- which is the very thing that it needs to do if it is to overcome the problem of being short-handed. These propositions will be illustrated by a specific example: teams of frontline caregivers in a long-term care facility in Canada. Journal: Action Learning: Research and Practice Pages: 151-166 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488327 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:151-166 Template-Type: ReDIF-Article 1.0 Author-Name: Annika Olsson Author-X-Name-First: Annika Author-X-Name-Last: Olsson Author-Name: Carl Wadell Author-X-Name-First: Carl Author-X-Name-Last: Wadell Author-Name: Per Odenrick Author-X-Name-First: Per Author-X-Name-Last: Odenrick Author-Name: Margareta Norell Bergendahl Author-X-Name-First: Margareta Norell Author-X-Name-Last: Bergendahl Title: An action learning method for increased innovation capability in organisations Abstract: Product innovation in highly complex and technological areas, such as medical technology, puts high requirements on the innovation capability of an organisation. Previous research and publications have highlighted organisational issues and learning matters as important and necessary for the development of innovation capability. Action learning requires reflection on the ways things are carried out, changes in current actions, implementation and improvement and thereafter another round of reflection. This could be difficult for one organisation to carry out internally and so this research uses a learning network set-up involving several organisations for inter-organisational action learning. The purpose of this article is to describe the learning network set-up used in a current action learning project in the medical technology industry and to discuss the initial experience gained. The research project aims at increasing the innovation capability of the participating organisations. The method used is based on action learning and involves representatives from industrial partners, public health organisations and academic partners. The different organisations run innovation projects over a time period of three years and meet three times a year in learning network sessions with the purpose of developing knowledge by action learning interaction between the different organisations. During these learning network sessions the participants are facilitated to go through different phases: reflection, new concepts, new actions, implementation and new reflection. The paper elaborates on theories of innovation capability and learning networks and thereafter the methods of action research, experiential learning and action learning. The action learning network structure, the experience gained in the initial phases of the project and the experience of action learning and learning networks is then presented. The importance of trust-building between partners in the network in order to facilitate action learning and development of innovation capability is discussed, as is the learning that takes place in the interaction between academics from different disciplines in their interaction with the practitioners. Journal: Action Learning: Research and Practice Pages: 167-179 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488328 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488328 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:167-179 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: The role of the NHS in the development of Revans' action learning: correspondence and contradiction in action learning development and practice Abstract: In adapting Bowles' and Gintis's correspondence principle of education, this paper suggests that there are ways in which the theory and practice of action learning developed in correspondence with the NHS. In doing so, the paper draws, in part, upon an historical assessment of Revans' Hospital Internal Communications Project of the 1960s, treated here as a special case, together with evidence drawn from a survey of current NHS action learning practice. It is suggested that the correspondence principle provides an explanation for some of the vertical development of action learning (over time) and its horizontal development (across situations). In setting out my argument I draw on the work of Foucault to inform a discussion on self-discipline and the internalisation of control via action learning and the developing role of critical action learning. Journal: Action Learning: Research and Practice Pages: 181-192 Issue: 2 Volume: 7 Year: 2010 Month: 3 X-DOI: 10.1080/14767333.2010.488329 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:181-192 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Title: Notes toward a philosophy of action learning research Abstract: The philosophical foundations of action learning research have not received a great deal of attention. In the context of action learning postgraduate and professional programmes in universities, articulation of a philosophy of action learning research seems timely and appropriate. This article explores a philosophy of action learning research, grounded in the work of Revans. It contends that, within the new paradigms of research that are providing alternatives to traditional research paradigms, Revans provides the grounds for such philosophy of action learning research. His praxeology, learning formula and scientific method provide rich foundations for the formulation, implementation and generation of actionable knowledge. Journal: Action Learning: Research and Practice Pages: 193-203 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488330 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488330 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:193-203 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: INTRODUCTION TO ACCOUNTS OF PRACTICE Journal: Action Learning: Research and Practice Pages: 205-205 Issue: 2 Volume: 7 Year: 2010 Month: 7 X-DOI: 10.1080/14767333.2010.503695 File-URL: http://hdl.handle.net/10.1080/14767333.2010.503695 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:205-205 Template-Type: ReDIF-Article 1.0 Author-Name: Dawn Langley Author-X-Name-First: Dawn Author-X-Name-Last: Langley Author-Name: Richard Watts Author-X-Name-First: Richard Author-X-Name-Last: Watts Title: Women reaching women: change in action -- using action learning to help address seemingly intractable and large scale social issues Abstract: In 2008, 28 women from the Women's Institute volunteered to join us in a project exploring the issue of world poverty and gender inequality, specifically highlighting the disproportionate effects of climate change on women. Collectively we were asking a big question about how we as individuals, based in England, make a difference on a global issue. While initially the focus was on more traditional knowledge exchange it soon became evident that the nature of the group and the importance of the problem leant themselves to a genuinely collective approach and action learning emerged. A number of self-facilitated sets have now formed as a source of support and challenge in addressing the scale of the task. Seeing action as learning and learning as action has been a powerful mechanism in helping the individuals involved feel they can make a difference to their worlds. Journal: Action Learning: Research and Practice Pages: 207-211 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488334 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488334 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:207-211 Template-Type: ReDIF-Article 1.0 Author-Name: Jean Kellie Author-X-Name-First: Jean Author-X-Name-Last: Kellie Author-Name: Eileen Henderson Author-X-Name-First: Eileen Author-X-Name-Last: Henderson Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Author-Name: Hayley Crawley Author-X-Name-First: Hayley Author-X-Name-Last: Crawley Title: Leading change in tissue viability best practice: an action learning programme for link nurse practitioners Abstract: This account of practice reports on an action learning initiative designed and implemented in partnership between a regional NHS Acute Trust and a UK Business School. The central initiative was the implementation of an action learning programme entitled ‘Leading change in tissue viability best practice: a development programme for Link Nurse Practitioners’. The purpose was primarily to foster ‘leadership’ in best practice, in frontline nursing staff who have a specific ward-based responsibility regarding ‘tissue viability’, that is the prevention and management of pressure ulcers and wounds. The approach engaged the active involvement of nurses to become problem identifiers and solvers and key influencers in improving practice. The initiative utilized action learning principles to draw out the real experience of nursing staff to identify and analyze the current situation regarding practices around tissue viability issues, to identify significant improvement areas and develop action and implementation plans to achieve improvements. The process of meeting, sharing experience and action planning took place several times over a five-month period from July to December 2009. The initiative is enveloped within a stand-alone University accredited module of the same title accruing 20 credits at level 4. This account provides a timely opportunity to reflect on and evaluate the outcomes of the initiative and the process of learning engaged in by the participants. The initiative was supported and funded by the regional NHS Strategic Health Authority as part of its commitment to improvements in ‘Patient safety’ (National Audit Office -- 2005. London: The Stationery Office). Journal: Action Learning: Research and Practice Pages: 213-219 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488340 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488340 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:213-219 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: Team Challenge and action learning Abstract: This article describes how action learning can be accompanied by a project to encourage shared learning about organisation culture, the external environment, political context and team dynamics, while allowing space for personal issues. It drives forward reflective practice and encourages sets to deliver a tangible pay-back to the organisation. Thus stakeholders beyond the immediate programme become engaged. The article describes challenges we have encountered and illustrates links to work on critical action learning. Journal: Action Learning: Research and Practice Pages: 221-227 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488343 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488343 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:221-227 Template-Type: ReDIF-Article 1.0 Author-Name: Bernhard Hauser Author-X-Name-First: Bernhard Author-X-Name-Last: Hauser Title: Practising virtual action learning at university Abstract: The University for Applied Management is a semi-virtual institution widely using blended learning as an integrated approach of face-to-face instruction and e-learning. Virtual action learning is offered in all bachelor and master programmes. The module is transfer orientated and aims at encouraging reflection and supporting students to develop a holistic view of their tasks. In doing so it differs from ordinary university instruction. Implementing action learning in university programmes was and is a learning process in itself. This article will present the chosen approach, review a case and discuss the learnings Journal: Action Learning: Research and Practice Pages: 229-235 Issue: 2 Volume: 7 Year: 2010 Month: 4 X-DOI: 10.1080/14767333.2010.488346 File-URL: http://hdl.handle.net/10.1080/14767333.2010.488346 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:229-235 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Evaluation, impact and actionable knowledge: assessing the value? Journal: Action Learning: Research and Practice Pages: 237-238 Issue: 3 Volume: 7 Year: 2010 Month: 11 X-DOI: 10.1080/14767333.2010.518367 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518367 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:237-238 Template-Type: ReDIF-Article 1.0 Author-Name: John G. Burgoyne Author-X-Name-First: John G. Author-X-Name-Last: Burgoyne Title: Evaluating action learning: a critical realist complex network theory approach Abstract: This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around complex systems and networks. Network theory is the general proposition that the world can be understood as a system of nodes or links at recursive levels (individuals, groups/departments, organisations, clusters and industries etc.) and includes, but is by no means limited to, social networking. The paper will argue that action learning can help organisations and groups, understood as networks, balance the destabilising tendencies to explosion and implosion, and, rightly used, can help prevent network distortion (over-dominance of one group of stakeholders). Journal: Action Learning: Research and Practice Pages: 239-251 Issue: 3 Volume: 7 Year: 2010 Month: 8 X-DOI: 10.1080/14767333.2010.518368 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518368 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:239-251 Template-Type: ReDIF-Article 1.0 Author-Name: Mandy Chivers Author-X-Name-First: Mandy Author-X-Name-Last: Chivers Author-Name: Alan Yates Author-X-Name-First: Alan Author-X-Name-Last: Yates Title: The narrative turn in action learning practices: from restitution to quest Abstract: Discourse genres of narrative and dialogue are integral to action learning approaches. Whilst an examination of dialogue as the mode of critical thinking, sense making and strategising has been thorough, we suggest that there has been scant attention paid to the role of narrative in action learning practices. In this paper the authors present a study of action learning in health care that spans a period of 15 years in professional, clinical and organisational settings. We aim to explore the significance of narrative in our lived experience of action learning, through our own stories and the stories created with others. We will show the relationship between individual and collective agency, the centrality of narrative and the significance of action learning in creating new narratives in organisational settings. Journal: Action Learning: Research and Practice Pages: 253-266 Issue: 3 Volume: 7 Year: 2010 Month: 7 X-DOI: 10.1080/14767333.2010.518372 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518372 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:253-266 Template-Type: ReDIF-Article 1.0 Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Title: A framework for the ethical practice of action learning Abstract: By tradition the action learning community has encouraged an eclectic view of practice. This involves a number of different permutations around a kernel of nebulous ideas. However, the disadvantages of such an open philosophy have never been considered. In particular consumer protection against inauthentic action learning experiences has been overlooked. This paper uses a systems approach to define six core principles of action learning. The framework can be used by participants to decide if they are on a genuine action learning programme. For facilitators it can be adapted or adopted to define the limits of their practice and consider the impact their intervention may have on the participants of their programmes. Journal: Action Learning: Research and Practice Pages: 267-283 Issue: 3 Volume: 7 Year: 2010 Month: 8 X-DOI: 10.1080/14767333.2010.518373 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518373 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:267-283 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: What is an account of practice, why write one and why does the journal publish them? Journal: Action Learning: Research and Practice Pages: 285-286 Issue: 3 Volume: 7 Year: 2010 Month: 11 X-DOI: 10.1080/14767333.2010.518374 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518374 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:285-286 Template-Type: ReDIF-Article 1.0 Author-Name: Olwen Wilson Author-X-Name-First: Olwen Author-X-Name-Last: Wilson Title: From practise to practice: action learning to support Transforming Derby Abstract: This account charts my progress in becoming an action learning set facilitator through a part-time course which was delivered over one year. My development and understanding owes much to my work with groups of colleagues involved in transformation projects at Derby City Council, who willingly took part in this learning experiment. It is a testament to action learning that they too benefited -- although it was only me that received the accreditation. The journey has been transformational for me and I am very keen to record and share my experience with my colleagues at Derby City Council, in the East Midlands and even further afield. Journal: Action Learning: Research and Practice Pages: 287-295 Issue: 3 Volume: 7 Year: 2009 Month: 10 X-DOI: 10.1080/14767333.2010.518375 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518375 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2009:i:3:p:287-295 Template-Type: ReDIF-Article 1.0 Author-Name: Andy Thornton Author-X-Name-First: Andy Author-X-Name-Last: Thornton Title: Sowing the seeds of change: action learning in Merseytravel Abstract: Merseytravel is a large and diverse public sector organisation facing significant changes, but faced with a cultural inertia which is a legacy inherited from historical management styles. Action learning is now being used with great success as part of their change programme, to promote empowerment of the staff, challenge historical ways of working and positively influence the culture to make it more open to emergent change. The article describes both the contextual and practical issues of Merseytravel's action learning programme, and this will be of interest for any organisation supporting their culture to embrace change. Journal: Action Learning: Research and Practice Pages: 297-301 Issue: 3 Volume: 7 Year: 2010 Month: 7 X-DOI: 10.1080/14767333.2010.518376 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518376 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:297-301 Template-Type: ReDIF-Article 1.0 Author-Name: Liz Dunphy Author-X-Name-First: Liz Author-X-Name-Last: Dunphy Author-Name: Gillian Proctor Author-X-Name-First: Gillian Author-X-Name-Last: Proctor Author-Name: Ruth Bartlett Author-X-Name-First: Ruth Author-X-Name-Last: Bartlett Author-Name: Mark Haslam Author-X-Name-First: Mark Author-X-Name-Last: Haslam Author-Name: Chris Wood Author-X-Name-First: Chris Author-X-Name-Last: Wood Title: Reflections and learning from using action learning sets in a healthcare education setting Abstract: This paper describes the delivery of action learning sets to students on the peer educator course provided by the Dementia Studies Department at University of Bradford. Our understanding of action learning sets is laid out together with our rationale for their use on this course. Feedback is presented that described a conflicted, even confused experience for many of those involved. This paper is the outcome of the organising teams' effort to make sense of, and learn from, this feedback in order to inform our future practice. We conclude that, amongst the many issues, most key was that the students had been subscripted into an action learning process for which voluntary commitment is more usually the norm. Journal: Action Learning: Research and Practice Pages: 303-314 Issue: 3 Volume: 7 Year: 2010 Month: 7 X-DOI: 10.1080/14767333.2010.518378 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518378 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:303-314 Template-Type: ReDIF-Article 1.0 Author-Name: Brendon Harvey Author-X-Name-First: Brendon Author-X-Name-Last: Harvey Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Doing and writing action research Journal: Action Learning: Research and Practice Pages: 315-316 Issue: 3 Volume: 7 Year: 2010 Month: 11 X-DOI: 10.1080/14767333.2010.518380 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518380 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:315-316 Template-Type: ReDIF-Article 1.0 Author-Name: Mark N.K. Saunders Author-X-Name-First: Mark N.K. Author-X-Name-Last: Saunders Title: Doing action research in your own organization Journal: Action Learning: Research and Practice Pages: 317-318 Issue: 3 Volume: 7 Year: 2010 Month: 11 X-DOI: 10.1080/14767333.2010.518381 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518381 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:317-318 Template-Type: ReDIF-Article 1.0 Author-Name: Jamie Callahan Author-X-Name-First: Jamie Author-X-Name-Last: Callahan Title: A very short, fairly interesting and reasonably cheap book about studying organizations Journal: Action Learning: Research and Practice Pages: 319-321 Issue: 3 Volume: 7 Year: 2010 Month: 11 X-DOI: 10.1080/14767333.2010.518384 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518384 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:319-321 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Cultivating foresight and innovation in action learning: reflecting ourselves; reflecting with others Journal: Action Learning: Research and Practice Pages: 1-4 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.549320 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549320 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:1-4 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Reynolds Author-X-Name-First: Michael Author-X-Name-Last: Reynolds Title: Reflective practice: origins and interpretations Abstract: The idea of reflection is central to the theory and practice of learning -- especially learning which is grounded in past or current experience. This paper proposes a working definition of reflection and reviews its origins and recent developments. The author also provides an account of ‘critical reflection’, including its rationale and characteristics, and argues for its particular suitability in the practice of action learning. Journal: Action Learning: Research and Practice Pages: 5-13 Issue: 1 Volume: 8 Year: 2010 Month: 12 X-DOI: 10.1080/14767333.2011.549321 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549321 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2010:i:1:p:5-13 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Systemic action and learning in public services Abstract: Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts. Journal: Action Learning: Research and Practice Pages: 15-26 Issue: 1 Volume: 8 Year: 2010 Month: 12 X-DOI: 10.1080/14767333.2011.549322 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549322 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2010:i:1:p:15-26 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Margaret Attwood Author-X-Name-First: Margaret Author-X-Name-Last: Attwood Title: How can action learning contribute to social capital? Abstract: This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might contribute to its formation. A case study of action learning in the development of a locally unified pathology service is used to illustrate the processes by which actions and learnings may be transferred and extended from sets to contribute to organisational learning in wider systems and networks. Journal: Action Learning: Research and Practice Pages: 27-39 Issue: 1 Volume: 8 Year: 2010 Month: 11 X-DOI: 10.1080/14767333.2011.549323 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549323 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2010:i:1:p:27-39 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Editorial Journal: Action Learning: Research and Practice Pages: 41-41 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.549324 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549324 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:41-41 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: Action learning over time: an ipsative enquiry Abstract: The aim of this article is to explore several decades of experience of action learning and to distil lessons from that experience that are worth sharing with other practitioners. The method is to systematically collect the experiential data within three categories (sense-based, affective and cognitive data), interrogate them to draw out lessons and report those conclusions that have broader significance. The main conclusions are about (1) participants' readiness for action learning, (2) the development of people's abilities to self-facilitate and self-manage action learning and (3) the role of action learning in universities. Journal: Action Learning: Research and Practice Pages: 43-56 Issue: 1 Volume: 8 Year: 2010 Month: 9 X-DOI: 10.1080/14767333.2011.549326 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549326 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2010:i:1:p:43-56 Template-Type: ReDIF-Article 1.0 Author-Name: Takis Karallis Author-X-Name-First: Takis Author-X-Name-Last: Karallis Author-Name: Eric Sandelands Author-X-Name-First: Eric Author-X-Name-Last: Sandelands Title: Building better futures: leveraging action learning at Kentz Engineers & Constructors Abstract: This article provides a case study of how Kentz Engineers & Constructors, with more than 10,000 employees in 26 countries, are leveraging learning to ‘Build better futures’ for its stakeholders: clients, shareholders, employees and communities. Kentz provide opportunities for learning at all levels, ensuring that ‘no one is left behind’. This case study focuses on the development of leaders within Kentz, including utilizing action learning to align the development of people with the process of mobilizing people to effect change and turn strategy into effective action. It draws upon the experiences of participants at different levels within Kentz in examining their learning, their action and the learning process. Journal: Action Learning: Research and Practice Pages: 57-64 Issue: 1 Volume: 8 Year: 2010 Month: 9 X-DOI: 10.1080/14767333.2011.549327 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2010:i:1:p:57-64 Template-Type: ReDIF-Article 1.0 Author-Name: Terence S. Chivers Author-X-Name-First: Terence S. Author-X-Name-Last: Chivers Title: Action learning as invigoration Abstract: The present account of action learning describes its adoption for pragmatic reasons by the University of the Third Age (U3A). The reason for the existence of this movement is the education of retired people. The account seeks to explain why the action learning method spread from one local U3A to another and across it to other local U3As. The case is that the directness of action and its power to involve people brought action learning a following among persons so that they could carry out specific activities even though the persons concerned would never have heard of the term action learning. The successful use of the method fed through into the users' minds and brought about a mode of thought, one which unconsciously was capable of extension into an outlook that could be applied to a variety of situations. Thus two types of learning took place: that between U3As and that within U3As. Journal: Action Learning: Research and Practice Pages: 65-68 Issue: 1 Volume: 8 Year: 2010 Month: 9 X-DOI: 10.1080/14767333.2011.549329 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2010:i:1:p:65-68 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Abbott Author-X-Name-First: Paul Author-X-Name-Last: Abbott Title: Corporate responsibility: a critical introduction Journal: Action Learning: Research and Practice Pages: 69-72 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2010.518386 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518386 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:69-72 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Spiers Author-X-Name-First: Sue Author-X-Name-Last: Spiers Title: Human resource development: theory and practice Journal: Action Learning: Research and Practice Pages: 72-74 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.549330 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549330 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:72-74 Template-Type: ReDIF-Article 1.0 Author-Name: Julia Calver Author-X-Name-First: Julia Author-X-Name-Last: Calver Title: Participatory practice: community-based action for transformative change Journal: Action Learning: Research and Practice Pages: 74-76 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.549332 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549332 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:74-76 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Pritchard Author-X-Name-First: Sue Author-X-Name-Last: Pritchard Title: Seeds for change Journal: Action Learning: Research and Practice Pages: 77-78 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2010.518385 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518385 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:77-78 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara Longmore Author-X-Name-First: Barbara Author-X-Name-Last: Longmore Title: Work-based learning: bridging knowledge and action in the workplace Journal: Action Learning: Research and Practice Pages: 79-82 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.549333 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549333 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:79-82 Template-Type: ReDIF-Article 1.0 Author-Name: Vasiliki Georgiou Author-X-Name-First: Vasiliki Author-X-Name-Last: Georgiou Title: A very short, fairly interesting and reasonably cheap book about qualitative research Journal: Action Learning: Research and Practice Pages: 82-84 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2010.518383 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518383 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:82-84 Template-Type: ReDIF-Article 1.0 Author-Name: Chris Rodgers Author-X-Name-First: Chris Author-X-Name-Last: Rodgers Title: Complexity and organizational reality: uncertainty and the need to rethink management after the collapse of investment capitalism Journal: Action Learning: Research and Practice Pages: 84-86 Issue: 1 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2010.518387 File-URL: http://hdl.handle.net/10.1080/14767333.2010.518387 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:84-86 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Leadership, risk and the imposter syndrome Journal: Action Learning: Research and Practice Pages: 89-91 Issue: 2 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.581016 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581016 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:89-91 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Action learning and organisation development: overlapping fields of practice Abstract: This paper explores the relationship between action learning and Organisation Development (OD). It proposes that they are overlapping fields of practice, with interesting similarities and differences. Both fields of practice are experienced as challenging to conventional ways of viewing organisations and people but are also subject to increasing challenge themselves and both aspects are examined. Two accounts of practice are included, which cast light on action learning and OD and some preconditions for a more fruitful future relationship between the two fields are proposed. Journal: Action Learning: Research and Practice Pages: 93-102 Issue: 2 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.581017 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581017 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:93-102 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Donovan Author-X-Name-First: Paul Author-X-Name-Last: Donovan Title: ‘I think we should take this offline . . .’: conversational patterns that undermine effective decision making in action learning sets Abstract: Collective decision making is an increasing requirement in organizations where the emphasis is on team work at every level. It is, however, very complex and difficult to achieve in practice. Too frequently, important discussions are bypassed or, while the majority of the meeting participants remain mute, decisions are being made by a vocal few. In other words, the meeting may at first appear to be inclusive in its decision making but the reality may be starkly different. In addition, very little is known about how senior executive groups go about attempting to develop collective decisions. In this action learning action research (ALAR) study, which extended over a six-month period, conversational patterns were identified in which the AL set engaged at precisely the point where they failed to achieve their aim of openly addressing important issues. Through an analysis of three of these patterns, and drawing on the work of Argyris and others, this article demonstrates how difficult topics were avoided by the group, thereby compromising the executives group's capacity to engage in effective collective decision making. Journal: Action Learning: Research and Practice Pages: 103-115 Issue: 2 Volume: 8 Year: 2011 Month: 4 X-DOI: 10.1080/14767333.2011.581019 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581019 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:103-115 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: Developing self-managed action learning (SMAL) Abstract: 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. Journal: Action Learning: Research and Practice Pages: 117-127 Issue: 2 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.581020 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581020 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:117-127 Template-Type: ReDIF-Article 1.0 Author-Name: Kate Thornton Author-X-Name-First: Kate Author-X-Name-Last: Thornton Author-Name: Pak Yoong Author-X-Name-First: Pak Author-X-Name-Last: Yoong Title: The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor Abstract: This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation. Journal: Action Learning: Research and Practice Pages: 129-146 Issue: 2 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.581021 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581021 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:129-146 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Editorial Journal: Action Learning: Research and Practice Pages: 147-147 Issue: 2 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.581036 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581036 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:147-147 Template-Type: ReDIF-Article 1.0 Author-Name: Carol A. Mullen Author-X-Name-First: Carol A. Author-X-Name-Last: Mullen Title: Renewing professional organizations and action learning Abstract: This account concerns the renewal of established professional organizations though action learning. In order to revitalize one national organization, an executive group of leaders committed to co-leading and co-learning through a friendly, computer-supported governance structure. Manifestations of our work together were an accelerated decision-making process and creation of interdependent committees (e.g., research committee, policy committee). Keys to the innovative learning described are peer learning supported by turn taking of the executive leaders and synchronous learning buoyed by asynchronous communications technology. We awakened to the reality that if our organization was to grow, as executive leaders we had to manage our own teaching and learning and tap one another's expertise. We also learned that while face-to-face meetings and annual conferences foster goal attainment, collaboration and camaraderie, they limit the momentum necessary for organizational revival in a rapidly changing world. Organizational capacity is developing quickly as the leaders experiment with action learning interventions that are raising the overall caliber of this professional association. Journal: Action Learning: Research and Practice Pages: 149-157 Issue: 2 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.581023 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581023 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:149-157 Template-Type: ReDIF-Article 1.0 Author-Name: Marianne Tracy Author-X-Name-First: Marianne Author-X-Name-Last: Tracy Title: Action learning -- an experience working with executives at the IBM corporation Abstract: The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action learning programme at International Business Machines (IBM). This article identifies the frameworks and lessons learned in the action learning experiences of Integration and Values Team, the top 300 executives, at IBM. Journal: Action Learning: Research and Practice Pages: 159-164 Issue: 2 Volume: 8 Year: 2011 Month: 3 X-DOI: 10.1080/14767333.2011.581024 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581024 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:159-164 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Blending Q and P: incorporating action learning in a Master's programme Abstract: This paper is based on the experience of incorporating action learning within a Master's degree programme over a period of 14 years. The MA in Leading Innovation and Change was launched in 1995. It was first developed, and subsequently delivered, by a small group of staff working collaboratively across organisational boundaries. It is currently provided by York St John University. The programme attracts, and has always attracted, mature managers and professionals who undertake their studies part time, gaining the qualification over a period of two years. Action learning has been a part of the programme from the outset, with action learning sets a part of every meeting, alongside more traditional ‘P’ elements, such as lectures, seminars and tutorials and other exercises and activities. Records of participant evaluations of the programme over its lifespan indicate that action learning has been a valued part of the process. The paper explores potential difficulties in incorporating action learning into a programme of this nature and suggests four factors that supported its successful incorporation: the culture of the programme, the stability of the participant and tutor group over time, the size and variety of the participant group and the availability of skilled and experienced action learning facilitators. Journal: Action Learning: Research and Practice Pages: 165-172 Issue: 2 Volume: 8 Year: 2010 Month: 11 X-DOI: 10.1080/14767333.2011.581022 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581022 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2010:i:2:p:165-172 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: Action learning in schools: reframing teacher's professional development Journal: Action Learning: Research and Practice Pages: 173-174 Issue: 2 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.581026 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581026 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:173-174 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: Action learning: history and evolution Journal: Action Learning: Research and Practice Pages: 174-178 Issue: 2 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.581027 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581027 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:174-178 Template-Type: ReDIF-Article 1.0 Author-Name: Kai Peters Author-X-Name-First: Kai Author-X-Name-Last: Peters Title: A manager's guide to leadership Journal: Action Learning: Research and Practice Pages: 178-180 Issue: 2 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.581028 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581028 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:178-180 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Action learning: history and evolution Journal: Action Learning: Research and Practice Pages: 180-181 Issue: 2 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.581029 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581029 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:180-181 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Action learning and its impact Journal: Action Learning: Research and Practice Pages: 183-186 Issue: 3 Volume: 8 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2011.617135 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:183-186 Template-Type: ReDIF-Article 1.0 Author-Name: Sofia Börjesson Author-X-Name-First: Sofia Author-X-Name-Last: Börjesson Title: Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars Abstract: This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research. Journal: Action Learning: Research and Practice Pages: 187-209 Issue: 3 Volume: 8 Year: 2011 Month: 6 X-DOI: 10.1080/14767333.2011.603407 File-URL: http://hdl.handle.net/10.1080/14767333.2011.603407 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:187-209 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen M. Soffe Author-X-Name-First: Stephen M. Author-X-Name-Last: Soffe Author-Name: Michael J. Marquardt Author-X-Name-First: Michael J. Author-X-Name-Last: Marquardt Author-Name: Enoch Hale Author-X-Name-First: Enoch Author-X-Name-Last: Hale Title: Action learning and critical thinking: a synthesis of two models Abstract: Recent scholarship and the news media have identified a lack of critical thinking and ethical behavior in the business world. These deficiencies have led to faulty decision-making, ineffective planning, and frequent organizational dysfunction. This situation has focused attention on both practitioners in the field of business and on the university programs that educate them. A number of upper-tier universities have begun to address these important issues by exploring ways of revising their Master of Business Administration programs to place greater emphasis on their graduates' ability to think critically and consider ethical implications before and after taking action. The authors propose a potential means of addressing these issues in both the business and academic environments through a synthesis of two well-established models based on the constructs of critical thinking and action learning. This synthesis has the potential to produce symbiotic and synergistic effects that may provide educators and practitioners with a new tool for encouraging critical thinking and ethical behavior. The implications for future research and practice are also discussed. Journal: Action Learning: Research and Practice Pages: 211-230 Issue: 3 Volume: 8 Year: 2011 Month: 8 X-DOI: 10.1080/14767333.2011.614927 File-URL: http://hdl.handle.net/10.1080/14767333.2011.614927 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:211-230 Template-Type: ReDIF-Article 1.0 Author-Name: Cynthia Roberts Author-X-Name-First: Cynthia Author-X-Name-Last: Roberts Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Concentric collaboration: a model of leadership development for healthcare organizations Abstract: Drawing on their experience in a Midwest healthcare system, the authors propose a model of leadership development through action learning that embraces ‘concentric collaboration’ at its core. The present study suggests that the process of concentric collaboration can serve to strengthen the skills of the individual leader as well as foster collective leadership. Central to the model is the growth and development of the individual leader which extends outward to create connections with others, ultimately increasing the social capital necessary to effect organizational change. This work contributes to the leadership development literature by offering a comprehensive model that includes the process of individual growth as well as collective capacity, organizational factors that support or inhibit this process as well as implications for practice. Journal: Action Learning: Research and Practice Pages: 231-252 Issue: 3 Volume: 8 Year: 2011 Month: 8 X-DOI: 10.1080/14767333.2011.617136 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617136 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:231-252 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: When is the right time? Journal: Action Learning: Research and Practice Pages: 253-254 Issue: 3 Volume: 8 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2011.617138 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617138 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:253-254 Template-Type: ReDIF-Article 1.0 Author-Name: Carol O'Donoghue Author-X-Name-First: Carol Author-X-Name-Last: O'Donoghue Title: Franchisees in crisis: using action learning to self-organise Abstract: The present article describes the use of action learning by a group of 30 franchisees to organise themselves and work through a period of upheaval and uncertainty when their parent company faced liquidation. Written from the perspective of one of the franchisees who found herself adopting action learning principles to facilitate the group, it describes the value of this way of organising until a point where the context became both clearer and more time-pressured, for which the group adopted a project management approach to organising. Journal: Action Learning: Research and Practice Pages: 255-259 Issue: 3 Volume: 8 Year: 2011 Month: 5 X-DOI: 10.1080/14767333.2011.617139 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617139 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:255-259 Template-Type: ReDIF-Article 1.0 Author-Name: Catherine Breathnach Author-X-Name-First: Catherine Author-X-Name-Last: Breathnach Author-Name: Frances Stephenson Author-X-Name-First: Frances Author-X-Name-Last: Stephenson Title: A contribution to the discussion on participant readiness for action learning Abstract: The authors explore their experience of a course for long-term unemployed people and reflect as to whether the traits identified by Tom Bourner on readiness for action learning actually relate to their experience. They conclude that based on the obvious development by the members of the group over the course, they observed, in some small way, the kind of evolutionary process of becoming ready for action learning that Bourner seems to imply. Journal: Action Learning: Research and Practice Pages: 261-266 Issue: 3 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.617140 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617140 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:261-266 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth Fain Author-X-Name-First: Elizabeth Author-X-Name-Last: Fain Title: The impact of action learning on analysis of occupation Abstract: Technology and millennials have created a shift in the world and how it operates. This impact has been experienced in the field of occupational therapy education. As a result of this paradigm shift, an analysis of effective teaching methodologies was carried out to assess the most effective way to engage the millennials in an analysis of occupation process, which is a critical foundation for effective critical thinking and clinical practice for occupational therapists. An action learning assignment was utilized to bridge this gap. The action learning assignment immersed the students in a safe learning environment that recreated many types of domains that needed to be analyzed. As a result, the students experienced first-hand the outcomes of effective and ineffective analysis and problem-solving during their action learning project. Therefore, the students were able to reflect and critically think through alternatives and hear about other students' projects. Overall, the action learning project yielded positive learning and engaging outcomes. Journal: Action Learning: Research and Practice Pages: 267-277 Issue: 3 Volume: 8 Year: 2011 Month: 7 X-DOI: 10.1080/14767333.2011.617141 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617141 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:267-277 Template-Type: ReDIF-Article 1.0 Author-Name: Andy Thornton Author-X-Name-First: Andy Author-X-Name-Last: Thornton Title: Management for social enterprise Journal: Action Learning: Research and Practice Pages: 279-281 Issue: 3 Volume: 8 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2011.617142 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617142 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:279-281 Template-Type: ReDIF-Article 1.0 Author-Name: Anna J. Foster Author-X-Name-First: Anna J. Author-X-Name-Last: Foster Title: A guide to practitioner research in education Journal: Action Learning: Research and Practice Pages: 281-283 Issue: 3 Volume: 8 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2011.617143 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617143 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:281-283 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Williams Author-X-Name-First: Sue Author-X-Name-Last: Williams Title: Learning and talent development Journal: Action Learning: Research and Practice Pages: 283-285 Issue: 3 Volume: 8 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2011.617145 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617145 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:283-285 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: The development of higher education in the UK since 1945 Journal: Action Learning: Research and Practice Pages: 285-289 Issue: 3 Volume: 8 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2011.617148 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617148 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:285-289 Template-Type: ReDIF-Article 1.0 Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Title: Systems thinking: from heresy to practice Journal: Action Learning: Research and Practice Pages: 289-291 Issue: 3 Volume: 8 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2011.617149 File-URL: http://hdl.handle.net/10.1080/14767333.2011.617149 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:289-291 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Action learning: critical accounts of practice Journal: Action Learning: Research and Practice Pages: 1-3 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656886 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656886 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:1-3 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: All in a knot of one another's labours: self-determination, network organising and learning Abstract: This essay is about how to learn to organise to tackle the intractable and most difficult problems of organisations and societies. It opens with a discussion of the nature of such problems, which are the spur for Revans' action learning and the focus of some recent thinking on leadership. Action learning works on the basis of peer relationships and self-determination lends itself naturally to attempts to organise in networks rather than in hierarchies. Taking cancer care as an example of an intractable problem, the centre point of the essay is a case study of an NHS Cancer Network which shows the complex dependencies and connections of this way of working. Although the recent history of organising has been summed up as a trajectory ‘from hierarchies to networks’, I argue that our capabilities with the intractable and wicked problems are limited by our dependence upon hierarchical models of organising and also by management practices that are best suited to ‘tame’ problems and a management education tradition that produces ‘subalterns’ rather than self-determining actors. These points are made via an excursion through three philosophies of freedom: post-colonialism, anarchism and Quakerism. These ideas reveal the cultural legacies to be overcome in the quest to learn how to organise with free actors. The triple practices of action learning, distributed leadership and network organising are offered as being part of the solution. Journal: Action Learning: Research and Practice Pages: 5-28 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656887 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656887 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:5-28 Template-Type: ReDIF-Article 1.0 Author-Name: Pauline Joyce Author-X-Name-First: Pauline Author-X-Name-Last: Joyce Title: Action learning -- a process which supports organisational change initiatives Abstract: This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly structured, facilitated team process of reflection and action. The key findings from the evaluation of the students and facilitators’ experiences are reflected on, together with plans for improving the experience for all stakeholders for the next academic year. In sharing this experience, the purpose of the paper is to highlight the most significant learning from the evaluation. Good preparation for action learning is vital to ensure a positive experience for all involved. From the student perspective, an appropriate learning set mix is needed to ensure a balance of support and challenge for the ALS. In addition to a preparatory workshop for action learning facilitators, regular meetings with the action learning facilitators in the form of ALSs could be scheduled as a support especially for those new to the process. Finally, it is hoped that this account will encourage readers to use action learning for supporting and engaging students in organisational change initiatives. Journal: Action Learning: Research and Practice Pages: 29-36 Issue: 1 Volume: 9 Year: 2011 Month: 11 X-DOI: 10.1080/14767333.2012.656888 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656888 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2011:i:1:p:29-36 Template-Type: ReDIF-Article 1.0 Author-Name: Cynthia Roberts Author-X-Name-First: Cynthia Author-X-Name-Last: Roberts Title: LEAD at lunch: inquiry, learning, and action Abstract: This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby the group could further delve into the collaborative learning process, explore issues around leadership, garner feedback about the formal programming, gain insight into larger organizational issues, and perhaps develop strategies for change. Outcomes achieved include better meeting management, revision of an organizational communication forum, the development of a training program for performance management, as well as plans for more collaboration with upper administration and the development of a mentoring program. In summary, this venue created a supportive space whereby all aspects of a problem could be explored and resolutions could be formulated and acted upon. Journal: Action Learning: Research and Practice Pages: 37-44 Issue: 1 Volume: 9 Year: 2011 Month: 12 X-DOI: 10.1080/14767333.2012.656889 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656889 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2011:i:1:p:37-44 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia Harrison Author-X-Name-First: Patricia Author-X-Name-Last: Harrison Author-Name: Carys Edwards Author-X-Name-First: Carys Author-X-Name-Last: Edwards Title: A partnership approach to action learning within a masters educational programme Abstract: This account of practice provides a practical example of the use of action learning within a masters educational programme, an MA in Change Management designed and delivered by a collaborative partnership between the Isle of Anglesey County Council (ACC) and Liverpool Business School (LBS), Liverpool John Moores University. The account has been developed by the LBS Programme Manager, Tricia Harrison and the ACC Training Manager, Carys Edwards. The involvement of both the provider and receiver of the training activity provides a balanced, rigorous but practical approach to the content of this account. The background and content of the programme will be discussed, followed by critical comment on the action learning process. Journal: Action Learning: Research and Practice Pages: 45-50 Issue: 1 Volume: 9 Year: 2011 Month: 12 X-DOI: 10.1080/14767333.2012.656890 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656890 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2011:i:1:p:45-50 Template-Type: ReDIF-Article 1.0 Author-Name: Sarah Nalborczyk Author-X-Name-First: Sarah Author-X-Name-Last: Nalborczyk Author-Name: Luke Sandelands Author-X-Name-First: Luke Author-X-Name-Last: Sandelands Title: Action learning drives the Emerald Academy Abstract: This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development function, with ownership taken of the process at all levels. To date the Emerald action learning corporate academy process is in its sixth year. It builds upon a tradition of management development through action learning which goes back to the early days of the company. Organizations seeking to develop a similar process would need to consider organizational commitment and readiness. Journal: Action Learning: Research and Practice Pages: 51-61 Issue: 1 Volume: 9 Year: 2011 Month: 6 X-DOI: 10.1080/14767333.2012.656891 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656891 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2011:i:1:p:51-61 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: The John Seddon method for public sector transformation -- self-enlightenment, enforced coercion, or both?, an essay review by Ben Taylor Journal: Action Learning: Research and Practice Pages: 63-64 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656899 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656899 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:63-64 Template-Type: ReDIF-Article 1.0 Author-Name: Ben Taylor Author-X-Name-First: Ben Author-X-Name-Last: Taylor Title: The John Seddon method for public sector transformation -- self-enlightenment, coercion, or both? Journal: Action Learning: Research and Practice Pages: 65-82 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656892 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656892 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:65-82 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Reflexive methodology: new vistas for qualitative research Journal: Action Learning: Research and Practice Pages: 83-87 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656893 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656893 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:83-87 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: Learning with colleagues: an action guide for peer consultation Journal: Action Learning: Research and Practice Pages: 88-89 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656894 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656894 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:88-89 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Mind-ful consulting Journal: Action Learning: Research and Practice Pages: 90-92 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656895 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656895 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:90-92 Template-Type: ReDIF-Article 1.0 Author-Name: Ian Lovegrove Author-X-Name-First: Ian Author-X-Name-Last: Lovegrove Title: The leaderful fieldbook: strategies and activities for developing leadership in everyone Journal: Action Learning: Research and Practice Pages: 93-98 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656896 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656896 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:93-98 Template-Type: ReDIF-Article 1.0 Author-Name: Chris Mason Author-X-Name-First: Chris Author-X-Name-Last: Mason Title: Entrepreneurial learning: conceptual frameworks and applications Journal: Action Learning: Research and Practice Pages: 98-100 Issue: 1 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.656897 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656897 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:98-100 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Critical reflection -- opportunities for action learning Journal: Action Learning: Research and Practice Pages: 107-109 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687912 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:107-109 Template-Type: ReDIF-Article 1.0 Author-Name: Mark P. Haith Author-X-Name-First: Mark P. Author-X-Name-Last: Haith Author-Name: Katrina A. Whittingham Author-X-Name-First: Katrina A. Author-X-Name-Last: Whittingham Title: The impact of being part of an action learning set for new lecturers: a reflective analysis Abstract: What is an action learning set (ALS)? An ALS is a regular, action focused peer discussion group, generally facilitated, to address work place issues. Methods of undertaking ALS: methods are flexible within a range of approaches according to the group's developing needs. Benefits of ALS: builds trust, professional development, enables action, increases self-awareness and organisational thinking. Conclusion: ALS represents a workable peer group supervision format worth considering in nursing education and practice. Journal: Action Learning: Research and Practice Pages: 111-123 Issue: 2 Volume: 9 Year: 2012 Month: 4 X-DOI: 10.1080/14767333.2012.687687 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687687 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:111-123 Template-Type: ReDIF-Article 1.0 Author-Name: Valerie Brett Author-X-Name-First: Valerie Author-X-Name-Last: Brett Author-Name: Martina Mullally Author-X-Name-First: Martina Author-X-Name-Last: Mullally Author-Name: Bill O'Gorman Author-X-Name-First: Bill Author-X-Name-Last: O'Gorman Author-Name: Nerys Fuller-Love Author-X-Name-First: Nerys Author-X-Name-Last: Fuller-Love Title: The role of action research in the development of learning networks for entrepreneurs Abstract: Developing sustainable learning networks for entrepreneurs is the core objective of the Sustainable Learning Networks in Ireland and Wales (SLNIW) project. One research team drawn from the Centre for Enterprise Development and Regional Economy at Waterford Institute of Technology and the School of Management and Business from Aberystwyth University has contributed to the understanding of how to create sustainable business learning networks for entrepreneurs. The research findings are attributed to action research by the conduction of two separate cycles in the forum of research projects. The first cycle, called Female Entrepreneurs in Ireland and Wales, produced findings that were reflected on and investigated further by the research team through the establishment of the second cycle named SLNIW. This paper discusses the two action research cycles through the action sets of planning, action, observing and reflecting and the contribution of the development of understanding and practice of networking for entrepreneurs through the production of guidelines for establishing sustainable learning networks. Journal: Action Learning: Research and Practice Pages: 125-143 Issue: 2 Volume: 9 Year: 2012 Month: 4 X-DOI: 10.1080/14767333.2012.685699 File-URL: http://hdl.handle.net/10.1080/14767333.2012.685699 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:125-143 Template-Type: ReDIF-Article 1.0 Author-Name: Joanna Kozubska Author-X-Name-First: Joanna Author-X-Name-Last: Kozubska Author-Name: Bob MacKenzie Author-X-Name-First: Bob Author-X-Name-Last: MacKenzie Title: Differences and impacts through action learning Abstract: Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans’ formulation of AL as L = P + Q. They do this -- sometimes inappropriately -- to the virtual or relative exclusion of other aspects, and this has consequences for the outcomes and impact of the AL process. In an attempt to delimit the boundaries between various versions and indeed to identify what Johnson [2010. A framework for the ethical practice of action learning. Action Learning: Research and Practice 7, no. 3: 267--283] called ‘inauthentic’ AL, we have been developing our ideas for a scanning device or framework. We refer briefly to some of the theoretical underpinnings of this framework. We then introduce a fresh taxonomy to explain and illustrate features of five principal variations of emphasis in AL that we have identified. The aim of this framework is to help stakeholders to work towards selecting and co-creating the most appropriate variation of ‘authentic’ AL to suit their unique set of circumstances at any given time. We outline the likely outcomes of each respective variation if taken to extremes and conjecture about their implications. This taxonomy should also help one to reduce the mystique and confusion that often surround AL while acknowledging its complexity. We suggest that by taking advantage of insights provided by this framework, purchasers and potential AL set members in particular are more likely to participate in learning conversations that lead to more informed decisions and actions to address or adjust their respective interests and needs. In conclusion, we identify some areas for further research and development. Journal: Action Learning: Research and Practice Pages: 145-164 Issue: 2 Volume: 9 Year: 2012 Month: 4 X-DOI: 10.1080/14767333.2012.688595 File-URL: http://hdl.handle.net/10.1080/14767333.2012.688595 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:145-164 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Conditions for learning Journal: Action Learning: Research and Practice Pages: 165-165 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687913 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:165-165 Template-Type: ReDIF-Article 1.0 Author-Name: Martin Willis Author-X-Name-First: Martin Author-X-Name-Last: Willis Title: Tension, risk and conflict: action-learning journeys with four public-sector partnership teams Abstract: This paper examines the learning gained from facilitating four action-learning sets whose members were drawn from management teams of local authority, health, education and police, working in partnership. Facilitation posed a series of difficult choices which impacted on personal and organizational dynamics within and between the partnership teams. The different journeys taken by the four learning sets are chartered and analysed. The paper concludes with reflections on these facilitation choices and suggests that real learning can arise when teams are prepared to risk exploring the tensions and conflicts that are an integral aspect of partnership working. Journal: Action Learning: Research and Practice Pages: 167-176 Issue: 2 Volume: 9 Year: 2012 Month: 4 X-DOI: 10.1080/14767333.2012.687914 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:167-176 Template-Type: ReDIF-Article 1.0 Author-Name: Alison Hillman Author-X-Name-First: Alison Author-X-Name-Last: Hillman Title: Working with negative emotions in sets Abstract: This account draws upon learning from an incident in an action learning set where an individual challenged a mandatory organisational requirement. As a facilitator I reflect upon my initial defensive reaction to this challenge. The use of critical action learning to inform ourselves as facilitators of the underlying tensions between set members and the organisations within which we work is explored. The importance of recognising and working with emotions objectively in action learning sets in order to maximise opportunities to learn about ourselves as individuals and the organisations we work in is emphasised. Journal: Action Learning: Research and Practice Pages: 177-182 Issue: 2 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.687915 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687915 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:177-182 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher Yates Author-X-Name-First: Christopher Author-X-Name-Last: Yates Title: Study of a self-managed action learning set: what makes it last 14 years? Abstract: What contributes to longevity in an action learning (AL) set? What holds it together over a long period? The article relates the chronology and reasons why a self-managed set has flourished when so many sets of voluntary membership peter out. Major attributes of successful longevity are the adherence to strong ground rules and disciplined recruitment. The author, a member of the set, uses anecdotal data from interviews of existing and former set members to narrate picture of a group of action learners who attend set meetings regularly and enthusiastically. Another cause of longevity is the flexible employment of AL process serving the needs of professionally qualified people unstintingly learning from, and caring for, each other. Journal: Action Learning: Research and Practice Pages: 183-190 Issue: 2 Volume: 9 Year: 2012 Month: 4 X-DOI: 10.1080/14767333.2012.687916 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687916 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:183-190 Template-Type: ReDIF-Article 1.0 Author-Name: John Reed Author-X-Name-First: John Author-X-Name-Last: Reed Title: Doing research in business and management: An essential guide to planning your project Journal: Action Learning: Research and Practice Pages: 191-194 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687917 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687917 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:191-194 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Turner Author-X-Name-First: Karen Author-X-Name-Last: Turner Title: All you need to know about action research Journal: Action Learning: Research and Practice Pages: 195-196 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687918 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687918 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:195-196 Template-Type: ReDIF-Article 1.0 Author-Name: Dieter H. Frueauff Author-X-Name-First: Dieter H. Author-X-Name-Last: Frueauff Title: Collaborative strategic improvement through network action learning: The path to sustainability Journal: Action Learning: Research and Practice Pages: 196-199 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687919 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687919 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:196-199 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle Laing Author-X-Name-First: Michelle Author-X-Name-Last: Laing Title: Action learning in healthcare: A practical handbook Journal: Action Learning: Research and Practice Pages: 200-201 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687920 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687920 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:200-201 Template-Type: ReDIF-Article 1.0 Author-Name: Ayiesha Russell Author-X-Name-First: Ayiesha Author-X-Name-Last: Russell Title: The failure files: Perspectives on failure Journal: Action Learning: Research and Practice Pages: 201-203 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687921 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687921 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:201-203 Template-Type: ReDIF-Article 1.0 Author-Name: David Hancock Author-X-Name-First: David Author-X-Name-Last: Hancock Title: Systems thinking for curious managers: With 40 new management f-Laws Journal: Action Learning: Research and Practice Pages: 204-205 Issue: 2 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.687922 File-URL: http://hdl.handle.net/10.1080/14767333.2012.687922 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:204-205 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: The impact of action learning: what difference are we making? Journal: Action Learning: Research and Practice Pages: 207-208 Issue: 3 Volume: 9 Year: 2012 Month: 11 X-DOI: 10.1080/14767333.2012.722355 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722355 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:207-208 Template-Type: ReDIF-Article 1.0 Author-Name: Russ Vince Author-X-Name-First: Russ Author-X-Name-Last: Vince Title: The contradictions of impact: action learning and power in organizations Abstract: In this polemical essay, Professor Russ Vince argues that it is important to understand the contradictions that can be generated by action learning. This method is a powerful and effective approach to managers' learning that can underpin transformations of management practice. However, any method for learning, no matter how convinced we are of its efficacy, is tied to organizational power relations and their effects. It is likely that the radical potential of action learning sits side-by-side with the political purpose that the use of the approach might serve. Power relations create contradictions in how learning methods are felt, used, and understood. Engaging with the contradictions of action learning has the potential to improve its impact and effectiveness. Journal: Action Learning: Research and Practice Pages: 209-218 Issue: 3 Volume: 9 Year: 2012 Month: 8 X-DOI: 10.1080/14767333.2012.722356 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722356 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:209-218 Template-Type: ReDIF-Article 1.0 Author-Name: Monder Ram Author-X-Name-First: Monder Author-X-Name-Last: Ram Title: Critical action learning: extending its reach Abstract: The trend to imbue action learning with an explicit conception of criticality appears to be gathering momentum. The idea of critical action learning (CAL) foregrounds the connection between power, emotion and organizing. How this triumvirate of forces relate to each other fundamentally shapes the scope for learning. Theoretical and empirical assessments are few and far between and tend to be confined to the realm of management education. This presentation reflects on attempts to extend the reach of CAL to the domains of policy and small firms. Insights from a project on black business networks are drawn on to demonstrate the difference that CAL can make in such contexts. Journal: Action Learning: Research and Practice Pages: 219-224 Issue: 3 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.722357 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722357 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:219-224 Template-Type: ReDIF-Article 1.0 Author-Name: Hyung Joon Yoon Author-X-Name-First: Hyung Joon Author-X-Name-Last: Yoon Author-Name: Yonjoo Cho Author-X-Name-First: Yonjoo Author-X-Name-Last: Cho Author-Name: Hyeon-Cheol Bong Author-X-Name-First: Hyeon-Cheol Author-X-Name-Last: Bong Title: The impact of a dual-project action learning program: a case of a large IT manufacturing company in South Korea Abstract: The primary purpose of this article is to evaluate the impact of a dual-project action learning program (DPALP) conducted in South Korea. A dual-project program requires each participant to carry out both team and individual projects. Cho and Egan's [2009. Action learning research: A systematic review and conceptual framework. Human Resource Development Review 8: 431--62] four dimensions of action learning are employed as an analytical framework for this case study. Accordingly, this article reports the antecedents, process, proximal outcomes, and distal outcomes of the DPALP. This article further examines the effectiveness of the program in the following areas: (a) key areas of learning, (b) increased level of business awareness, (c) increased level of leadership competencies through pre- and post-360-degree assessments, and (d) return on investment of the business results achieved through team projects. The analyses revealed that the DPALP had an impact on individuals’ learning, business awareness, leadership competencies, and solving of team and organizational issues. Further research and practice need to be accumulated to validate the effects of the DPALP in other settings. Journal: Action Learning: Research and Practice Pages: 225-246 Issue: 3 Volume: 9 Year: 2012 Month: 6 X-DOI: 10.1080/14767333.2012.711237 File-URL: http://hdl.handle.net/10.1080/14767333.2012.711237 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:225-246 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Understanding insight in the context of Q Abstract: In Revans' learning formula, L = P + Q, Q represents ‘questioning insight’, by which Revans means that insight comes out of the process of questioning programmed knowledge (P) in the light of experience. We typically focus on the content of an insight rather than on the act of insight. Drawing primarily on the work of Bernard Lonergan this paper discusses the act of insight and explores insight's place in the operations of human knowing and shows how it is at the heart of action learning. Journal: Action Learning: Research and Practice Pages: 247-258 Issue: 3 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.711238 File-URL: http://hdl.handle.net/10.1080/14767333.2012.711238 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:247-258 Template-Type: ReDIF-Article 1.0 Author-Name: Stuart Burns Author-X-Name-First: Stuart Author-X-Name-Last: Burns Title: Crafting research from the liminal space Abstract: Tony Watson developed an approach of ‘intellectual craftsmanship’ within management research and writing, and appealed for the hand behind the text to be made visible. This paper considers the tensions apparent between the utility of writing and the positionality of the researcher. I explore the tensions, limitations and formational development evident within this relationship through a reflection upon an Action Research Project co-constructed within a third sector faith-based organisation. The ‘hand behind the text’ is not static, and the positionalities of researcher and organisational role are in constant conversation. Such conversation is frequently internal and at a liminal level, with the researcher between two thresholds of understanding. The level of critical reflexivity afforded within this space is to forces that are both liberating and constraining. The liminal space inhabited by the researcher is the location for the crafting of the research project, the formation of the writing and critical reflection. In this paper, I consider the opportunities and consequences of the researchers’ liminal location, and raise the possibility of ‘Attentiveness’ as a means of revealing issues of power, place and emotion within both researcher and the organisation. Journal: Action Learning: Research and Practice Pages: 259-273 Issue: 3 Volume: 9 Year: 2012 Month: 7 X-DOI: 10.1080/14767333.2012.722358 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722358 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:259-273 Template-Type: ReDIF-Article 1.0 Author-Name: James Conklin Author-X-Name-First: James Author-X-Name-Last: Conklin Author-Name: Rochelle Cohen-Schneider Author-X-Name-First: Rochelle Author-X-Name-Last: Cohen-Schneider Author-Name: Beth Linkewich Author-X-Name-First: Beth Author-X-Name-Last: Linkewich Author-Name: Emma Legault Author-X-Name-First: Emma Author-X-Name-Last: Legault Title: Enacting change through action learning: mobilizing and managing power and emotion Abstract: This paper reports on a study of how action learning facilitates the movement of knowledge between social contexts. The study involved a community organization that provides educational services related to aphasia and members of a complex continuing care (CCC) practice that received training from the agency. People with aphasia (PWA) (a disability often caused by stroke) retain inherent cognitive competence but have difficulty communicating (speaking, writing, and understanding). The agency has developed a communication technique that improves the ability of PWA to communicate. This project used action learning to introduce a reflective learning cycle into two groups: the agency project team responsible for providing the training and the CCC practice members who received the training. Research participants at both the agency and the CCC facility focused on issues of skill and capacity, and both groups credit the action learning process with introducing a helpful problem-solving cycle into the workplace. CCC participants found that the action learning set provided an emotional container for the anxieties experienced in their workplace. Agency participants found that they were able to use power differences as a way of bringing about beneficial changes. Journal: Action Learning: Research and Practice Pages: 275-295 Issue: 3 Volume: 9 Year: 2012 Month: 3 X-DOI: 10.1080/14767333.2012.722359 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722359 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:275-295 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: Editorial Journal: Action Learning: Research and Practice Pages: 297-298 Issue: 3 Volume: 9 Year: 2012 Month: 11 X-DOI: 10.1080/14767333.2012.722360 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722360 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:297-298 Template-Type: ReDIF-Article 1.0 Author-Name: Sláva Kubátová Author-X-Name-First: Sláva Author-X-Name-Last: Kubátová Title: Action learning, team learning and co-operation in the Czech Republic Abstract: This account of practice presents two cases of the application of Action Learning (AL) communication methodology as described by Marquardt [2004. Optimising the power of action learning. Mountain View, CA: Davies-Black Publishing]. The teams were Czech and international top management teams. The AL methodology was used to improve cooperation and communication in the teams and also to support reflection and self-reflection of the team members. In the first case, the session did not resolve the communication problem but led to some learning for the team members about some obstacles of cooperation and learning. In the second case, the team members revealed some assumptions that hindered team cooperation. Journal: Action Learning: Research and Practice Pages: 299-305 Issue: 3 Volume: 9 Year: 2012 Month: 6 X-DOI: 10.1080/14767333.2012.722362 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722362 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:299-305 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Fiona Hicks Author-X-Name-First: Fiona Author-X-Name-Last: Hicks Title: A mirror in which to practice -- using action learning to change end-of-life care Abstract: While action learning is a familiar tenet of much management and leadership development activity within the NHS it is not commonly utilised within the education and development of doctors where didactic methods remain the preferred mechanism to impart factual knowledge necessary to fulfil the autonomous practitioner role. Within the specialism of palliative medicine, the implementation of a national end-of-life (EoL) care strategy will challenge this predilection. The new strategy seeks to enable more people to die in the place of their choosing as such it requires clinicians outside the speciality of palliative care to make it a routine part of their practice. Since doctors are trained to cure or extend life, the strategy requires specialists to change their practice, behaviour and communication to engage the patient and family in decision-making and planning for the EoL. An intensive development programme utilising action learning methods is currently being piloted in two acute hospital settings to equip a small group of specialist senior clinicians to deliver the required changes. This paper describes the use of action learning within this context to explore its utility with an uninitiated and sceptical audience. Journal: Action Learning: Research and Practice Pages: 307-315 Issue: 3 Volume: 9 Year: 2012 Month: 6 X-DOI: 10.1080/14767333.2012.722361 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722361 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:307-315 Template-Type: ReDIF-Article 1.0 Author-Name: Veronica Droser Author-X-Name-First: Veronica Author-X-Name-Last: Droser Title: Rethinking school bullying: towards an integrated model Journal: Action Learning: Research and Practice Pages: 317-319 Issue: 3 Volume: 9 Year: 2012 Month: 11 X-DOI: 10.1080/14767333.2012.722363 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722363 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:317-319 Template-Type: ReDIF-Article 1.0 Author-Name: Danny Chesterman Author-X-Name-First: Danny Author-X-Name-Last: Chesterman Title: Managing the future: a guide to forecasting and strategic planning in the 21st century Journal: Action Learning: Research and Practice Pages: 319-320 Issue: 3 Volume: 9 Year: 2012 Month: 11 X-DOI: 10.1080/14767333.2012.722364 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722364 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:319-320 Template-Type: ReDIF-Article 1.0 Author-Name: Scott Foster Author-X-Name-First: Scott Author-X-Name-Last: Foster Title: Doing business research: a guide to theory and practice Journal: Action Learning: Research and Practice Pages: 320-324 Issue: 3 Volume: 9 Year: 2012 Month: 11 X-DOI: 10.1080/14767333.2012.722365 File-URL: http://hdl.handle.net/10.1080/14767333.2012.722365 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:320-324 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Action learning -- reach, range and evolution Journal: Action Learning: Research and Practice Pages: 1-3 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.758892 File-URL: http://hdl.handle.net/10.1080/14767333.2012.758892 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:1-3 Template-Type: ReDIF-Article 1.0 Author-Name: Sunyoung Park Author-X-Name-First: Sunyoung Author-X-Name-Last: Park Author-Name: Ingu Kang Author-X-Name-First: Ingu Author-X-Name-Last: Kang Author-Name: Taryn R. Valencic Author-X-Name-First: Taryn R. Author-X-Name-Last: Valencic Author-Name: Yonjoo Cho Author-X-Name-First: Yonjoo Author-X-Name-Last: Cho Title: Why are we using action learning and in what contexts? Abstract: The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in Action Learning: Research and Practice between 2004 and 2012. In this study, we address the following research questions: (a) In what contexts has action learning been used? (b) What are the distinctive features of cases identified? (c) What are the implications for the design of action learning programmes? The results showed that the UK and European countries have most frequently used action learning, and the most dominant purposes for action learning were leadership development, organization development, and professional development. We also elaborated on design considerations and implications for action learning research and practice. Journal: Action Learning: Research and Practice Pages: 4-24 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.744299 File-URL: http://hdl.handle.net/10.1080/14767333.2012.744299 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:4-24 Template-Type: ReDIF-Article 1.0 Author-Name: Julia Calver Author-X-Name-First: Julia Author-X-Name-Last: Calver Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: Action learning and the creative industries: the efficacy of an action learning set in building collaboration between a university and creative industries Abstract: In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a ‘peer-to-peer business programme’, or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a ‘Six-Squared’ model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. Journal: Action Learning: Research and Practice Pages: 25-38 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.755117 File-URL: http://hdl.handle.net/10.1080/14767333.2012.755117 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:25-38 Template-Type: ReDIF-Article 1.0 Author-Name: Annie Yeadon-Lee Author-X-Name-First: Annie Author-X-Name-Last: Yeadon-Lee Title: Action learning: the possibility of differing hierarchies in learning sets Abstract: This paper presents the proposition that a variety of differing hierarchies exist in an action learning set at any one time, and each hierarchy has the potential to affect an individual's behaviour within the set. An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of 11 in-depth interviews that formed part of wider research into set members' perceptions of what makes an effective action learning set. The interviewees were all former students of the researcher and her colleagues. The research draws upon grounded theory as a dominant research paradigm and uses thematic analysis to interpret the research findings. The findings of the research serve to simply illustrate that there is the potential for a variety of differing hierarchies to exist in an action learning set at any one time. Some of the hierarchies may exist for the full duration of the set; others are somewhat ephemeral. The findings from this research also present themselves as points of consideration for academics and practioners who have used or are about to use action learning as a learning vehicle. Journal: Action Learning: Research and Practice Pages: 39-53 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.756389 File-URL: http://hdl.handle.net/10.1080/14767333.2012.756389 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:39-53 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Action learning research? Reflections from the colloquium at the Third International Conference on Action Learning Journal: Action Learning: Research and Practice Pages: 54-57 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759459 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759459 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:54-57 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: In general Journal: Action Learning: Research and Practice Pages: 58-60 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.758891 File-URL: http://hdl.handle.net/10.1080/14767333.2012.758891 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:58-60 Template-Type: ReDIF-Article 1.0 Author-Name: Arthur Turner Author-X-Name-First: Arthur Author-X-Name-Last: Turner Author-Name: Pamela Heneberry Author-X-Name-First: Pamela Author-X-Name-Last: Heneberry Title: The impact of action learning: what difference are we making in the world? Abstract: Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the ‘rules’ of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation offered some insights into the challenges of introducing action learning into the field. Pressures on organisations of time and business expedients might make them believe that action learning is too slow a technique to offer real rewards. However, elements of the action-learning story do resonate in the workplace, key concepts that appear to ‘stick’ are listening, questioning and equality. The utilisation of these skills enhances leadership and organisational development and can still provide a useful set of actions to aim for. This is especially true in problem solving and the way in which respect and equality can re-create a different environment or development space. Journal: Action Learning: Research and Practice Pages: 61-68 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759392 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759392 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:61-68 Template-Type: ReDIF-Article 1.0 Author-Name: Jean Hunter Author-X-Name-First: Jean Author-X-Name-Last: Hunter Title: Leadership and engagement in South Cambridgeshire District Council Abstract: How can action learning be used as part of an overall approach to changing the culture of an organisation? This article describes some of the work being done by managers in South Cambridgeshire district to build a more empowered and engaged organisation following the appointment of a new chief executive tasked with raising standards in an organisation which had had a challenging history, where morale was low and where significant reductions in the workforce were taking place. The article describes the purpose of action learning in this particular context, the membership of the action learning groups and the uses to which action learning is being put by managers in the Council. Journal: Action Learning: Research and Practice Pages: 69-74 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759388 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759388 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:69-74 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: How reviews add value to the journal Journal: Action Learning: Research and Practice Pages: 75-76 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759385 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759385 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:75-76 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: Breakthrough problem solving with action learning: concepts and cases Journal: Action Learning: Research and Practice Pages: 77-79 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759387 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759387 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:77-79 Template-Type: ReDIF-Article 1.0 Author-Name: Denise F. O'Leary Author-X-Name-First: Denise F. Author-X-Name-Last: O'Leary Title: Leading, managing and developing people Journal: Action Learning: Research and Practice Pages: 79-83 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759389 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759389 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:79-83 Template-Type: ReDIF-Article 1.0 Author-Name: Jim Bray Author-X-Name-First: Jim Author-X-Name-Last: Bray Title: Human resource development as we know it: speeches that have shaped the field Journal: Action Learning: Research and Practice Pages: 83-90 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759384 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759384 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:83-90 Template-Type: ReDIF-Article 1.0 Author-Name: Jenny Garrett Author-X-Name-First: Jenny Author-X-Name-Last: Garrett Title: A very short, fairly interesting and reasonably cheap book about Coaching and Mentoring Journal: Action Learning: Research and Practice Pages: 90-94 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759386 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759386 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:90-94 Template-Type: ReDIF-Article 1.0 Author-Name: John Trantom Author-X-Name-First: John Author-X-Name-Last: Trantom Title: Understanding identity and organizations Journal: Action Learning: Research and Practice Pages: 94-98 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759391 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759391 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:94-98 Template-Type: ReDIF-Article 1.0 Author-Name: Chloe Roberts Author-X-Name-First: Chloe Author-X-Name-Last: Roberts Title: Ethics in qualitative research: controversies and contexts Journal: Action Learning: Research and Practice Pages: 98-103 Issue: 1 Volume: 10 Year: 2013 Month: 2 X-DOI: 10.1080/14767333.2012.759390 File-URL: http://hdl.handle.net/10.1080/14767333.2012.759390 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:1:p:98-103 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Knowledge through and on action learning Journal: Action Learning: Research and Practice Pages: 105-106 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799385 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799385 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:105-106 Template-Type: ReDIF-Article 1.0 Author-Name: Nina Foss Author-X-Name-First: Nina Author-X-Name-Last: Foss Author-Name: Ase Bardsen Author-X-Name-First: Ase Author-X-Name-Last: Bardsen Title: Playful reflection: an investigation into the kindergarten project ‘Play in physiotherapy with children’ Abstract: This article investigates adult learning in an action research (AR) project called ‘Play in physiotherapy with children’, conducted in Tromsoe Municipality, Norway, in 2010--2011. The project's objective was to explore how a play-based intervention approach would affect professional collaboration and child development. It was designed as a small-scale project, organized around two children with motor delay and their professional teams of teachers, physiotherapists and special pedagogue in two different kindergartens. It was situated in the kindergartens, and lasted for 16 weeks. The professional participants were invited into a process of action--reflection cycles as co-researchers. Video was a core tool in the design. Treatment sessions with the children were filmed during the action phases, and were the focus of attention in the reflection meetings. The two professional teams evaluated the video-reflection meetings as crucial to their learning and change. The focus in the article is on the learning in the reflection meetings during the AR process. We discuss two aspects of the space of reflection that was created during the project. First, we look into the role of video in reflection, and discuss how this can be understood with the help of concepts from Bourdieu's ‘theory of practice’. Second, we reflect on the role of play and playfulness in reflection and change among grown-ups. To do this, we use perspectives from phenomenological theory on play and playfulness from Buytendijk and Gadamer. We conclude that the use of video-reflection is a potent tool in AR processes. Concepts from Bourdieu's ‘theory of practice’ illuminate why, and also contribute to the understanding of the experienced change. Further, we argue that theory on play can help AR practitioners to understand the mechanisms of engagement and involvement that are crucial in AR processes. Journal: Action Learning: Research and Practice Pages: 107-123 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.791808 File-URL: http://hdl.handle.net/10.1080/14767333.2013.791808 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:107-123 Template-Type: ReDIF-Article 1.0 Author-Name: Sára Csillag Author-X-Name-First: Sára Author-X-Name-Last: Csillag Title: Walking a thin line? Connecting ethical theory and practice: a co-operative inquiry with human resource management practitioners Abstract: Is it possible to manage human ‘resources’ in an ethical way? What does ‘being ethical’ mean as related to the human resources function? In my paper -- which also reflects upon my own experiences of two co-operative inquiry projects done with human resource management (HRM) practitioners -- I wish to argue that action research could be an exciting and novel way of exploring the meaning and practice of ethical HRM and also an appropriate tool with which to facilitate and develop individual and group ethical action learning: a learning process based on real action, collective real-case solutions and reflection. After introducing practical details pertaining to the two projects (in group ‘A’, I worked with members of the HRM department of a bank as co-researchers; for group ‘B’, I invited along HRM professionals from different companies), I need to stress some ‘learning points’. First, I would like to demonstrate how co-researchers explored their own definition of ethics, learned about the ethical diversity of their group and how they probed and re-shaped theories held via action and reflection. Second, I wish to show how collective ‘solutions’ of co-researchers’ own real-time and ethically dilemma-holding cases acted as a bridge between theory and practice -- and then see how the process of case resolution developed by the group become an important individual- and group-level learning point. Journal: Action Learning: Research and Practice Pages: 124-147 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799453 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799453 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:124-147 Template-Type: ReDIF-Article 1.0 Author-Name: Edwina Dunne Author-X-Name-First: Edwina Author-X-Name-Last: Dunne Author-Name: Felicity Kelliher Author-X-Name-First: Felicity Author-X-Name-Last: Kelliher Title: Learning in action: creating a community of inquiry in a healthcare organisation Abstract: The aim of this paper is to discuss an insider action research project concerned with establishing an audit team, with responsibility for addressing a clinical and social services ‘assurance gap’ at corporate level in a healthcare organisation. The focus of the research account is on the knowledge that was generated internally by establishing the aforementioned team underpinned by an action learning ethos, and through the observed evolution of this team into a community of inquiry. Using the stages within the experiential learning cycle to guide team interventions and our own critical reflection, the authors have different research roles in this study; one has responsibility for the design, recruitment, establishment and management of this audit team, while the other acts as academic advocate in context. The knowledge that emerged from this study and the learning therein has the capacity to be actionable, that is, at the service of both academic and practitioner communities. Journal: Action Learning: Research and Practice Pages: 148-157 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.798236 File-URL: http://hdl.handle.net/10.1080/14767333.2013.798236 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:148-157 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: Brief thoughts on facilitating action learning Journal: Action Learning: Research and Practice Pages: 158-159 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799371 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799371 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:158-159 Template-Type: ReDIF-Article 1.0 Author-Name: Sabine Wegner-Kirchhoff Author-X-Name-First: Sabine Author-X-Name-Last: Wegner-Kirchhoff Title: Integrating action learning in an organisational development process: facilitating members of an ‘expert culture’ in an industrial organisation in Germany Abstract: This account of practice will focus the different strategic steps to implement action learning (AL) in an industrial context where managers as experts are used to solve problems and not to ask questions. It will look at the experience of an AL facilitator working with a set of young engineers from different working groups who want to improve the cooperation within and between the groups. Journal: Action Learning: Research and Practice Pages: 160-167 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799374 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799374 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:160-167 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Liz Burtney Author-X-Name-First: Liz Author-X-Name-Last: Burtney Author-Name: Cheryl Wall Author-X-Name-First: Cheryl Author-X-Name-Last: Wall Title: Building capacity in social care: an evaluation of a national programme of action learning facilitator development Abstract: This account of practice shares the findings of an evaluation into the impact of a facilitator development programme on participants' knowledge, skills and subsequent practice. The Centre for Action Learning Facilitation was established to develop action learning set advisors and has been working with Skills for Care over the last two years to develop an internal capacity in social work departments to use action learning primarily to support newly qualified staff. Journal: Action Learning: Research and Practice Pages: 168-177 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799380 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799380 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:168-177 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Hale Author-X-Name-First: Richard Author-X-Name-Last: Hale Title: The leadership crisis -- can Action Learning Questions provide any answers? Abstract: This article provides a reflective account of the author's experience over the past 12 years of introducing a structured approach to accredited action learning to corporate organisations. The generic Action Learning Question method is outlined and specific examples of programmes in the financial services/banking and education sector are described. Included is an example of how Action Learning Facilitators have been developed. It is proposed that this approach has a place in supporting leadership development in a period of great uncertainty and change. Journal: Action Learning: Research and Practice Pages: 178-187 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799383 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799383 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:178-187 Template-Type: ReDIF-Article 1.0 Author-Name: Jean Kellie Author-X-Name-First: Jean Author-X-Name-Last: Kellie Title: Action learning in practice 4th edition Journal: Action Learning: Research and Practice Pages: 188-191 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799384 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799384 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:188-191 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: Virtual leadership: learning to lead differently Journal: Action Learning: Research and Practice Pages: 191-195 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799837 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799837 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:191-195 Template-Type: ReDIF-Article 1.0 Author-Name: Maeve O'Grady Author-X-Name-First: Maeve Author-X-Name-Last: O'Grady Title: The Sage handbook of action research: participative inquiry and practice Journal: Action Learning: Research and Practice Pages: 195-199 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799394 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799394 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:195-199 Template-Type: ReDIF-Article 1.0 Author-Name: Ali Abington Author-X-Name-First: Ali Author-X-Name-Last: Abington Title: Gossip and organizations Journal: Action Learning: Research and Practice Pages: 199-203 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799381 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799381 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:199-203 Template-Type: ReDIF-Article 1.0 Author-Name: Frances Boylan Author-X-Name-First: Frances Author-X-Name-Last: Boylan Title: Research methods in human resource management (2nd edition) Journal: Action Learning: Research and Practice Pages: 204-207 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799382 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799382 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:204-207 Template-Type: ReDIF-Article 1.0 Author-Name: Philip Whiteley Author-X-Name-First: Philip Author-X-Name-Last: Whiteley Title: Rocking your role: the how-to guide to success for female breadwinners Journal: Action Learning: Research and Practice Pages: 207-209 Issue: 2 Volume: 10 Year: 2013 Month: 7 X-DOI: 10.1080/14767333.2013.799395 File-URL: http://hdl.handle.net/10.1080/14767333.2013.799395 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:2:p:207-209 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: The paradox of facilitation in action learning Journal: Action Learning: Research and Practice Pages: 211-213 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840069 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840069 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:211-213 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Gill Christy Author-X-Name-First: Gill Author-X-Name-Last: Christy Title: Doing right in business: can action learning develop moral sensitivity and promote ethical behaviour? Abstract: The question addressed in this paper is whether action learning as a management development technique can be more effective in promoting ethical decision-making than more traditional approaches. Recent examples of moral failures which have emerged in both corporate and public sector organisations in the UK during recent years have prompted a review of some of the literature about the teaching of business ethics in and by business schools. While the use of theoretical approaches to ethical analysis (such as consequentialist and deontological approaches), coupled with the discussion of scenarios or cases is a common way of structuring the teaching of business and organisational ethics, it may be limited as an approach insofar as it does not necessarily address the affective aspects of the learning process which contribute to the development of moral sensitivity and moral character. It is suggested that an action learning approach may help fill this gap, particularly if coupled with an Aristotelian focus on the development of moral character. Action learning as a technique seeks to replace instruction with facilitation, and to enable individual personal growth rather than the acquisition of knowledge. It emphasises practical action in the workplace and working with peers as part of an action learning set. The action learning method may be more suitable to fostering both technical/scientific wisdom (poeisis) and practical or prudential wisdom (phronesis) and could be adapted for use with both business students and practising managers. Journal: Action Learning: Research and Practice Pages: 214-229 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.836077 File-URL: http://hdl.handle.net/10.1080/14767333.2013.836077 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:214-229 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Rand Author-X-Name-First: Jane Author-X-Name-Last: Rand Title: Action learning and constructivist grounded theory: powerfully overlapping fields of practice Abstract: This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice."Action Learning: Research and Practice 8 (2): 93--102] article, which explored the relationship(s) between AL and organisation development, a case is made that AL and CGT are powerfully overlapping fields of practice. An account of practice is included to provide a contextual explanation of the 'overlap', and a new methodological praxeology is proposed to the field of practice/practitioner-focused research. Journal: Action Learning: Research and Practice Pages: 230-243 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.821968 File-URL: http://hdl.handle.net/10.1080/14767333.2013.821968 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:230-243 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: Creative activities and action learning Journal: Action Learning: Research and Practice Pages: 244-245 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840063 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840063 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:244-245 Template-Type: ReDIF-Article 1.0 Author-Name: John Trantom Author-X-Name-First: John Author-X-Name-Last: Trantom Title: Developing an action learning way of working within a leadership context in higher education: barriers and enablers Abstract: This account of practice considers action learning within an accredited leadership course at a post-1992 university. It outlines a more individualistic approach than that envisioned by Reg Revans and questions how this technique, inherited from a Staff Development colleague, could potentially be improved. Journal: Action Learning: Research and Practice Pages: 246-253 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840062 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840062 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:246-253 Template-Type: ReDIF-Article 1.0 Author-Name: Janet Richardson Author-X-Name-First: Janet Author-X-Name-Last: Richardson Author-Name: Jane Grose Author-X-Name-First: Jane Author-X-Name-Last: Grose Title: An action learning approach to partnership in community development: a reflection on the research process Abstract: Green space offers a significant environmental resource that can improve the individual experience of health and quality of life. However, barriers exist that prevent the use of green space, and partnership (multi-agency) working has the potential to overcome these. Current public health policy aims to broaden the range of environmental public health intervention through effective partnership working. In response to this, a community development partnership project (Stepping Stones to Nature) was established in the south west of England to improve green spaces in neighbourhood communities through engagement and consultation. Integral to this project was an initiative to research the process and experience of partnership working. The aim of this paper is to report the experience of the multi-agency group guiding the research process and how they used an action learning approach to explore their experiences and guide the research process. Halfway through the project a 'formal' focus group discussion was arranged in order to capture the reflective thinking and learning that had taken place. The focus of this paper is on the data from that group discussion. Four main themes were evident from the data: expectation/perceptions; stakeholder involvement; tensions (at organisational and individual levels); and reflection and learning (through the partnership and research process). This paper reflects the different expectations of the research process that need to be identified early in partnership research in order that they can be appropriately managed. Journal: Action Learning: Research and Practice Pages: 254-263 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840060 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840060 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:254-263 Template-Type: ReDIF-Article 1.0 Author-Name: Ulrike Burger Author-X-Name-First: Ulrike Author-X-Name-Last: Burger Title: Resistance in action learning: struggling with self-efficacy and the social Self -- and what about the set advisor? Abstract: This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive undercurrents that constrain learning. I contribute to debates on criticality in action learning by recognizing the centrality of resistance as a source of learning for participants and set advisors. The intended contribution of this paper is to illuminate the importance of engaging with these limiting processes which can spark a powerful learning experience that reverberates long after the action learning programme has finished. Furthermore, I reflect on the opportunities this alternative view on resistance may provide for us as action learning facilitators and discuss how we may incorporate these reflections in our practice. Journal: Action Learning: Research and Practice Pages: 264-275 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840061 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840061 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:264-275 Template-Type: ReDIF-Article 1.0 Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Title: EDITORIAL Journal: Action Learning: Research and Practice Pages: 276-277 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840064 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840064 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:276-277 Template-Type: ReDIF-Article 1.0 Author-Name: Otmar Donnenberg Author-X-Name-First: Otmar Author-X-Name-Last: Donnenberg Title: Action learning: Workbook mit Praxistipps, Anleitungen und Hintergrundwissen für Trainer, Berater und Facilitators Journal: Action Learning: Research and Practice Pages: 278-281 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840066 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840066 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:278-281 Template-Type: ReDIF-Article 1.0 Author-Name: Yusra Mouzughi Author-X-Name-First: Yusra Author-X-Name-Last: Mouzughi Title: You and your action research project Journal: Action Learning: Research and Practice Pages: 281-284 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840067 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840067 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:281-284 Template-Type: ReDIF-Article 1.0 Author-Name: Ann Sears Author-X-Name-First: Ann Author-X-Name-Last: Sears Title: Creative teaching approaches in the lifelong learning sector Journal: Action Learning: Research and Practice Pages: 284-287 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840065 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840065 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:284-287 Template-Type: ReDIF-Article 1.0 Author-Name: Heather Short Author-X-Name-First: Heather Author-X-Name-Last: Short Title: Making sense of management: a critical introduction Journal: Action Learning: Research and Practice Pages: 287-290 Issue: 3 Volume: 10 Year: 2013 Month: 11 X-DOI: 10.1080/14767333.2013.840068 File-URL: http://hdl.handle.net/10.1080/14767333.2013.840068 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:10:y:2013:i:3:p:287-290 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: What places are there in organisations for action learning? Journal: Action Learning: Research and Practice Pages: 1-3 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874786 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874786 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:1-3 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Title: Exploring criticality in management education through action learning Abstract: The field of management education has been the focus of much debate in recent times. Issues relating to the real world and a lack of relevancy in business schools have caused much of this debate. In particular, questions have been raised regarding why business schools should endeavour to bridge this relevancy gap? However, it is important to define what is meant by relevance. How we define relevance has implications for all stakeholders of management education. As a result, this raises questions about the content and process of management education. For example, how applicable are the alternative approaches to management education such as action learning. How does such an approach translate into the professional practice of educators? What are the benefits and challenges of engaging in such an approach? In particular, what impact does it have for both management educators and their students? When we question what and how we teach it has the potential to open up new questions to be explored and insights to be revealed. This paper reveals a side of management education that is ever present in the philosophy and practice of action-learning practitioners. By exploring the impact of their practice it can inform our understanding and shape future practice. Management education like all education should be open to such exploration. Such an exploration is both timely and relevant for today's educators, students, managers and ultimately society. Journal: Action Learning: Research and Practice Pages: 4-24 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874328 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874328 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:4-24 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: On the nature of problems in action learning Abstract: The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning -- in terms of the locus of a set's work; from the viewpoint of an organisation using action learning; in terms of the different ways in which learning is used and as distinguishing between technical and practical knowledge. It addresses the question of whether action learning is suited for wicked problems only. The challenge to action learning provided by appreciative inquiry is examined and a range of conclusions is offered. Journal: Action Learning: Research and Practice Pages: 25-41 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.870879 File-URL: http://hdl.handle.net/10.1080/14767333.2013.870879 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:25-41 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Wyton Author-X-Name-First: Paul Author-X-Name-Last: Wyton Author-Name: Robin Payne Author-X-Name-First: Robin Author-X-Name-Last: Payne Title: Exploring the development of competence in Lean management through action learning groups: a study of the introduction of Lean to a facilities management function Abstract: The introduction of a Lean approach to management requires the development of understanding and capability. This in turn requires a structured training intervention and other supporting activities. This paper explores, through a case study, the way in which action learning groups (ALGs) supported the development of Lean capabilities in the facilities management (FM) function of a large organisation. This case study indicates that Lean can be applied in a FM context and that ALGs are effective in supporting such a development in capability. Some environmental factors are identified as having an impact on the likelihood of success in using ALGs: leadership engagement, perceived level of empowerment, organisational readiness, level of resource committed and individual readiness to be involved. Journal: Action Learning: Research and Practice Pages: 42-61 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.873015 File-URL: http://hdl.handle.net/10.1080/14767333.2013.873015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:42-61 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: Accounts of Practice -- action learning in differing contexts Journal: Action Learning: Research and Practice Pages: 62-63 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874777 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874777 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:62-63 Template-Type: ReDIF-Article 1.0 Author-Name: Louise Doyle Author-X-Name-First: Louise Author-X-Name-Last: Doyle Title: Action learning: developing leaders and supporting change in a healthcare context Abstract: This account of practice outlines how action learning was used as the key component of a leadership development initiative for managers in an acute hospital setting. It explains how the initiative was conceived, why action learning was chosen and how action learning principles were incorporated. Insights into the outcomes and considerations for the future are also included. Journal: Action Learning: Research and Practice Pages: 64-71 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874775 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874775 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:64-71 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Cathy Mayes Author-X-Name-First: Cathy Author-X-Name-Last: Mayes Title: Action learning for professionals: a new approach to practice Abstract: Following on from the article 'Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development' (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168--177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice. Journal: Action Learning: Research and Practice Pages: 72-80 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874772 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874772 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:72-80 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle Blackburn Author-X-Name-First: Michelle Author-X-Name-Last: Blackburn Title: Using learning sets to support UK delivery of off-shore learning in Africa Abstract: This account of practice focuses on the delivery of Action Learning Sets in Swaziland and Malawi as part of a UK university's remote Master's degree teaching programme. It draws upon the experience of an Academic delivering the programme and the efforts made to refine the approach to action learning given time, understanding and resource challenges. The outcome of limited research on the benefits of Action Learning Sets is shared within this context. Journal: Action Learning: Research and Practice Pages: 81-87 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874773 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874773 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:81-87 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Bernhard Hauser Author-X-Name-First: Bernhard Author-X-Name-Last: Hauser Author-Name: Ghislaine Caulat Author-X-Name-First: Ghislaine Author-X-Name-Last: Caulat Title: Reflections on working with virtual action learning Abstract: This paper brings together the reflections of the authors on their shared and individual experiences of virtual action learning. Whilst many conclusions are shared, there are also some points of difference in practices. Journal: Action Learning: Research and Practice Pages: 88-97 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874776 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874776 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:88-97 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Title: Connecting our worlds: the theory practice continuum Journal: Action Learning: Research and Practice Pages: 98-100 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874771 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874771 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:98-100 Template-Type: ReDIF-Article 1.0 Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Facilitating action learning: a practitioner's guide Journal: Action Learning: Research and Practice Pages: 101-103 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874798 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874798 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:101-103 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Action research for business, nonprofit and public administration: a tool for complex times Journal: Action Learning: Research and Practice Pages: 103-104 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874779 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874779 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:103-104 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin Quinn Author-X-Name-First: Kevin Author-X-Name-Last: Quinn Title: Action research for business, nonprofit and public administration: a tool for complex times Journal: Action Learning: Research and Practice Pages: 104-106 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874783 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874783 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:104-106 Template-Type: ReDIF-Article 1.0 Author-Name: Anna Foster Author-X-Name-First: Anna Author-X-Name-Last: Foster Title: Action research in education Journal: Action Learning: Research and Practice Pages: 106-109 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874780 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874780 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:106-109 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Williams Author-X-Name-First: Sue Author-X-Name-Last: Williams Title: Group dynamics for teams Journal: Action Learning: Research and Practice Pages: 109-111 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874785 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874785 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:109-111 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Rowe Author-X-Name-First: Mike Author-X-Name-Last: Rowe Title: Strategic leadership in the public services Journal: Action Learning: Research and Practice Pages: 111-113 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874784 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874784 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:111-113 Template-Type: ReDIF-Article 1.0 Author-Name: Ian Lovegrove Author-X-Name-First: Ian Author-X-Name-Last: Lovegrove Title: Ethics for managers: philosophical foundations and business realities Journal: Action Learning: Research and Practice Pages: 113-118 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874781 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874781 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:113-118 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Real social science: applied phronesis Journal: Action Learning: Research and Practice Pages: 118-119 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874778 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874778 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:118-119 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Unlearning or how not to be governed Journal: Action Learning: Research and Practice Pages: 120-123 Issue: 1 Volume: 11 Year: 2014 Month: 3 X-DOI: 10.1080/14767333.2013.874782 File-URL: http://hdl.handle.net/10.1080/14767333.2013.874782 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:120-123 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Editorial Journal: Action Learning: Research and Practice Pages: 125-130 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909186 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909186 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:125-130 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Jones Author-X-Name-First: Karen Author-X-Name-Last: Jones Author-Name: Sally A. Sambrook Author-X-Name-First: Sally A. Author-X-Name-Last: Sambrook Author-Name: Luke Pittaway Author-X-Name-First: Luke Author-X-Name-Last: Pittaway Author-Name: Andrew Henley Author-X-Name-First: Andrew Author-X-Name-Last: Henley Author-Name: Heather Norbury Author-X-Name-First: Heather Author-X-Name-Last: Norbury Title: Action learning: how learning transfers from entrepreneurs to small firms Abstract: This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in 'action' in order to 'learn' and that under certain conditions they may transfer learning to their firm. This paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. This paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. This paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer. Journal: Action Learning: Research and Practice Pages: 131-166 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.896249 File-URL: http://hdl.handle.net/10.1080/14767333.2014.896249 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:131-166 Template-Type: ReDIF-Article 1.0 Author-Name: Pauline Joyce Author-X-Name-First: Pauline Author-X-Name-Last: Joyce Author-Name: Paula Kinnarney Author-X-Name-First: Paula Author-X-Name-Last: Kinnarney Title: Leading change as a professional: working across boundaries Abstract: This paper outlines an initiative, namely a leadership symposium, which developed from a chance meeting of like-minded academics, who were trying to achieve similar outcomes with their student groups; namely, to include the scholarly activity of disseminating graduates' action-oriented projects. One group of graduates comprised a mix of healthcare professionals, the other group comprised teachers. Both were leading change projects across their professions. One group was guided by action research and the other by action learning. This paper outlines the graduates' experiences of their challenges, opportunities and learning from leading these change initiatives. Arising from the symposium exchanges, the authors focus on the unique opportunity of the event as a distinctive space for exchange of learning across professions. Findings from qualitative data collected for the symposium are supported by situated learning and existing literature. Journal: Action Learning: Research and Practice Pages: 167-178 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.908115 File-URL: http://hdl.handle.net/10.1080/14767333.2014.908115 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:167-178 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Jeffrey Donovan Author-X-Name-First: Paul Jeffrey Author-X-Name-Last: Donovan Title: Leaders behaving badly: using power to generate undiscussables in action learning sets Abstract: 'Undiscussables' are topics associated with threat or embarrassment that are avoided by groups, where that avoidance is also not discussed. Their deleterious effect on executive groups has been a point of discussion for several decades. More recently critical action learning (AL) has brought a welcome focus to power relations within AL sets. This paper brings these two streams of research together by exploring the relationship between undiscussables and the exercise of power by AL leaders. Analysis of statements and actions at times of negative affect in various AL sets over a two-year period showed three distinct categories of activities of AL set leaders that seemed effective in generating undiscussables within the set. It is argued that each of these categories represented an exercise of power by AL set leaders as they accessed privilege associated with their rank. Also proposed is that these activities seemed to be done without awareness by the AL set leader, with that lack of awareness being central to achieving the result of undiscussables. The paper concludes by inviting both AL set leaders and members to consider the described activities as a means of growing awareness about their role in generating undiscussables. Journal: Action Learning: Research and Practice Pages: 179-197 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.908766 File-URL: http://hdl.handle.net/10.1080/14767333.2014.908766 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:179-197 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Title: Building actionable knowledge for individuals and organisations Journal: Action Learning: Research and Practice Pages: 198-200 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909182 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909182 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:198-200 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth W. Ferrell Author-X-Name-First: Elizabeth W. Author-X-Name-Last: Ferrell Author-Name: Cara N. Nance Author-X-Name-First: Cara N. Author-X-Name-Last: Nance Author-Name: Amanda L. Torres Author-X-Name-First: Amanda L. Author-X-Name-Last: Torres Author-Name: Selina M. Torres Author-X-Name-First: Selina M. Author-X-Name-Last: Torres Title: Using participatory action research to address absenteeism Abstract: Many urban high schools serving low-income families have below-average attendance rates, which can indicate that fewer students are prepared to matriculate into college and career opportunities. Through the use of participatory action research (PAR), we - a group of four educators at Wilson High School - have changed school policies and procedures in order to address our school's most problematic behavior: students cutting class. Through the processes and outcomes that our group, the Class Cutting Task Force, has experienced, we have called upon action learning (AL) in our focus on practical and experienced problems, and we have learned an important lesson: without clear and consistent school-wide expectations, our students cannot meet their potentials. Additionally, we have become empowered to drive a school-wide improvement initiative from the ground up by using the four-stage PAR process. It is our experience with the PAR process as a method of engagement in AL for school practitioners that we aim to share in this account of practice. Journal: Action Learning: Research and Practice Pages: 201-214 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909184 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909184 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:201-214 Template-Type: ReDIF-Article 1.0 Author-Name: Liselore Crul Author-X-Name-First: Liselore Author-X-Name-Last: Crul Title: Solving wicked problems through action learning Abstract: This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action learning program is on the individual set members, the set and the organization as a whole. This paper also describes my personal development as a facilitator of change and ends with key learnings and recommendations for future action learning programs. Journal: Action Learning: Research and Practice Pages: 215-224 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909185 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909185 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:215-224 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Christopher Milner Author-X-Name-First: Christopher Author-X-Name-Last: Milner Title: 'I have no English friends': some observations on the practice of action learning with international business students Abstract: This account reports on some experiences of facilitating action learning with international business students. Interest in international student learning and the international student experience is significant and increasing with a considerable range of literature on the subject. Some of this literature is concerned with the perceived 'problems' or 'deficits' which international learners are said to bring to the UK university experience. Elsewhere the benefits which international students bring to the learning process are more positively highlighted. This paper describes some of the experiences derived from implementing action learning with a number of sets of international postgraduate business and management students in an HE business school setting. Specifically, it considers how educational, learning and cultural differences, expectations and assumptions influence the student experience, and how collaborative learning can be developed. Journal: Action Learning: Research and Practice Pages: 225-232 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909183 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909183 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:225-232 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: The importance of content and context Journal: Action Learning: Research and Practice Pages: 233-234 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909242 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909242 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:233-234 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Action learning for change: a practical guide for managers Journal: Action Learning: Research and Practice Pages: 235-236 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909239 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909239 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:235-236 Template-Type: ReDIF-Article 1.0 Author-Name: Anne Llewellyn Author-X-Name-First: Anne Author-X-Name-Last: Llewellyn Title: Action learning in social work Journal: Action Learning: Research and Practice Pages: 237-238 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909235 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909235 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:237-238 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Walton Author-X-Name-First: Michael Author-X-Name-Last: Walton Title: The dark side of transformational leadership: a critical perspective Journal: Action Learning: Research and Practice Pages: 238-240 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909240 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909240 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:238-240 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Keep Author-X-Name-First: Jane Author-X-Name-Last: Keep Title: Organization development: a practitioner's guide for OD and HR Journal: Action Learning: Research and Practice Pages: 241-243 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909238 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909238 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:241-243 Template-Type: ReDIF-Article 1.0 Author-Name: David Megginson Author-X-Name-First: David Author-X-Name-Last: Megginson Title: Goal-focused coaching: theory and practice Journal: Action Learning: Research and Practice Pages: 243-245 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909236 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909236 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:243-245 Template-Type: ReDIF-Article 1.0 Author-Name: Elaine Clark Author-X-Name-First: Elaine Author-X-Name-Last: Clark Title: Learning in the workplace: a toolkit for facilitating learning and assessment in health and social care settings Journal: Action Learning: Research and Practice Pages: 246-248 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909237 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909237 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:246-248 Template-Type: ReDIF-Article 1.0 Author-Name: Orna O'Brien Author-X-Name-First: Orna Author-X-Name-Last: O'Brien Title: A very short, fairly interesting and reasonably cheap book about management research Journal: Action Learning: Research and Practice Pages: 249-252 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909241 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909241 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:249-252 Template-Type: ReDIF-Article 1.0 Author-Name: Yury Boshyk Author-X-Name-First: Yury Author-X-Name-Last: Boshyk Title: ABC of action learning Journal: Action Learning: Research and Practice Pages: 252-259 Issue: 2 Volume: 11 Year: 2014 Month: 7 X-DOI: 10.1080/14767333.2014.909234 File-URL: http://hdl.handle.net/10.1080/14767333.2014.909234 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:2:p:252-259 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Creating, maintaining and disrupting action learning: gaps and openings across the world Journal: Action Learning: Research and Practice Pages: 261-263 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965928 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965928 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:261-263 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffrey Gold Author-X-Name-First: Jeffrey Author-X-Name-Last: Gold Title: Revans reversed: focusing on the positive for a change Abstract: The classical principles of action learning, based on the work of Revans, usually include working with problems as the core. This article aims, by contrast, to show how a recent project of change has incorporated principles of appreciative inquiry (AI) based on social constructionism and positive psychology into an action learning process involving a wide range of participants. The concern for problems is considered showing that the process of diagnosing a problem can reinforce a deficit orientation. The key ideas of AI are presented, highlighting the purpose of finding out what is going on in terms of what is working well, and in doing so, it becomes possible to build a picture of the strengths and virtues of what is happening at work. Based on findings from a recent project of culture shift in a design and production company, a process of positive action learning is considered. Journal: Action Learning: Research and Practice Pages: 264-277 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.936927 File-URL: http://hdl.handle.net/10.1080/14767333.2014.936927 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:264-277 Template-Type: ReDIF-Article 1.0 Author-Name: Hyeon-Cheol Bong Author-X-Name-First: Hyeon-Cheol Author-X-Name-Last: Bong Author-Name: Yonjoo Cho Author-X-Name-First: Yonjoo Author-X-Name-Last: Cho Author-Name: Hyung-Sook Kim Author-X-Name-First: Hyung-Sook Author-X-Name-Last: Kim Title: Developing an action learning design model Abstract: As the number of organizations implementing action learning increases, both successful and failed cases also increase in action learning practice in South Korea. Existing studies on action learning have listed key success factors of action learning at the program level or at the team level but have not paid sufficient attention to the program design process itself. The purpose of this study was to show how to develop a design model of action learning that incorporates a step-by-step decision-making process and that provides design principles necessary along the way. This design model will present the importance of contextualizing the action learning process by asking 'highly required' questions and help raise the level of successful implementation of action learning programs. Journal: Action Learning: Research and Practice Pages: 278-295 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.944087 File-URL: http://hdl.handle.net/10.1080/14767333.2014.944087 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:278-295 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Shih-wei Hsu Author-X-Name-First: Shih-wei Author-X-Name-Last: Hsu Title: Unlearning, critical action learning and wicked problems Abstract: This paper explores the idea of unlearning in Critical Action Learning (CAL) as applied to the wicked problems of organisations and societies. It draws on data and ideas developed during a research project conducted for Skills for Care by Pedler, Abbott, Brook and Burgoyne (Skills for Care 2014) and from experiences on development programmes for social workers on action learning facilitation in 2012 and 2013 with Christine Abbott of the Centre for Action Learning Facilitation (C-ALF). Journal: Action Learning: Research and Practice Pages: 296-310 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.945897 File-URL: http://hdl.handle.net/10.1080/14767333.2014.945897 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:296-310 Template-Type: ReDIF-Article 1.0 Author-Name: Lee Beniston Author-X-Name-First: Lee Author-X-Name-Last: Beniston Author-Name: Paul Ellwood Author-X-Name-First: Paul Author-X-Name-Last: Ellwood Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: James Roberts Author-X-Name-First: James Author-X-Name-Last: Roberts Author-Name: Richard Thorpe Author-X-Name-First: Richard Author-X-Name-Last: Thorpe Title: Innovation development - an action learning programme for medical scientists and engineers Abstract: There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to approach the management of innovation. After learning about action learning and critical reflection, the participants, all postdoctorate researchers, completed innovation projects at work, meeting in action learning sets as they proceed. We explain a method of critical thinking before reporting results from an evaluation study based on interviews and focus groups. We consider examples of projects undertaken before considering challenges for students with this approach to learning. Challenges included scepticism about the usefulness of management literature, difficulties in finding 'problems' within the constraints of postdoctoral work, and the discomfort and intensiveness of action learning. However, through adaptation by the tutors with students, some significant results were achieved. Journal: Action Learning: Research and Practice Pages: 311-329 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.945896 File-URL: http://hdl.handle.net/10.1080/14767333.2014.945896 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:311-329 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Action learning as a cost-effective organisational development tool Journal: Action Learning: Research and Practice Pages: 330-332 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965030 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965030 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:330-332 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Hale Author-X-Name-First: Richard Author-X-Name-Last: Hale Author-Name: Martin Saville Author-X-Name-First: Martin Author-X-Name-Last: Saville Title: Nurturing the H in HR: using action learning to build organisation development capability in the UK Civil Service Abstract: In the UK, the Civil Service Reform Plan is being implemented with urgency. This requires Civil Service departments and agencies to reform their structures and ways of working in order to deliver effective services in a climate of economic austerity and rapid social and technological change. Historically, Human Resource (HR) professionals have provided services based on the HR Business Partner model which has meant a focus on strategic and operational HR services. As part of these changes, HR managers and other professionals are now required to develop their capabilities in providing Organisation Development (OD) advice to their internal clients. In order to make this happen, the Civil Service's expert OD and Design Service launched an OD Capability Building programme and engaged OD specialists Mayvin to deliver it. The programme incorporates the postgraduate level-accredited Action Learning Question method developed by Dr Richard Hale called, in this context, OD Questions (ODQs). Participants on the OD Capability Building programme are required to complete an ODQ over a five- to six-month period. This entails scoping an OD challenge with key stakeholders, conducting some research and making recommendations for change or implementing such change. The participants work in 'action learning sets' and support each other with their problem solving and learning. A final report is written up by each participant leading to the award of postgraduate-level credits. Examples of ODQ areas include: How can I support a newly appointed Director General to align his team to address their challenges at a time of rapid change? How can I help my client department to improve employee engagement? How can I develop my own capability in working as a business partner and adding value alongside my client? Journal: Action Learning: Research and Practice Pages: 333-351 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965021 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965021 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:333-351 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Bloodworth Author-X-Name-First: Mike Author-X-Name-Last: Bloodworth Title: Moving from opportunism to expediency when introducing action learning into an organisation Abstract: During my first year of practice as a new action learning facilitator undertaking an 'ILM Level 5 Certificate in Action Learning Facilitation', an innovative Individual Service Fund pilot was launched by 'Certitude', the organisation for which I work. The aim of this pilot was to enable people with learning disabilities and mental health needs in London to have more choice and control over their support. By recognising the opportunity that this pilot provided, I was able to design, introduce and facilitate an action learning intervention to develop the confidence of leaders and managers involved in implementing the pilot's project plan and in turn explore my own emerging practice. This paper focuses on my journey from an opportunistic to expedient action learning facilitator; responsible for introducing, planning and establishing a new model of learning and development in Certitude. Journal: Action Learning: Research and Practice Pages: 352-360 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.950809 File-URL: http://hdl.handle.net/10.1080/14767333.2014.950809 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:352-360 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Jean Robson Author-X-Name-First: Jean Author-X-Name-Last: Robson Title: Action learning on the edge: contributing to a master's programme in Human Resources for Health Abstract: This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy and value. In this case, action learning was combined with other blended learning approaches over a two-year period resulting in both excellent academic performance and student satisfaction results. Student completion and progression rates were exceptional and returns to the programme sponsors and the employing organisations were high. Programme participants gained an academic qualification and through action learning also gained added value through their own personal development; became more capable as independent learners and experienced enhanced social capital within their professional community. Journal: Action Learning: Research and Practice Pages: 361-374 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.950812 File-URL: http://hdl.handle.net/10.1080/14767333.2014.950812 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:361-374 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Challenging and questioning insights Journal: Action Learning: Research and Practice Pages: 375-376 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965029 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965029 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:375-376 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Marquardt Author-X-Name-First: Michael Author-X-Name-Last: Marquardt Title: Humble inquiry: the gentle art of asking instead of telling Journal: Action Learning: Research and Practice Pages: 377-380 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965026 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965026 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:377-380 Template-Type: ReDIF-Article 1.0 Author-Name: Bob MacKenzie Author-X-Name-First: Bob Author-X-Name-Last: MacKenzie Title: Learning at work in a tiger economy Journal: Action Learning: Research and Practice Pages: 380-385 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965028 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965028 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:380-385 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Cross-cultural management: a transactional approach Journal: Action Learning: Research and Practice Pages: 385-388 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.967038 File-URL: http://hdl.handle.net/10.1080/14767333.2014.967038 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:385-388 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Iles Author-X-Name-First: Paul Author-X-Name-Last: Iles Title: Review of 'The Routledge companion to Alternative Organization' Journal: Action Learning: Research and Practice Pages: 388-392 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965024 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965024 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:388-392 Template-Type: ReDIF-Article 1.0 Author-Name: John Lawler Author-X-Name-First: John Author-X-Name-Last: Lawler Title: Steward leadership: a maturational perspective Journal: Action Learning: Research and Practice Pages: 393-395 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965023 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965023 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:393-395 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: Beyond goals: effective strategies for coaching and mentoring Journal: Action Learning: Research and Practice Pages: 395-399 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965025 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965025 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:395-399 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Cherry Hood Author-X-Name-First: Cherry Author-X-Name-Last: Hood Title: Research methods for human resource management Journal: Action Learning: Research and Practice Pages: 399-402 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.965027 File-URL: http://hdl.handle.net/10.1080/14767333.2014.965027 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:399-402 Template-Type: ReDIF-Article 1.0 Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Erratum Journal: Action Learning: Research and Practice Pages: 403-404 Issue: 3 Volume: 11 Year: 2014 Month: 11 X-DOI: 10.1080/14767333.2014.945779 File-URL: http://hdl.handle.net/10.1080/14767333.2014.945779 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:403-404 Template-Type: ReDIF-Article 1.0 Author-Name: Pamela Ajoku Author-X-Name-First: Pamela Author-X-Name-Last: Ajoku Title: Incorporating a transformational learning perspective in action learning sets Abstract: A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented. Journal: Action Learning: Research and Practice Pages: 3-21 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2014.991376 File-URL: http://hdl.handle.net/10.1080/14767333.2014.991376 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:3-21 Template-Type: ReDIF-Article 1.0 Author-Name: H. Skipton Leonard Author-X-Name-First: H. Skipton Author-X-Name-Last: Leonard Title: Understanding the causal path between action, learning, and solutions: maximizing the power of action learning to achieve great results Abstract: Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that the first purpose of AL has been, and should be, achieving effective and creative solutions to complex, critical, and urgent problems. The power of AL to develop leadership skills is explained and a useful problem-solving mental model, the cycle of effective problem-solving, is presented. The cycle can be used by the coach to generate questions that encourage teams to reflect on its problem-solving process and thereby promote the learning that will improve the team's performance and lead to higher solution quality. Several examples are provided to illustrate how the cycle of effective problem-solving can be used. Journal: Action Learning: Research and Practice Pages: 22-36 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2014.977222 File-URL: http://hdl.handle.net/10.1080/14767333.2014.977222 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:22-36 Template-Type: ReDIF-Article 1.0 Author-Name: Simon Stephens Author-X-Name-First: Simon Author-X-Name-Last: Stephens Author-Name: Michael Margey Author-X-Name-First: Michael Author-X-Name-Last: Margey Title: Action learning and executive education: achieving credible personal, practitioner and organisational learning Abstract: Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in Ireland. The programmes adopt an action learning methodology. Action learning supports a reflective culture for the executive learners and an enriched understanding of their workplace. The challenges associated with action learning are explored. The understanding of best practice in the facilitation of action learning for executive learners is enriched for practitioners and academics. The use of narrative structuring provides an insight into the reality of action learning for executive learners. If action learning is to be successfully integrated into executive education, then there needs to be high levels of communication, commitment and trust between the executive learners; academics and external contributors. Journal: Action Learning: Research and Practice Pages: 37-51 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2014.993592 File-URL: http://hdl.handle.net/10.1080/14767333.2014.993592 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:37-51 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Action Learning and Organisational Learning: A Climate of Welcome? Journal: Action Learning: Research and Practice Pages: 52-53 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006914 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:52-53 Template-Type: ReDIF-Article 1.0 Author-Name: Jacinta Bwegyeme Author-X-Name-First: Jacinta Author-X-Name-Last: Bwegyeme Author-Name: John C. Munene Author-X-Name-First: John C. Author-X-Name-Last: Munene Title: Action learning, the tool for problem-solving in universities; Uganda Martyrs Nkozi, Makerere and Nkumba universities Abstract: The article presents an account of how action learning principles were implemented to alleviate complex problems in universities. It focuses on the registrars and administrators under the academic Registrar's department. The Marquardt model of action learning was used in combination with the constructivist theories of learning, namely community of practice, experiential learning, discovery learning, problem-based learning and situated learning. The importance of culture and knowledge sharing is also highlighted. The results indicate that action learning contributes to problem-solving. The community of practice creates a conducive environment for successful implementation of action learning, and different organizational cultures impact on the implementation of action learning. Journal: Action Learning: Research and Practice Pages: 54-64 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1001551 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1001551 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:54-64 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Joesbury Author-X-Name-First: Mark Author-X-Name-Last: Joesbury Title: 'Scaffolding' of action learning within a part-time management development module Journal: Action Learning: Research and Practice Pages: 65-77 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006916 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006916 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:65-77 Template-Type: ReDIF-Article 1.0 Author-Name: Simon Reese Author-X-Name-First: Simon Author-X-Name-Last: Reese Title: 'Knowing is not enough; we must apply': reflections on a failed action learning application Abstract: This paper reflects upon a sub-optimal action learning application with a strategic business re-design project. The objective of the project was to improve the long-term business performance of a subsidiary business and build the strategic plan. Action learning was introduced to aid the group in expanding their view of the real problems confronting the business and simultaneously implement a learning method to improve the organization's leadership team's critical thinking as a whole. Ultimately, the goal was the creation of organizational learning as the project progressed through an integrative, systems problem-solving approach. The author uncovered that corporate culture was an insurmountable hurdle in reaching the optimal application of action learning. The purpose of this paper is to reflect upon the application of action learning and outline probable reasons for the failure in reaching the ultimate application of action learning. Journal: Action Learning: Research and Practice Pages: 78-84 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006912 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:78-84 Template-Type: ReDIF-Article 1.0 Author-Name: Sonja Antell Author-X-Name-First: Sonja Author-X-Name-Last: Antell Author-Name: John Heywood Author-X-Name-First: John Author-X-Name-Last: Heywood Title: Exploring the challenges in scaling up the delivery of action learning facilitator training within a global organisation Abstract: Action learning is often used as an element of leadership development programmes. The intention is to support classroom learning with an experiential thread which runs throughout the life of the programme. Action Learning Associates (ALA) has been working with an international organisation for three years to deliver the global 'First Line Manager Programme' (FLMP). The action learning facilitator training (ALFT) programme is designed to enable participants to run action learning sets in their operational companies across the world. Originally created in English - the official business language - the ALFT is now also delivered in French. The focus of the paper is to explore learning, challenges and opportunities created by scaling up the delivery of ALFT to a global target audience of approximately 700 people. To date ALA has trained over 165 internal action learning facilitators from different countries, languages, cultures and professional backgrounds. The value to the participants of being skilled to run their own action learning sets, within the context of the FLMP, is explored along with the opportunities for organisational development and learning. Journal: Action Learning: Research and Practice Pages: 85-98 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1001552 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1001552 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:85-98 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Reflecting back to the future Journal: Action Learning: Research and Practice Pages: 99-100 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006918 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006918 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:99-100 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Capital in the twenty-first century Journal: Action Learning: Research and Practice Pages: 101-106 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006919 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006919 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:101-106 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: American pragmatism and organisation: issues and controversies Journal: Action Learning: Research and Practice Pages: 106-112 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006921 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006921 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:106-112 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas Snowden Author-X-Name-First: Nicholas Author-X-Name-Last: Snowden Title: Occupy management! Inspirations and ideas for self-organization and self-management Journal: Action Learning: Research and Practice Pages: 112-115 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006923 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006923 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:112-115 Template-Type: ReDIF-Article 1.0 Author-Name: Annie Yeadon-Lee Author-X-Name-First: Annie Author-X-Name-Last: Yeadon-Lee Title: Leading with questions: how leaders find the right solutions by knowing what to ask Journal: Action Learning: Research and Practice Pages: 115-117 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006917 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006917 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:115-117 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: The Leadership Shadow: how to recognise and avoid derailment, hubris and overdrive Journal: Action Learning: Research and Practice Pages: 117-121 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006920 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006920 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:117-121 Template-Type: ReDIF-Article 1.0 Author-Name: Neil O'Sullivan Author-X-Name-First: Neil Author-X-Name-Last: O'Sullivan Title: Leadership: a critical introduction Journal: Action Learning: Research and Practice Pages: 121-125 Issue: 1 Volume: 12 Year: 2015 Month: 3 X-DOI: 10.1080/14767333.2015.1006922 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006922 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:121-125 Template-Type: ReDIF-Article 1.0 Author-Name: Joe Raelin Author-X-Name-First: Joe Author-X-Name-Last: Raelin Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Action learning and the new leadership as a practice Journal: Action Learning: Research and Practice Pages: 127-130 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1071924 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1071924 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:127-130 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: The Challenge of Evaluating Action Learning Abstract: The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation framework is outlined, based on recent reviews of evaluations of development programmes, while recognising that establishing clear causal links remains problematic. Journal: Action Learning: Research and Practice Pages: 131-145 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1041452 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1041452 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:131-145 Template-Type: ReDIF-Article 1.0 Author-Name: Margaret Gearty Author-X-Name-First: Margaret Author-X-Name-Last: Gearty Title: Beyond you and me: stories for collective action and learning? Perspectives from an action research project Abstract: This paper explores the combination of storytelling and reflective action research as a means to effect change and learning within and across communities and organizations. Taking the complex challenge of 'pro-environmental behaviour change' as an example, the paper reflects on the experiences of a pilot project run for the UK government that took place over two years with five community groups in rural England. The research question centred on how the stories of 'older' (aged 50+) community advocates might be amplified and inspire wider change via a systemic action research approach. This paper describes the project and shares insights into how behaviour change might occur in this action-based learning context challenging more Newtonian conceptualizations of change. Some of the methodological and practice challenges and conundrums that arose are discussed including authenticity, ownership and ethical issues of voice and ownership. Parallels and distinctions between story-based action research and action learning are identified and the role of narrative in inducing action is considered. The paper concludes by reflecting on future directions and the overall potential there is for 'narrative action learning' to address those wicked systemic problems that transcend organizational boundaries and that are faced by real people in our communities and society as a whole. Journal: Action Learning: Research and Practice Pages: 146-165 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1005572 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1005572 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:146-165 Template-Type: ReDIF-Article 1.0 Author-Name: Hendrik Cramer Author-X-Name-First: Hendrik Author-X-Name-Last: Cramer Author-Name: Geert Dewulf Author-X-Name-First: Geert Author-X-Name-Last: Dewulf Author-Name: Hans Voordijk Author-X-Name-First: Hans Author-X-Name-Last: Voordijk Title: Lessons learnt from applying action research to support strategy formation processes in long-term care networks Abstract: This study demonstrates how action research (AR) that is aimed at scaling-up experiments can be applied to support a strategy formation process (SFP) in a subsidized long-term care network. Previous research has developed numerous AR frameworks to support experiments in various domains, but has failed to explain how to apply AR and action learning (AL) on the strategic level of organizational networks. Given this situation, we used a generic AR framework to explore its usefulness in supporting SFPs. The framework consists of four steps: (1) identifying the problem situation, (2) planning a solution, (3) taking action, and (4) reflecting on the action. The results show that utilizing AL in AR helps actors to reflect on and understand the challenges in forming a joint strategy in a network. We demonstrate that it can help to visualize the process and to create a common ground for discussion, to create a shared vision as well as commitment to scaling-up experiments. These insights should be used in future SFPs in networks. However, the results also show that the key barrier, the lack of executive commitment, was only identified at a late stage. This paper constitutes a first step toward a more sophisticated AR framework for strategy research. The mistakes highlighted here should help others avoid them in the future. Journal: Action Learning: Research and Practice Pages: 166-194 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1095155 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1095155 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:166-194 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Title: Problem, culture and education Journal: Action Learning: Research and Practice Pages: 195-196 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049450 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049450 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:195-196 Template-Type: ReDIF-Article 1.0 Author-Name: James Traeger Author-X-Name-First: James Author-X-Name-Last: Traeger Author-Name: Carolyn Norgate Author-X-Name-First: Carolyn Author-X-Name-Last: Norgate Title: A safe place to stay sharp: action learning meets cooperative inquiry in the service of NHS OD capacity building Abstract: This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. Co-operative Inquiry: Research into the Human Condition. London: Sage). The research found that it was vital in such challenging environments as the current NHS scene to have a 'safe place to stay sharp.' They outline here what the qualities of such a space might be for themselves, and, following the notion of parallel process (what we experience may be symptomatic of the wider system), for other OD practitioners in the NHS. Journal: Action Learning: Research and Practice Pages: 197-207 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049456 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049456 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:197-207 Template-Type: ReDIF-Article 1.0 Author-Name: Simon R. Reese Author-X-Name-First: Simon R. Author-X-Name-Last: Reese Title: 'Cast your net widely': three steps to expanding and refining your problem before action learning application Abstract: This paper reflects upon a three-step process to expand the problem definition in the early stages of an action learning project. The process created a community-powered problem-solving approach within the action learning context. The simple three steps expanded upon in the paper create independence, dependence, and inter-dependence to aid the interaction of an action learning team as they uncovered the problem. The author recounts how his action learning project created steps of independence that captured divergent thoughts from throughout the organization; dependence that merged thoughts across the diverse group; and inter-dependence that built system thinking focused on horizontal impact across the organization. Readers can replicate the steps in future action learning projects to define the root cause problems before chasing the symptoms toward solutions. Project leaders who do not caste their nets widely during the problem definition stage may find their team solving the easy-to-catch symptoms. Journal: Action Learning: Research and Practice Pages: 208-214 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049458 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049458 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:208-214 Template-Type: ReDIF-Article 1.0 Author-Name: Gillian Stevens Author-X-Name-First: Gillian Author-X-Name-Last: Stevens Author-Name: Manuel de Vera Author-X-Name-First: Manuel Author-X-Name-Last: de Vera Title: Action learning: cultural differences Abstract: The article describes the experience of forming a set in a higher education institution and offers some observations and insights gained from the perspectives of the role of the set adviser, cultural differences and the challenges of attempting to align theory, practice and experience. Journal: Action Learning: Research and Practice Pages: 215-223 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049460 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049460 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:215-223 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Joesbury Author-X-Name-First: Mark Author-X-Name-Last: Joesbury Title: 'The Peer Groups' - the formation and facilitation of Action Learning Sets within the HE community of an FE college Journal: Action Learning: Research and Practice Pages: 224-234 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049454 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049454 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:224-234 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Shining a light Journal: Action Learning: Research and Practice Pages: 235-236 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049451 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049451 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:235-236 Template-Type: ReDIF-Article 1.0 Author-Name: Anne Graham Cagney Author-X-Name-First: Anne Graham Author-X-Name-Last: Cagney Title: Doing action research in your own organization Journal: Action Learning: Research and Practice Pages: 237-241 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049453 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049453 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:237-241 Template-Type: ReDIF-Article 1.0 Author-Name: Mandy Chivers Author-X-Name-First: Mandy Author-X-Name-Last: Chivers Title: Reseaching organisations. The practice of organisational field work Journal: Action Learning: Research and Practice Pages: 241-244 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049452 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049452 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:241-244 Template-Type: ReDIF-Article 1.0 Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: Work-applied learning for change Journal: Action Learning: Research and Practice Pages: 244-247 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049461 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049461 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:244-247 Template-Type: ReDIF-Article 1.0 Author-Name: Phil Radcliffe Author-X-Name-First: Phil Author-X-Name-Last: Radcliffe Title: The unfinished leader: balancing contradictory answers to unsolvable problems Journal: Action Learning: Research and Practice Pages: 247-250 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049457 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049457 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:247-250 Template-Type: ReDIF-Article 1.0 Author-Name: Cathy Sharp Author-X-Name-First: Cathy Author-X-Name-Last: Sharp Title: Participative transformation learning and development in practising change Journal: Action Learning: Research and Practice Pages: 250-254 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049459 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049459 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:250-254 Template-Type: ReDIF-Article 1.0 Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Lifelong action learning for community development: learning and development for a better world Journal: Action Learning: Research and Practice Pages: 254-258 Issue: 2 Volume: 12 Year: 2015 Month: 7 X-DOI: 10.1080/14767333.2015.1049455 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1049455 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:2:p:254-258 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Mistrust, secrecy and suspicion Journal: Action Learning: Research and Practice Pages: 259-260 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094627 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094627 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:259-260 Template-Type: ReDIF-Article 1.0 Author-Name: Annie Yeadon-Lee Author-X-Name-First: Annie Author-X-Name-Last: Yeadon-Lee Title: Psychological climates in action learning sets: a manager's perspective Abstract: Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. “Action Learning and Leadership.” The Learning Organisation 7 (5): 233--240; Schein, E. H. 1979. “Personal Change Through Interpersonal Relationships.” In Essays in Interpersonal Dynamics, edited by W. Bennis, J. Van Maanen, E. H. Schein, and F. I. Steele, 129--162]. A psychological climate that fosters an environment in which learning set members feel psychologically safe enough to reflect upon both the successes and the failures in their professional life, without any form of repercussion. However, there has been little attention given to the ways that that psychological climate develops, and the differing facets that create that climate. In response to such deficit, this paper reports the outcomes of interviews with 11 managers, all of whom are former AL set (ALS) members, on their experiences of ALS membership. Drawing upon an interpretivist philosophy, the paper explores the key themes that emerged from the analysis of those interviews. The analysis serves to illustrate the differing facets that collectively contribute to the creation of a positive psychological climate that is conducive for learning. The analysis points to the relative importance of such facets as trust, honesty, vulnerability, reciprocity, confidentiality and personal disclosure, all of which have the capacity to lead to a positive psychological climate in ALSs. This paper is useful for developing an understanding of the differing facets in ALSs that create a psychological climate conducive for learning. As such, it has utility for AL facilitators, set members, academics and educational consultants. Journal: Action Learning: Research and Practice Pages: 261-275 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1074884 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1074884 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:261-275 Template-Type: ReDIF-Article 1.0 Author-Name: Ken Dovey Author-X-Name-First: Ken Author-X-Name-Last: Dovey Author-Name: Michael Rembach Author-X-Name-First: Michael Author-X-Name-Last: Rembach Title: Invisible practices; innovative outcomes: intrapreneurship within the academy Abstract: Across the world, higher education is facing new challenges as governments cut subsidies, new technologies enable ‘massively open’ online courses, students are accessed from global locations, and the centuries-old mission of universities is commercialised. In spite of these profound changes, most institutions of higher education have remained unaltered in terms of how they are structured and governed. Similarly, the consequent commodification of knowledge has not been challenged in general even though the lack of the deep knowledge that underpins competent professional practice is periodically lamented. This paper outlines an experiment in an alternative form of academic programme management; one which is perhaps more appropriate in current times. It describes an initiative at an Australian university where an action-research approach is being used to engage the full spectrum of stakeholders in the governance and execution of the strategic intent of a particular ‘flagship’ postgraduate programme. In this way, it demonstrates how knowing (knowledge manifesting in practice) is achieved through a form of praxis that continuously refines, through interactive ‘creatively abrasive’ forums, the enactment of mission-pertinent practices. However, as an initiative that threatens the political status quo within the university, much of the action, until recently, has had to be conducted ‘invisibly’. Journal: Action Learning: Research and Practice Pages: 276-292 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1074885 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1074885 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:276-292 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas Schumacher Author-X-Name-First: Thomas Author-X-Name-Last: Schumacher Title: Linking action learning and inter-organisational learning: the learning journey approach Abstract: The article presents and illustrates the learning journey (LJ) -- a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of practitioners from 6 to 8 organisations, the LJ visits each of the organisations to explore management practices, taking into account their particular organisational context and challenges. Following a sequence of (a) becoming aware of the particular organisational context, (b) learning about established management practices and (c) working on a current challenge as ‘comrades in adversity’, the article introduces and illustrates the LJ approach. The article closes with a discussion of the approach's challenges and implications for research on -- and development of -- inter-organisational learning processes. Journal: Action Learning: Research and Practice Pages: 293-313 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1074886 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1074886 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:293-313 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Action learning experiences Journal: Action Learning: Research and Practice Pages: 314-316 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094628 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094628 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:314-316 Template-Type: ReDIF-Article 1.0 Author-Name: Chloe Milano Author-X-Name-First: Chloe Author-X-Name-Last: Milano Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Author-Name: Elaine Eades Author-X-Name-First: Elaine Author-X-Name-Last: Eades Title: Insider research as part of a master's programme: opportunities lost and found within action learning sets Abstract: This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little published on how, indeed if, this learning occurs. Our account contributes to this gap and in doing so draws attention to the ethical and political challenges which can arise when undertaking research within one's own organization. We present the tale of two sets, one during and one after an educational programme. In doing so, we highlight the tensions involved in integrating learning with problem-solving. We illustrate how learning which seemed initially to be lost was later found through action learning. Journal: Action Learning: Research and Practice Pages: 317-324 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094618 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094618 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:317-324 Template-Type: ReDIF-Article 1.0 Author-Name: Michael J. Marquardt Author-X-Name-First: Michael J. Author-X-Name-Last: Marquardt Title: Action learning in China Abstract: Action learning was introduced into China less than 20 years ago, but has rapidly become a valuable tool for organizations seeking to solve problems, develop their leaders, and become learning organizations. This article provides an historical overview of action learning in China, its cultural underpinnings, and five case studies. It concludes with the six major challenges and six powerful forces that will propel the use of action learning in China. Journal: Action Learning: Research and Practice Pages: 325-333 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094619 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094619 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:325-333 Template-Type: ReDIF-Article 1.0 Author-Name: Roger Mendonça Author-X-Name-First: Roger Author-X-Name-Last: Mendonça Author-Name: Anthony Parker Author-X-Name-First: Anthony Author-X-Name-Last: Parker Author-Name: Uwem Udo Author-X-Name-First: Uwem Author-X-Name-Last: Udo Author-Name: Catherine Groves Author-X-Name-First: Catherine Author-X-Name-Last: Groves Title: Student accounts of action learning on a DBA programme: learning inaction Abstract: This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so doing, contributes to the ongoing debate about the relative priority of learning and problem-solving in action learning. The account narrates the students’ personal accounts of their involvement with the action learning set (ALS), what they felt worked and what did not before reflecting on their personal contributions as hybrid practitioner-learners. Insights into the experience are offered up to illuminate the function and purpose of the ALS within a management education programme. Journal: Action Learning: Research and Practice Pages: 334-343 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094620 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094620 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:334-343 Template-Type: ReDIF-Article 1.0 Author-Name: Carol A. Mullen Author-X-Name-First: Carol A. Author-X-Name-Last: Mullen Author-Name: Mariela A. Rodríguez Author-X-Name-First: Mariela A. Author-X-Name-Last: Rodríguez Author-Name: Tawannah G. Allen Author-X-Name-First: Tawannah G. Author-X-Name-Last: Allen Title: Leaders learning from leaders as an emergent action learning strategy Abstract: This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators’ experiences, agency, and expertise. Mature organizations can be revitalized and diversified through the action learning of executive leaders who integrate a new and diverse faculty body into the governance structure and decision-making process. The goal of facilitating diversity goals for established organizations has relevance for universities, schools, businesses, and other learning environments. Public conversations can strengthen the diversity-oriented outreach missions of professional organizations. Journal: Action Learning: Research and Practice Pages: 344-355 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094621 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094621 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:344-355 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Thinking differently for deeper action Journal: Action Learning: Research and Practice Pages: 356-357 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094624 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094624 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:356-357 Template-Type: ReDIF-Article 1.0 Author-Name: Chris Blantern Author-X-Name-First: Chris Author-X-Name-Last: Blantern Title: Dialogic organization development: the theory and practice of transformational change Journal: Action Learning: Research and Practice Pages: 358-366 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094622 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094622 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:358-366 Template-Type: ReDIF-Article 1.0 Author-Name: Julia Claxton Author-X-Name-First: Julia Author-X-Name-Last: Claxton Title: Reflective practice Journal: Action Learning: Research and Practice Pages: 367-369 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094623 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094623 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:367-369 Template-Type: ReDIF-Article 1.0 Author-Name: Jean Kellie Author-X-Name-First: Jean Author-X-Name-Last: Kellie Title: A very short, fairly interesting and reasonably cheap book about management research Journal: Action Learning: Research and Practice Pages: 369-373 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094625 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094625 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:369-373 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Action research for sustainability: social imagination between citizens and scientists Journal: Action Learning: Research and Practice Pages: 373-380 Issue: 3 Volume: 12 Year: 2015 Month: 11 X-DOI: 10.1080/14767333.2015.1094626 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1094626 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:373-380 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Action learning -- making a ‘research turn’ Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130356 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130356 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: James Traeger Author-X-Name-First: James Author-X-Name-Last: Traeger Title: Embodied generosity -- the ethics of doing action research in the places where we work Journal: Action Learning: Research and Practice Pages: 3-9 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130390 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130390 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:3-9 Template-Type: ReDIF-Article 1.0 Author-Name: Louise Doyle Author-X-Name-First: Louise Author-X-Name-Last: Doyle Author-Name: Felicity Kelliher Author-X-Name-First: Felicity Author-X-Name-Last: Kelliher Author-Name: Denis Harrington Author-X-Name-First: Denis Author-X-Name-Last: Harrington Title: How multi-levels of individual and team learning interact in a public healthcare organisation: a conceptual framework Abstract: The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of how the multi-levels of organisational learning interact and a broadly accepted theory of organisational learning has not yet emerged. Organisational learning is a multi-level concept and while there has been some multi-level research, more is required to understand the mechanisms that facilitate the flow of learning between the levels. This paper explores multi-level learning, using action learning as a basis through which we consider how individual learning and team learning interact. The preliminary conceptual framework seeks to contribute to our understanding of the interaction between the individual and team levels of learning and the processes and conditions that facilitate or hinder the flow of learning. As this framework provides a means of exploring individual learning in a team setting it has the potential to develop understanding as to how to enhance the effectiveness of learning interactions in the healthcare sector and other sectors. In turn this exploration could lead to enhanced understanding of the mechanisms involved in the flow of learning. Journal: Action Learning: Research and Practice Pages: 10-22 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1122574 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1122574 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:10-22 Template-Type: ReDIF-Article 1.0 Author-Name: Amnon Glassner Author-X-Name-First: Amnon Author-X-Name-Last: Glassner Author-Name: Yael Eran-Zoran Author-X-Name-First: Yael Author-X-Name-Last: Eran-Zoran Title: Place-based learning: action learning in MA program for educational practitioners Abstract: The study presents a new pedagogical idea and practice for educational practitioners. The practice was developed as a workshop of MA program in order to change and expand the meaning of education for the wellbeing of the community. The ‘place-based learning’ workshop combined action learning (AL) with project-based learning (PBL). The students’ assignment was to develop and operate a plan for the contribution of specific places (e.g. parks, public buildings, organizations and industries) to the community. The findings indicate conceptual and behavioral changes among the students concerning educational processes. At the end of the workshop, the students tended to be more tolerant of ambiguity, sustain judgment and collaborate with peers. The new practice emphasizes coping with fundamental emotional needs such as autonomy, self-efficacy, engagement and belonging. The synergy between AL and PBL was found to have great potential for meaningful learning and doing. Journal: Action Learning: Research and Practice Pages: 23-37 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1115967 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1115967 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:23-37 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Accounts of practice Journal: Action Learning: Research and Practice Pages: 38-40 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130347 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130347 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:38-40 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Michael Weiss Author-X-Name-First: Michael Author-X-Name-Last: Weiss Title: Doing different things or doing things different: exploring the role of action learning in innovation Abstract: The notion of action learning driven innovation is explored with reference to three action-learning projects carried out in the last year and a proposed multi stakeholder project starting in 2016. The authors also provide an account of ‘innovation’, including its rationale and characteristics, and argues for its particular suitability in the practice of action learning. Journal: Action Learning: Research and Practice Pages: 41-49 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130346 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130346 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:41-49 Template-Type: ReDIF-Article 1.0 Author-Name: Lotte Svalgaard Author-X-Name-First: Lotte Author-X-Name-Last: Svalgaard Title: Staying mindful in action: the challenge of ‘double awareness’ on task and process in an Action Lab Abstract: Action Learning is a well-proven method to integrate ‘task’ and ‘process’, as learning about team and self (process) takes place while delivering on a task or business challenge of real importance (task). An Action Lab-super-® is an intensive Action Learning programme lasting for 5 days, which aims at balancing and integrating individual challenges and business challenges, as well as the ‘Action’ and the ‘Learning’ of Action Learning. However, in spite of the aspiration to balance and integrate ‘task’ and ‘process’, a tendency and a challenge is experienced: When deeply involved in delivering on a business challenge, participants tend to shy away from or see reflection on the process as disturbing or disrupting. This tendency is like a seesaw: When the pressure of the task increases, awareness about the process goes down. This account of practice aims at exposing and understanding better this tendency by sharing a study looking into what hinders and promotes mindful awareness on the process, while dealing with a business challenge in an Action Lab-super-®. Drawing on the findings, the account of practice will share some recommendations for the Action Learning facilitator to take up the challenge of integrating task and process whenever the seesaw is tipping. Journal: Action Learning: Research and Practice Pages: 50-59 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130350 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130350 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:50-59 Template-Type: ReDIF-Article 1.0 Author-Name: Pamela Heneberry Author-X-Name-First: Pamela Author-X-Name-Last: Heneberry Author-Name: Arthur Turner Author-X-Name-First: Arthur Author-X-Name-Last: Turner Title: Critical action learning -- rituals and reflective spaces Abstract: This paper is written to outline our ideas on rituals and reflective places and how this thinking has emerged through our writing, facilitation and reflections around critical action learning and critical leadership. We attempt to show the conceptual framework that underpins our vision of Critical Leadership and how out of this work we have begun to develop new action learning techniques which we believe help to make the action learning we teach and practise, more critical. In describing these concepts of criticality we consider the tripartite elements of each of the three concepts we call Critical Leadership. That is ‘knowing, being, doing’; ‘space, place and pace’ and ‘thinking, feeling, willing’. We then go on to demonstrate how these three concepts helped us to shape our new action learning technique entitled ‘The Coliseum’. We believe that this new action learning technique enhances the likelihood of critical action learning taking place by underscoring key elements such as encouraging feedback, initiating deep listening, promoting challenge and, perhaps, in the end, precipitating enlightenment. Journal: Action Learning: Research and Practice Pages: 60-68 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130349 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130349 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:60-68 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Shepherd Author-X-Name-First: Gary Author-X-Name-Last: Shepherd Title: How a small family run business adopted Critical Reflection Action Learning using hand drawn images to initiate organisational change Abstract: In this account of practice I would like to share my experiences of facilitating a Critical Reflection Action Learning (CRAL) set with a small family run business, struggling to make change and expand their services due to the problems they encountered in separating their business lives from their family lives. The account I present here is based on a 12-session project I carried out with the organisation using a CRAL methodology as part of my Doctoral studies at the University of Hull Business School (Shepherd 2011). In this particular Action Learning project participants were invited to create hand drawn images which acted as representations of the problems they faced as a business. The images were used by set members in reflective conversations on the problems they were having. Each set member cycled through a process of drawing an image and reflecting upon its meaning using individual, group and critical reflection. The whole process enabled set members to gain new insights into their problems and provided them with the opportunity to devise new, more effective ways of tackling their problems and understanding the power dynamics underpinning them. Journal: Action Learning: Research and Practice Pages: 69-78 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130348 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130348 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:69-78 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Macro- and micro-level perspectives of learning Journal: Action Learning: Research and Practice Pages: 79-80 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130352 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130352 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:79-80 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Creating a learning society: a new approach to growth, development, and social progress Journal: Action Learning: Research and Practice Pages: 81-84 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130357 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130357 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:81-84 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Dowson Author-X-Name-First: Jane Author-X-Name-Last: Dowson Title: Turning learning into action Journal: Action Learning: Research and Practice Pages: 84-87 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130351 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130351 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:84-87 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Complex adaptive leadership: embracing paradox and uncertainty Journal: Action Learning: Research and Practice Pages: 87-89 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130353 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130353 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:87-89 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: Leadership team coaching in practice: developing high-performing teams Journal: Action Learning: Research and Practice Pages: 90-92 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130355 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130355 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:90-92 Template-Type: ReDIF-Article 1.0 Author-Name: Eileen Henderson Author-X-Name-First: Eileen Author-X-Name-Last: Henderson Title: Great solutions through action learning -- success every time Journal: Action Learning: Research and Practice Pages: 92-94 Issue: Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130354 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130354 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:92-94 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas Hoyland Author-X-Name-First: Thomas Author-X-Name-Last: Hoyland Title: Telling the story -- the heart and soul of successful leadership Journal: Action Learning: Research and Practice Pages: 94-97 Issue: 1 Volume: 13 Year: 2016 Month: 3 X-DOI: 10.1080/14767333.2015.1130358 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1130358 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:94-97 Template-Type: ReDIF-Article 1.0 Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Title: Nurturing the seeds of action learning: protecting the wild garden Journal: Action Learning: Research and Practice Pages: 99-100 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170987 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170987 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:99-100 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Enabling team learning in healthcare Abstract: This paper is based on a study of learning processes within 35 healthcare therapy teams that took action to improve their services. The published research on team learning is introduced, and the paper suggests it is an activity that has similarities with action research and with those forms of action learning where teams address collective problems to enhance organisational performance. The paper proposes factors within the teams and in the teams’ environments that enabled team learning, in particular, within the team, the behaviours of team leaders to encourage learning, communication, planning, action and review, and in the teams’ environments, the behaviour of senior managers and other stakeholders in positions of authority, access to effective information systems, and the availability of a modest amount of resource to enable team learning. Journal: Action Learning: Research and Practice Pages: 101-117 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1150807 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1150807 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:101-117 Template-Type: ReDIF-Article 1.0 Author-Name: Helen McGrath Author-X-Name-First: Helen Author-X-Name-Last: McGrath Author-Name: Thomas O’Toole Author-X-Name-First: Thomas Author-X-Name-Last: O’Toole Title: Using action research and action learning for entrepreneurial network capability development Abstract: This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any, studies have examined the process and challenges in developing and using network capability to generate advantage through collaboration with network actors. In recognising that capabilities are developed rather than acquired, this paper address this theoretical gap and contributes to literature by tracing the development of network capability in an entrepreneurial context. A further contribution of the paper is in applying an AR design and AL sets as a method for capability development for the entrepreneurial firm. Findings suggest that, although network capability is of use, to develop the ability to use it requires a change in the market making perceptions of the entrepreneur from an independence mind-set to a more collaborative, interdependent one. Our research also supports the applicability of AL as an intervention strategy to promote action and learning among entrepreneurs for capability development, fitting the learning preferences of the nascent venture. For practitioners, evolving towards an interdependent mind-set facilitates network capability use and has the potential to relieve some of the resource pressure on entrepreneurs by providing them with strategic routes through their existing and potential network ties. For the entrepreneurship literature, a benefit stemming from this study is in introducing AR in its design and AL sets as an invention strategy in addition to developing theory in relation to network capability development. Journal: Action Learning: Research and Practice Pages: 118-138 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1162136 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1162136 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:118-138 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Action learning, performativity and negative capability Abstract: The paper examines the concept of negative capability as a human capacity for containment and contrasts it with well-valued positive capability as expressed through performativity in organisations and society. It identifies the problem of dispersal -- the complex ways we behave in order to avoid the emotional challenges of living with uncertainty. The action learning set is considered as a ‘container’ -- a holding and enabling framework which temporarily holds the set member’s uncertainty until they can manage it for themselves. Finally, it is suggested that learning arises from working at the edges between knowing (positive capability/performativity) and not-knowing (negative capability) because it offers the possibility of exposure to truth ‘in the moment’ or insight. It involves living with uncertainty, yet still ultimately acting in the world. Journal: Action Learning: Research and Practice Pages: 139-147 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1168735 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1168735 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:139-147 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: Reflections of embedded action learning in the learning and transformational processes Journal: Action Learning: Research and Practice Pages: 148-150 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170976 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170976 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:148-150 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph Curtin Author-X-Name-First: Joseph Author-X-Name-Last: Curtin Title: Action learning in virtual higher education: applying leadership theory Abstract: This paper reports the historical foundation of Northeastern University’s course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively. Journal: Action Learning: Research and Practice Pages: 151-159 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170975 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170975 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:151-159 Template-Type: ReDIF-Article 1.0 Author-Name: Catherine J. Groves Author-X-Name-First: Catherine J. Author-X-Name-Last: Groves Title: Reflections of a ‘late-career’ early-career researcher: an account of practice Abstract: This account of practice describes the journey of an ‘accidental academic’ through the Doctoral programme in Business Administration (DBA). It reflects on her experience of action learning and lessons learned to better embed action learning in future DBA teaching and assessment. The account is told from the perspective of a mature student straddling business and academic interests. DBA students represent a mature cohort with significant business experience and responsibility. As such, they have an implicit understanding of action learning. Action learning for these individuals should be re-activated rather than re-learned for their doctoral studies. Suggestions are made for improving the utility of action learning for DBA students and their willing engagement in the action learning process. Journal: Action Learning: Research and Practice Pages: 160-167 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170977 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170977 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:160-167 Template-Type: ReDIF-Article 1.0 Author-Name: Ruth King Author-X-Name-First: Ruth Author-X-Name-Last: King Title: Enhancing the practice of social work Abstract: This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing. Journal: Action Learning: Research and Practice Pages: 168-175 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170978 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170978 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:168-175 Template-Type: ReDIF-Article 1.0 Author-Name: Jinshuai Wang Author-X-Name-First: Jinshuai Author-X-Name-Last: Wang Author-Name: Mike Bloodworth Author-X-Name-First: Mike Author-X-Name-Last: Bloodworth Title: First time facilitator’s experience: designing and facilitating an action learning programme in China Abstract: This paper describes an action learning programme with China Unicom Broadband Limited (CUBO) to support its vision of transforming to become a world-leading broadband communications and information service provider. 64 Department directors and supervisors were invited to take part in the ‘China Unicom Broadband Online Phoenix Action Learning Leadership Development Program’ which spanned a period of 8 months. This account illustrates the steps that were taken to implement an action learning programme to assist CUBO and its leaders with transforming their company, and provides a summary of the learning: as an accoucheur, set adviser and facilitator of organisational learning. Journal: Action Learning: Research and Practice Pages: 176-183 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170979 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170979 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:176-183 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Champions of change Journal: Action Learning: Research and Practice Pages: 184-185 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170983 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170983 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:184-185 Template-Type: ReDIF-Article 1.0 Author-Name: Carole Elliott Author-X-Name-First: Carole Author-X-Name-Last: Elliott Title: Realising critical HRD. Stories of reflecting, voicing and enacting critical practice Journal: Action Learning: Research and Practice Pages: 186-187 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170980 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170980 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:186-187 Template-Type: ReDIF-Article 1.0 Author-Name: Maeve O’Grady Author-X-Name-First: Maeve Author-X-Name-Last: O’Grady Title: Feminism in community: adult education for transformation Journal: Action Learning: Research and Practice Pages: 187-190 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170985 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170985 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:187-190 Template-Type: ReDIF-Article 1.0 Author-Name: Cathy Sharp Author-X-Name-First: Cathy Author-X-Name-Last: Sharp Title: The sage encyclopedia of action research Journal: Action Learning: Research and Practice Pages: 190-192 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170981 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170981 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:190-192 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Dialogue in organizations, developing relational leadership Journal: Action Learning: Research and Practice Pages: 192-193 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170982 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170982 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:192-193 Template-Type: ReDIF-Article 1.0 Author-Name: Rachel Peacock Author-X-Name-First: Rachel Author-X-Name-Last: Peacock Title: The Routledge companion to critical management studies Journal: Action Learning: Research and Practice Pages: 194-196 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170986 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:194-196 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Perspectives on change: what academics, consultants and managers really think about change Journal: Action Learning: Research and Practice Pages: 196-198 Issue: 2 Volume: 13 Year: 2016 Month: 7 X-DOI: 10.1080/14767333.2016.1170984 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1170984 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:196-198 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Reynolds Author-X-Name-First: Michael Author-X-Name-Last: Reynolds Title: Reflective practice: origins and interpretations Abstract: The idea of reflection is central to the theory and practice of learning – especially learning which is grounded in past or current experience. This paper proposes a working definition of reflection and reviews its origins and recent developments. The author also provides an account of ‘critical reflection’, including its rationale and characteristics, and argues for its particular suitability in the practice of action learning. Journal: Action Learning: Research and Practice Pages: 5-13 Issue: 1 Volume: 8 Year: 2011 X-DOI: 10.1080/14767333.2011.549321 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549321 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:5-13 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Systemic action and learning in public services Abstract: Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts. Journal: Action Learning: Research and Practice Pages: 15-26 Issue: 1 Volume: 8 Year: 2011 X-DOI: 10.1080/14767333.2011.549322 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549322 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:15-26 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Margaret Attwood Author-X-Name-First: Margaret Author-X-Name-Last: Attwood Title: How can action learning contribute to social capital? Abstract: This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might contribute to its formation. A case study of action learning in the development of a locally unified pathology service is used to illustrate the processes by which actions and learnings may be transferred and extended from sets to contribute to organisational learning in wider systems and networks. Journal: Action Learning: Research and Practice Pages: 27-39 Issue: 1 Volume: 8 Year: 2011 X-DOI: 10.1080/14767333.2011.549323 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549323 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:27-39 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: Action learning over time: an ipsative enquiry Abstract: The aim of this article is to explore several decades of experience of action learning and to distil lessons from that experience that are worth sharing with other practitioners. The method is to systematically collect the experiential data within three categories (sense-based, affective and cognitive data), interrogate them to draw out lessons and report those conclusions that have broader significance. The main conclusions are about (1) participants' readiness for action learning, (2) the development of people's abilities to self-facilitate and self-manage action learning and (3) the role of action learning in universities. Journal: Action Learning: Research and Practice Pages: 43-56 Issue: 1 Volume: 8 Year: 2011 X-DOI: 10.1080/14767333.2011.549326 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549326 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:43-56 Template-Type: ReDIF-Article 1.0 Author-Name: Takis Karallis Author-X-Name-First: Takis Author-X-Name-Last: Karallis Author-Name: Eric Sandelands Author-X-Name-First: Eric Author-X-Name-Last: Sandelands Title: Building better futures: leveraging action learning at Kentz Engineers & Constructors Abstract: This article provides a case study of how Kentz Engineers & Constructors, with more than 10,000 employees in 26 countries, are leveraging learning to ‘Build better futures’ for its stakeholders: clients, shareholders, employees and communities. Kentz provide opportunities for learning at all levels, ensuring that ‘no one is left behind’. This case study focuses on the development of leaders within Kentz, including utilizing action learning to align the development of people with the process of mobilizing people to effect change and turn strategy into effective action. It draws upon the experiences of participants at different levels within Kentz in examining their learning, their action and the learning process. Journal: Action Learning: Research and Practice Pages: 57-64 Issue: 1 Volume: 8 Year: 2011 X-DOI: 10.1080/14767333.2011.549327 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:57-64 Template-Type: ReDIF-Article 1.0 Author-Name: Terence Chivers Author-X-Name-First: Terence Author-X-Name-Last: Chivers Title: Action learning as invigoration Abstract: The present account of action learning describes its adoption for pragmatic reasons by the University of the Third Age (U3A). The reason for the existence of this movement is the education of retired people. The account seeks to explain why the action learning method spread from one local U3A to another and across it to other local U3As. The case is that the directness of action and its power to involve people brought action learning a following among persons so that they could carry out specific activities even though the persons concerned would never have heard of the term action learning. The successful use of the method fed through into the users' minds and brought about a mode of thought, one which unconsciously was capable of extension into an outlook that could be applied to a variety of situations. Thus two types of learning took place: that between U3As and that within U3As. Journal: Action Learning: Research and Practice Pages: 65-68 Issue: 1 Volume: 8 Year: 2011 X-DOI: 10.1080/14767333.2011.549329 File-URL: http://hdl.handle.net/10.1080/14767333.2011.549329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:65-68 Template-Type: ReDIF-Article 1.0 Author-Name: Elena Antonacopoulou Author-X-Name-First: Elena Author-X-Name-Last: Antonacopoulou Title: Energising critique in action and in learning: The GNOSIS 4R Framework Abstract: This paper presents a fresh conceptualisation of critical action learning by energising critique in action and in learning, embedding this as integral to Continuous Professional Development (CPD). The criticality that action learning promotes could be most impactful, in fostering a mode of learning – Learning in Crisis – that cultivates reflexive critique and Phronesis to guide professional conduct, particularly when dealing with professional dilemmas. The GNOSIS 4R Framework supports CPD that fosters Re-search, Readiness, Resilience and Renewal. It does so by cultivating Ways of Seeing, through Review, Reflection and Reflexivity, to extent Ways of Being in professional conduct that demonstrate beyond Competence, Character and Conscience. The GNOSIS 4R Framework also enables Ways of Becoming by fostering courage to engage in phronesis through critique that ignites Curiosity and builds Confidence to arrive at informed Choices that serve the common good. The GNOSIS 4R Framework is illustrated with fragments of the dialogical exchanges between the author and a Secretary of Education over 15 months typical of GNOSIS collaborative research engagements. The impacts of the GNOSIS 4R Framework is accounted for also from the perspective of the author and the wider implications for Action Learning especially on Professional programmes (e.g. Professional Doctorates) are considered. Journal: Action Learning: Research and Practice Pages: 102-125 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1460580 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1460580 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:102-125 Template-Type: ReDIF-Article 1.0 Author-Name: Andrew D. Eaton Author-X-Name-First: Andrew D. Author-X-Name-Last: Eaton Author-Name: Francisco Ibáñez-Carrasco Author-X-Name-First: Francisco Author-X-Name-Last: Ibáñez-Carrasco Author-Name: Shelley L. Craig Author-X-Name-First: Shelley L. Author-X-Name-Last: Craig Author-Name: Soo Chan Carusone Author-X-Name-First: Soo Author-X-Name-Last: Chan Carusone Author-Name: Michael Montess Author-X-Name-First: Michael Author-X-Name-Last: Montess Author-Name: Gordon A. Wells Author-X-Name-First: Gordon A. Author-X-Name-Last: Wells Author-Name: Galo F. Ginocchio Author-X-Name-First: Galo F. Author-X-Name-Last: Ginocchio Title: A blended learning curriculum for training peer researchers to conduct community-based participatory research Abstract: Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n = 7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations. Journal: Action Learning: Research and Practice Pages: 139-150 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1462143 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1462143 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:139-150 Template-Type: ReDIF-Article 1.0 Author-Name: Ulrike Burger Author-X-Name-First: Ulrike Author-X-Name-Last: Burger Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Title: Action learning in East Africa: new encounters or impossible challenges? Abstract: Action learning is extending its reach internationally and is increasingly used in distinct cultural settings. This paper explores action learning in an African context and examines how action learning as a cultural product is biased towards Western values and practices. We draw attention to the political, cultural and social encounters of internationalizing action learning which are often glossed over in current debates. The paper illuminates the historical development of pedagogical practices in Africa to elucidate how the social, political, cultural and economic processes have influenced and informed learning in African societies. Second, we review action learning and question its relevance and transferability in non-Western contexts. Finally, we will reflect on the potential of action learning in Africa, and its implications for future research and practice. Journal: Action Learning: Research and Practice Pages: 126-138 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1462144 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1462144 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:126-138 Template-Type: ReDIF-Article 1.0 Author-Name: Caroline Ramsey Author-X-Name-First: Caroline Author-X-Name-Last: Ramsey Title: Reflective practice or poetic mindfulness: a role for social poetics in constructing and performing futures Abstract: Reflective Practice has been dominated for the last 25 years by an experiential school as typified by Kolb (1984. Experiential Learning. Englewood Cliffs: Prentice Hall). This paper suggests that there are significant problems with an approach to considering futures that is based on ‘knowledge’ of the past, identification of ongoing cause–effect relations and individual agency. Alternative, Social Constructionist premises are discussed and a ‘Social Poetics’ (Shotter, 1996. “Social Construction as social poetics: Oliver Sacks and the case of Dr P.” In Reconstructing the Psychological Subject, edited by B. Bayer and J. Shotter. London: Sage) is offered as a mindfulness that foregrounds moment-by-moment relations in which new realities are improvised. The use of different poetic forms to shape a poetic mindfulness is proposed and three advantages of such a practice are suggested. First, that a poetic mindfulness can interrupt limiting ‘thinking habits’. Secondly, it foregrounds the creativity of ongoing relations and, thirdly, it provides an alternative to simple cause–effect relations by foregrounding social improvisation. Journal: Action Learning: Research and Practice Pages: 90-101 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464709 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464709 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:90-101 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Hale Author-X-Name-First: Richard Author-X-Name-Last: Hale Author-Name: Carolyn Norgate Author-X-Name-First: Carolyn Author-X-Name-Last: Norgate Author-Name: James Traeger Author-X-Name-First: James Author-X-Name-Last: Traeger Title: From nurturing the H in HR to developing the D in OD – systemic benefits where action learning and organisational development combine Abstract: The authors review the Organisational Development and Design (OD&D) capability building programmes they have facilitated in the UK Civil Service and consider the learning and impact which they have had at an individual and organisational level. These programmes have been delivered to over 350 professional civil servants across a broad range of business functions, ministries, departments and agencies. This paper builds on the article published in this journal entitled ‘Nurturing the H in HR’ (Hale, R. and Saville, M. 2014. “Nurturing the H in HR: Using Action Learning to Build Organisation Development Capability in the UK Civil Service.” Action Learning: Research and Practice 11 (3): 333–351) which explained the early stages of programme roll out. Data to inform these findings has been drawn from a desk based review of the postgraduate level accredited papers written by participants as an integral requirement of the programme and an impact review exercise which used a storytelling approach in order to understand and interpret real accounts of practice. It can be seen how combining the Action Learning Question methodology with a humanistic approach to organisation development has made a significant cultural contribution beyond individual learning and this is impacting the wider system of a complex and dynamic government organisation that has faced, and most likely will continue to face, unprecedented and unpredictable political, social and economic change. Journal: Action Learning: Research and Practice Pages: 154-167 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464712 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464712 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:154-167 Template-Type: ReDIF-Article 1.0 Author-Name: Gido Englisch Author-X-Name-First: Gido Author-X-Name-Last: Englisch Title: Account of practice: transferring the ‘drawer of nonsense’ from a DBA-program to daily professional practice Abstract: This article attempts to build a cross-reference between a Doctoral program in Business and Administration (DBA) and the concept of ‘Action Learning’ made known within this programme, while also highlighting the relevance for ‘Action Learning’ in the authors professional daily life. The experiences made during the studies, when the concept of Action Learning was first introduced and applied, are gleaned and thus compared to the professional problems encountered by consultants in the financial industry. The chances and benefits for the professional life are highlighted, and suggestions are made to enrich the student experience while attending a DBA-program. Journal: Action Learning: Research and Practice Pages: 182-188 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464719 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464719 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:182-188 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Bloodworth Author-X-Name-First: Mike Author-X-Name-Last: Bloodworth Title: Applications of action learning, a practical guide / Empowering change through facilitation – become a facilitator. Help others to help themselves Journal: Action Learning: Research and Practice Pages: 190-193 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464726 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464726 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:190-193 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Conferences as sites of learning and development: using participatory action learning and action research approaches Journal: Action Learning: Research and Practice Pages: 193-197 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464747 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464747 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:193-197 Template-Type: ReDIF-Article 1.0 Author-Name: Maeve O’Grady Author-X-Name-First: Maeve Author-X-Name-Last: O’Grady Title: Action research: all you need to know Journal: Action Learning: Research and Practice Pages: 197-200 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464748 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464748 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:197-200 Template-Type: ReDIF-Article 1.0 Author-Name: Steve Marshall Author-X-Name-First: Steve Author-X-Name-Last: Marshall Title: Doing research in the business world Journal: Action Learning: Research and Practice Pages: 200-202 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464749 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464749 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:200-202 Template-Type: ReDIF-Article 1.0 Author-Name: Neil O’Sullivan Author-X-Name-First: Neil Author-X-Name-Last: O’Sullivan Title: Human resource management, strategic and international perspectives Journal: Action Learning: Research and Practice Pages: 202-206 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1464750 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1464750 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:202-206 Template-Type: ReDIF-Article 1.0 Author-Name: Danny Chesterman Author-X-Name-First: Danny Author-X-Name-Last: Chesterman Author-Name: Malcolm Bray Author-X-Name-First: Malcolm Author-X-Name-Last: Bray Title: Report on some action research in the implementation of social prescription in Crawley. Paths to greater wellbeing: ‘sometimes you have to be in it to get it’ Abstract: The practice of Social Prescribing as a means of enabling improved quality of life, especially those with long term conditions, is still a ‘work in progress’. Using appreciative action research methods, practitioners involved in commissioning or providing social prescription services can learn important lessons from the experience of citizens/patients who have made successful moves towards greater wellbeing. Most significantly, the rich inquiry conversations that take place between patient and practitioner strengthen the confidence of both parties, deepen practitioners’ connection with their core work, and cement the roles of both patient and professional as joint co-producers in generating improved quality of life. Learning to inquire appreciatively into what has enabled people to overcome challenges and take positive steps towards their wellbeing goals, also has a powerful personal development impact (for both parties). Patients and practitioners can thus contribute to the small but growing body of knowledge on what works in social prescription and can thereby positively influence their respective social and professional networks. Journal: Action Learning: Research and Practice Pages: 168-181 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1467302 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1467302 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:168-181 Template-Type: ReDIF-Article 1.0 Author-Name: David Higgins Author-X-Name-First: David Author-X-Name-Last: Higgins Title: Management education in action – observations, reflections and ways forward Journal: Action Learning: Research and Practice Pages: 87-89 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1493175 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1493175 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:87-89 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Action learning: from individual learning to organisational development Journal: Action Learning: Research and Practice Pages: 151-153 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1493176 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1493176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:151-153 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: The potential of powerful learning Journal: Action Learning: Research and Practice Pages: 189-189 Issue: 2 Volume: 15 Year: 2018 Month: 5 X-DOI: 10.1080/14767333.2018.1493177 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1493177 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:189-189 Template-Type: ReDIF-Article 1.0 Author-Name: David Higgins Author-X-Name-First: David Author-X-Name-Last: Higgins Title: Finding and developing voice: enabling action through scholarly practice Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1282639 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1282639 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Denise O’Leary Author-X-Name-First: Denise Author-X-Name-Last: O’Leary Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Turning to case studies as a mechanism for learning in action learning Abstract: Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur. Journal: Action Learning: Research and Practice Pages: 3-17 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2016.1245652 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1245652 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:3-17 Template-Type: ReDIF-Article 1.0 Author-Name: Björn Remneland Wikhamn Author-X-Name-First: Björn Author-X-Name-Last: Remneland Wikhamn Title: Challenges of adopting constructive alignment in action learning education Abstract: This paper will critically examine how the two influential pedagogical approaches of action-based learning and constructive alignment relate to each other, and how they may differ in focus and basic assumptions. From the outset, they are based on similar underpinnings, with the student and the learning outcomes in the center. Drawing from experiences of developing an action-based master program in management with the integration of constructive alignment in its curriculum, the purpose is to reflect on what difficulties emerge when adopting both perspectives simultaneously. Constructive alignment works under the premises that the learning goals can and should be decided beforehand in order to align them with learning activities and examination forms. This view brings a challenge for programs where the means of the learning process is provided, while it is much up to the students’ own responsibilities to drive the learning toward some self-governing and internalized learning outcomes. Journal: Action Learning: Research and Practice Pages: 18-28 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2016.1251880 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1251880 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:18-28 Template-Type: ReDIF-Article 1.0 Author-Name: Lotte Svalgaard Author-X-Name-First: Lotte Author-X-Name-Last: Svalgaard Title: From real life to real life: bringing ‘double awareness’ from Action Learning programmes into organisational reality Abstract: In Action Learning programmes, it is held central to work on real business challenges (task) while learning about team and self (process); staying mindful aware of the process is referred to in this paper as ‘double awareness’, and emphasises noticing and acting on process cues while working on the task. As business challenges within Action Learning programmes are real, pertinent, and worked with in the context of the organisation, implementation of potential solutions to the challenges is proved to be efficient. However, less is known of how individual participants manage to stay with double awareness upon re-entry into the organisational routines left behind. The aim of this paper is to explore when, why, and how participants manage to maintain double awareness and act on what they notice when back in organisational reality – and what characterise the moments where they struggle to do so. A study will be shared, where participants have been followed for a period of time after an Action Learning-programme. The study takes a psychodynamic stance and contributes to the knowledge of the individual re-entry by exploring individual, group and organisational dynamics promoting and hindering double awareness. The concepts ‘mindful avoidance’ and ‘mindful alertness’ are introduced as essential conceptual findings. Finally the paper will explore how the overall findings can be applied back into Action Learning-methodology as enablers for improvement. Journal: Action Learning: Research and Practice Pages: 29-49 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2015.1136923 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1136923 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:29-49 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Chris Abbott Author-X-Name-First: Chris Author-X-Name-Last: Abbott Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Crafting action learning to the context? Journal: Action Learning: Research and Practice Pages: 50-52 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1283099 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1283099 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:50-52 Template-Type: ReDIF-Article 1.0 Author-Name: Arthur Turner Author-X-Name-First: Arthur Author-X-Name-Last: Turner Author-Name: David Tee Author-X-Name-First: David Author-X-Name-Last: Tee Author-Name: Sally Crompton Author-X-Name-First: Sally Author-X-Name-Last: Crompton Title: Critical action learning: a method or strategy for peer supervision of coaching practice Abstract: This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general. Journal: Action Learning: Research and Practice Pages: 53-61 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1282640 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1282640 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:53-61 Template-Type: ReDIF-Article 1.0 Author-Name: Wendy Penney Author-X-Name-First: Wendy Author-X-Name-Last: Penney Author-Name: Julienne Meyer Author-X-Name-First: Julienne Author-X-Name-Last: Meyer Author-Name: Penny Cash Author-X-Name-First: Penny Author-X-Name-Last: Cash Author-Name: Lisa Clinnick Author-X-Name-First: Lisa Author-X-Name-Last: Clinnick Author-Name: Louise Martin Author-X-Name-First: Louise Author-X-Name-Last: Martin Title: Enhancing care for older people living in nursing homes in rural Australia using action learning as a catalyst for change Abstract: The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect cultural change. Valuing what was accomplished well in these nursing homes was the starting point. The project was funded by a Commonwealth Government Rural Education Grant and was based on ‘My Home Life’ a popular programme that promotes quality of life and delivers positive change in care homes for older people across the United Kingdom. This paper provides an account of the project including key components of the action learning workshops and subsequent evaluation of the programme conducted in Australia. The lessons learnt throughout this project have provided the impetus to continue using appreciative inquiry and action learning to involve participants in reflecting on their practice, valuing what they do well while identifying areas that require change. Working together in a safe and respectful space provides participants with opportunity to harness their own collective wisdom and as the health professionals in this project experienced, also learn valuable skills that support progressive action that makes a difference to older people’s lives. Journal: Action Learning: Research and Practice Pages: 62-71 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1282635 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1282635 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:62-71 Template-Type: ReDIF-Article 1.0 Author-Name: Phil Radcliff Author-X-Name-First: Phil Author-X-Name-Last: Radcliff Title: Virtual action learning: a pilot in building leadership capacity Abstract: This account of practice encompasses a pilot virtual action learning programme with a small group of learners. This was an 18-month extension to the one-week Leadership Open Programme that the participants had previously completed at the Business School. It includes insights from an evaluation study completed in early 2016. It considers in particular the following issues: the structuring of a virtual event; the significance of maintaining continuity of learning; the need for commonality of reference points about leadership in order to enhance it; the selection of problems by participants; whether leadership development itself is a ‘wicked problem’ and the role and skills required of the tutor to add value to the learning experience. Amongst other benefits, the participants found the chance to build relationships broke down the loneliness of leadership and greatly enhanced their learning. These issues will be explored further in a review planned for early 2017. Journal: Action Learning: Research and Practice Pages: 72-82 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1282636 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1282636 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:72-82 Template-Type: ReDIF-Article 1.0 Author-Name: Trevor Marchand Author-X-Name-First: Trevor Author-X-Name-Last: Marchand Title: Action learning in postgraduate research training Abstract: This account of practice explores the benefits and challenges of using Action Learning (AL) with junior researchers. Findings are grounded in an AL set of six doctoral students, organised and convened by the author. The case study reveals the range of emotional and structural hurdles that Ph.D. candidates typically face in completing their programme of study. AL’s streamlined process made space for set members to present themselves as whole persons and to thereby grapple with, and better manage, a wide range of real-life issues that were having direct impact on their academic performance. Set members expressed how participation reduced feelings of isolation and offered a valued space to reflect on their situation. They explored root causes of stress, anxiety, or dips in productivity; strategised plausible actions for overcoming problems; and identified opportunities. The evidence presented in this account strongly supports the proposal that AL be made a core component of research-training programmes. In the conclusion, the author reasons that institutional investment would pay back with dividends: AL cultivates peer-support groups that consequently reduce dependence on academic supervisors, student counselling, and other costly and overburdened support services. Perhaps most crucially, AL incites individuals to take responsibility for their own development and learning: a ‘transferrable skill’ for achieving success in any endeavour. Journal: Action Learning: Research and Practice Pages: 83-95 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1282637 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1282637 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:83-95 Template-Type: ReDIF-Article 1.0 Author-Name: Genevieve Cother Author-X-Name-First: Genevieve Author-X-Name-Last: Cother Title: Writing and doing action research Journal: Action Learning: Research and Practice Pages: 96-99 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1282638 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1282638 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:96-99 Template-Type: ReDIF-Article 1.0 Author-Name: Taposh Kumar Roy Author-X-Name-First: Taposh Kumar Author-X-Name-Last: Roy Title: Responsible leadership: realism and romanticism Journal: Action Learning: Research and Practice Pages: 99-102 Issue: 1 Volume: 14 Year: 2017 Month: 1 X-DOI: 10.1080/14767333.2017.1282641 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1282641 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:99-102 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Title: Yes we can: towards assurance of learning by scholarly academics through a praxeology of the scholarship of teaching Abstract: This article explores how Revan’s praxeology and learning formula act as the foundation for the authors’ enactment of the scholarship of their teaching practice. Linking to accreditation requirement of assurance of learning the authors describe two undergraduate courses that they teach and reflect on how Revan’s praxeology of systems alpha, beta and gamma and his learning formula, L = P + Q provide a framework for understanding and enacting their scholarship of teaching. They offer their experience and reflection for other academics to engage with the scholarship of their respective practice. Journal: Action Learning: Research and Practice Pages: 210-223 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1472552 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1472552 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:210-223 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Hartog Author-X-Name-First: Mary Author-X-Name-Last: Hartog Title: Becoming a scholarly practitioner: as a teacher in higher education ‘how do I improve my practice’? Abstract: This paper explores what it means to research one’s own practice, drawing on my experience as an educational action researcher and creating a living theory thesis. I begin by identifying key theories that inform my approach, exploring how scholarship in the form of self-study is viewed as a discipline, addressing issues of rigour and validity and I explain how the values of an educational practitioner are central to this practice-based research. I then explain the origins of my research and explore the relationship between living theory and auto-ethnography, showing how storied accounts of my practice illuminate my inquiry. Next, I explore what becoming a reflective practitioner has meant for me and its place in my research. I then explore how I understand humanistic action research as a dialectical engagement with the world and in relation to the stages of my research. I conclude with a summary of my journey of research and scholarship and ask why self-study matters. Journal: Action Learning: Research and Practice Pages: 224-234 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1490697 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1490697 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:224-234 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Ellwood Author-X-Name-First: Paul Author-X-Name-Last: Ellwood Title: Categorical entanglements of scholarly practice – re-connecting ‘L’, ‘P’ and ‘Q’ in new ways Abstract: The starting assumption of this paper is that the management scholar-practitioner does not exist as a stable distinct category. Rather, scholarly practice may be better understood as the on-going entanglements between scholarly insight and practitioner knowledge. The learning that occurs when practitioners transition to scholarly-practititioners is explained with an alternative reading of the classic action learning equation (L = P + Q). In this new reading, scholarly-ness is identified as the source of questioning insight (Q) and practitioner expert knowledge is equated with P. The mechanisms by which scholarly-ness provides questioning insight (Q), and the subsequent entanglement with expert practitioner knowledge (P), are then related to different process theories of change [Van de Ven, A. H., and M. S. Poole. 1995. “Explaining Development and Change in Organizations.” Academy of Management Review 20: 510–540]. In this, I posit that the mechanisms and entanglements will be most effective if they are congruent with these underlying process theories of change. This framework allows different threads of literature on scholarly practice to be reconciled into one model. Journal: Action Learning: Research and Practice Pages: 249-257 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1504743 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1504743 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:249-257 Template-Type: ReDIF-Article 1.0 Author-Name: Loliya Agbani Akobo Author-X-Name-First: Loliya Agbani Author-X-Name-Last: Akobo Title: Action learning through radio: exploring conceptual views and lived experiences of women entrepreneurs Abstract: The concept of action learning looks at how people learn, which is using gained knowledge to create needful and beneficial change. As a result, real problems and concerns are the contexts for which programmed knowledge and questioning insights are set to allow for unlearning and learning. Using Reg Revans theory which assumes action learning as programmed knowledge and questioning insight (P + Q) and Jack Mezirow’s theory on transformative learning which engages critical thinking to create new perspectives, this paper reviews a radio show that discusses conceptual views and lived experiences of women entrepreneurs. It brings together practitioners and scholarly concepts in an engaging manner to encourage critical thinking and enable new perspectives for research, teaching and practice. Using an innovative technique to evaluate learning, we examine the social and relational dynamics of a radio programme, which examines the complexities of doing entrepreneurship of two female entrepreneurs who operate in Africa (Nigeria and South Africa) and three who operate in the UK. The paper uses a reflective writing approach and narrative analysis to interpret the findings that evidence action learning in the process. Journal: Action Learning: Research and Practice Pages: 235-248 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1509838 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1509838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:235-248 Template-Type: ReDIF-Article 1.0 Author-Name: Julie Davies Author-X-Name-First: Julie Author-X-Name-Last: Davies Title: Academic–practitioner relationships: developments, complexities and opportunities Journal: Action Learning: Research and Practice Pages: 287-291 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1510628 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1510628 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:287-291 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Taylor Author-X-Name-First: Paul Author-X-Name-Last: Taylor Title: Action learning in health, social and community care principles, practice and resources Journal: Action Learning: Research and Practice Pages: 291-293 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1510630 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1510630 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:291-293 Template-Type: ReDIF-Article 1.0 Author-Name: Catherine J. Groves Author-X-Name-First: Catherine J. Author-X-Name-Last: Groves Author-Name: Gabrielle D. Orbaek White Author-X-Name-First: Gabrielle D. Author-X-Name-Last: Orbaek White Author-Name: Fuangfa Panya Author-X-Name-First: Fuangfa Author-X-Name-Last: Panya Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: Can business schools increase student employability by embedding action learning into undergraduate management education? An account of practice Abstract: Management education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching ‘employability skills’ to graduates. However, undergraduate management curricula still often focus on Programmed Knowledge, which does not adequately prepare graduates for the labour market to which they will inevitably graduate. A Future Search exercise was implemented to help conceptualize new visions of the future of management education, considering the question ‘to what extent does management education impact on management practice?’ This paper asserts that integrating Questioning Insight and a scholarly practice approach into management education will better equip graduates for the world of work. The authors utilize Kotter’s 8-stage model of change to outline a pathway for change and action for business schools to adapt a scholarly practice approach to education into their curricula. Journal: Action Learning: Research and Practice Pages: 258-266 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1510631 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1510631 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:258-266 Template-Type: ReDIF-Article 1.0 Author-Name: Helen Collins Author-X-Name-First: Helen Author-X-Name-Last: Collins Author-Name: David Callaghan Author-X-Name-First: David Author-X-Name-Last: Callaghan Title: The role of Action Learning in supporting cross-cultural adaptation of international students Abstract: We explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students. Journal: Action Learning: Research and Practice Pages: 267-275 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1510633 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1510633 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:267-275 Template-Type: ReDIF-Article 1.0 Author-Name: Meriel Box Author-X-Name-First: Meriel Author-X-Name-Last: Box Author-Name: Tracy Ellis Author-X-Name-First: Tracy Author-X-Name-Last: Ellis Title: North West Cross Institutional Action Learning developing women's leadership Abstract: Human resource development professionals in Higher Education are continually striving to develop efficient interventions to increase the capabilities of their leaders. As a result of evaluating feedback from an action learning (AL) programme designed and delivered in North West Higher Education Institutions in the UK for women in senior academic and professional service roles, we are able to share how AL can be utilised to transcend and supplement traditional leadership training. The article discusses the approach taken to support participants to develop vital leadership behaviours through the acquisition of critical questioning and reflective habits whilst developing strong supportive cross-institutional relationships with other higher education leaders. Journal: Action Learning: Research and Practice Pages: 276-286 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1510636 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1510636 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:276-286 Template-Type: ReDIF-Article 1.0 Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Author-Name: Lynn Nichol Author-X-Name-First: Lynn Author-X-Name-Last: Nichol Title: Scholarly practice: re-connecting the l, p and q Journal: Action Learning: Research and Practice Pages: 207-209 Issue: 3 Volume: 15 Year: 2018 Month: 9 X-DOI: 10.1080/14767333.2018.1513437 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1513437 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:207-209 Template-Type: ReDIF-Article 1.0 Author-Name: David Higgins Author-X-Name-First: David Author-X-Name-Last: Higgins Title: Developing a sense of appreciation for inquiry Journal: Action Learning: Research and Practice Pages: 213-215 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358319 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358319 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:213-215 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: The innovation paradox: a selective review of the literature on action learning and innovation Abstract: This paper explores selective literatures in the two fields of action learning and innovation, and seeks insights into the processes of, and connections between, innovation, engagement and implementation. We searched the action learning articles for references to innovation, beginning with the work of Revans, who highlights the innovation paradox, which becomes a key theme of this paper. We searched the very large innovation literature for references to innovation as a learning process and as a factor in organisational learning. The paper surveys the factors said to enable innovation, and briefly outlines some inhibitors, before considering Revans’ contribution to thinking about innovation. This is followed by a consideration of developments in action learning and innovation since Revans. The findings suggest that paradox theory is a useful way of thinking about innovation, conceived of as a practical problem involving resistances and frequent failures of implementation and adoption, and also propose action learning as a means of working with and addressing paradox. A limitation of this study is its lack of empirical data. Further research could usefully interrogate examples of innovation practices and ask such questions as to why innovation remains so elusive, and how innovative capacities and capabilities can be developed and enhanced. Journal: Action Learning: Research and Practice Pages: 216-229 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1326877 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1326877 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:216-229 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Laurie Smith Author-X-Name-First: Laurie Author-X-Name-Last: Smith Title: Assessing the value of action learning for social enterprises and charities Abstract: In this paper we evaluate action learning for leaders of social enterprises and charities. Based on ethnographic research including participant observation, facilitator reflective diary notes and in-depth, qualitative interviews with participants of two action learning sets undertaken over eight months, analysed using Wenger, Trayner, and de Laat [2011, “Promoting and Assessing Value Creation in Communities and Networks: A Conceptual Framework.” Open universiteit, Ruud de Moor Centrum. http://www.ou.nl/documents/14300/23cd8044-ce98-48d3-8733-8fa0404380ab.] value creation framework, we show how the current and future value of action learning is perceived by the participants. We seek to give a deeper understanding of the perceived value of action learning in the context of the not-for-profit sector. We discuss how the value creation framework can be used to think about learning interventions such as action learning, the value of which is notoriously challenging to articulate both in terms of evaluating action learning and forward planning value. Journal: Action Learning: Research and Practice Pages: 230-242 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1288081 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1288081 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:230-242 Template-Type: ReDIF-Article 1.0 Author-Name: Katharina C. Sell Author-X-Name-First: Katharina C. Author-X-Name-Last: Sell Title: Navigating with inner knowing and awakened presence: an approach to leading in a complex world Abstract: What are our options if we have to let go of the idea of controllability in our ever more complex world? What tools do we have to navigate in a territory that we can’t ‘manage’ anymore, where the old instruments of command and control have lost their grip? What makes us ‘know’ when intellectual knowing capitulates in the face of complexity? This paper presents an action learning approach in four phases that explores how intuition or other forms of inner knowing can be used as a resource in leadership and organisational change. It looks at what helps us access ways of inner knowing in complex situations and how a learning process could take place in the corporate context. The endeavour aims at exploring and actualising dormant potential to navigate the volatility, uncertainty and complexity of our business environment whilst embodying and radiating our purpose and vision. Journal: Action Learning: Research and Practice Pages: 243-255 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1288080 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1288080 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:243-255 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Christine Abbot Author-X-Name-First: Christine Author-X-Name-Last: Abbot Title: Impacts and effects of action learning in practice Journal: Action Learning: Research and Practice Pages: 256-257 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358307 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358307 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:256-257 Template-Type: ReDIF-Article 1.0 Author-Name: Alan Slater Author-X-Name-First: Alan Author-X-Name-Last: Slater Title: An action learning approach to the question: are ambulance response time targets achievable? Abstract: In recent years, NHS Ambulance Trusts throughout the UK have consistently failed to achieve their response time targets for both actual and potential life-threatening calls. To avoid a media and public outcry, the NHS response has been to change the basic parameters upon which the response time targets are calculated. An action learning study, which considered patient experience from initial response to outcome, concluded that the ambulance service must move away from the nearest crew response model to one which provides a defined multi-organisational service to specific categories of need. A key issue with the learning sets, which were made up of front-line crews, was understanding the Trust-wide picture and where acceptable new procedures could provide economic benefits to the Trust, benefits to the patients and help achieve the response time targets. A simulation model driven by parameters agreed by the action learning sets provided proof that new procedures would generate the required benefits. The learning sets also identified that the public should adjust their expectations to understanding that an immediate front-line ambulance response would only be despatched in life-threatening cases, but there would be alternative slower responses for all other cases. Journal: Action Learning: Research and Practice Pages: 258-268 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358315 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358315 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:258-268 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Cother Author-X-Name-First: Robert Author-X-Name-Last: Cother Author-Name: Genevieve Cother Author-X-Name-First: Genevieve Author-X-Name-Last: Cother Title: Delivering Australian vocational qualifications through action learning Abstract: In 2009, Skills Tasmania approached the authors to deliver their Lean Action Learning programme in Tasmania. This programme had run successfully in South Australia for some five years. For Tasmania, a requirement was that participants in the programme be eligible for a nationally recognised VET qualification on completion of the programme. This had not been a requirement in South Australia. This Account of Practice outlines how the authors were able to meet requirements without compromising the action learning approach. Qualifications are awarded based on observed performance, mentoring and evidence gathered. The authors describe the processes used for project planning, qualification mapping, mentoring, evidence gathering and assessment. Journal: Action Learning: Research and Practice Pages: 269-274 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358317 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358317 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:269-274 Template-Type: ReDIF-Article 1.0 Author-Name: Anne McKee Author-X-Name-First: Anne Author-X-Name-Last: McKee Author-Name: Sharon Markless Author-X-Name-First: Sharon Author-X-Name-Last: Markless Title: Using action learning sets to support students managing transition into the clinical learning environment in a UK medical school Abstract: This paper reports on a Curriculum Innovation Project to empower third-year Undergraduate Medical students to recognise learning opportunities in their clinical placements and to proactively use them to develop their understanding and practice. The project created action learning sets (ALS) in response to the challenges students face when trying to engage in work-based learning. In particular, how changes to clinical working patterns affect student learning, principally their participation within clinical teams. Learning sets were conducted in 2 teaching hospitals, involving 20- year, 3 medical students over a 10-week period. The students met for one and a half to two hours each week and between meetings engaged in agreed activities and reflections. The project was independently evaluated using student interviews triangulated with facilitators’ systematic reflections on the sessions and student written reflections. ALS were found to provide a valuable and atypical approach to support students through the transition from Academic to Clinical learning settings and lay the foundations for a lifelong learning practice. This included supporting students to ask effective questions, develop participation in practice, present and identify themselves as emergent professionals, reflect upon and manage critical incidents and engage in both self-directed and collaborative learning. Journal: Action Learning: Research and Practice Pages: 275-285 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1360933 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1360933 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:275-285 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: A refreshed focus for a new reality Journal: Action Learning: Research and Practice Pages: 286-286 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358595 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358595 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:286-286 Template-Type: ReDIF-Article 1.0 Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: Managing & organizations: an introduction to theory and practice (4th edition) Journal: Action Learning: Research and Practice Pages: 287-288 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358685 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358685 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:287-288 Template-Type: ReDIF-Article 1.0 Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Title: The Routledge companion to reinventing management education Journal: Action Learning: Research and Practice Pages: 288-292 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358597 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358597 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:288-292 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Reflexive leadership Journal: Action Learning: Research and Practice Pages: 292-295 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358598 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358598 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:292-295 Template-Type: ReDIF-Article 1.0 Author-Name: Margaret Nicholson Author-X-Name-First: Margaret Author-X-Name-Last: Nicholson Title: A very short, fairly interesting and reasonably cheap book about human resource management Journal: Action Learning: Research and Practice Pages: 295-298 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358599 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358599 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:295-298 Template-Type: ReDIF-Article 1.0 Author-Name: Liz Yeomans Author-X-Name-First: Liz Author-X-Name-Last: Yeomans Title: Qualitative methods in business research Journal: Action Learning: Research and Practice Pages: 298-301 Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1358600 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1358600 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:298-301 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Editorial Board Journal: Action Learning: Research and Practice Pages: ebi-ebi Issue: 3 Volume: 14 Year: 2017 Month: 9 X-DOI: 10.1080/14767333.2017.1376854 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1376854 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:ebi-ebi Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Blending Q and P: incorporating action learning in a Master's programme Abstract: This paper is based on the experience of incorporating action learning within a Master's degree programme over a period of 14 years. The MA in Leading Innovation and Change was launched in 1995. It was first developed, and subsequently delivered, by a small group of staff working collaboratively across organisational boundaries. It is currently provided by York St John University. The programme attracts, and has always attracted, mature managers and professionals who undertake their studies part time, gaining the qualification over a period of two years. Action learning has been a part of the programme from the outset, with action learning sets a part of every meeting, alongside more traditional ‘P’ elements, such as lectures, seminars and tutorials and other exercises and activities. Records of participant evaluations of the programme over its lifespan indicate that action learning has been a valued part of the process. The paper explores potential difficulties in incorporating action learning into a programme of this nature and suggests four factors that supported its successful incorporation: the culture of the programme, the stability of the participant and tutor group over time, the size and variety of the participant group and the availability of skilled and experienced action learning facilitators. Journal: Action Learning: Research and Practice Pages: 165-172 Issue: 2 Volume: 8 Year: 2011 X-DOI: 10.1080/14767333.2011.581022 File-URL: http://hdl.handle.net/10.1080/14767333.2011.581022 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:165-172 Template-Type: ReDIF-Article 1.0 Author-Name: Pauline Joyce Author-X-Name-First: Pauline Author-X-Name-Last: Joyce Title: Action learning – a process which supports organisational change initiatives Abstract: This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly structured, facilitated team process of reflection and action. The key findings from the evaluation of the students and facilitators’ experiences are reflected on, together with plans for improving the experience for all stakeholders for the next academic year. In sharing this experience, the purpose of the paper is to highlight the most significant learning from the evaluation. Good preparation for action learning is vital to ensure a positive experience for all involved. From the student perspective, an appropriate learning set mix is needed to ensure a balance of support and challenge for the ALS. In addition to a preparatory workshop for action learning facilitators, regular meetings with the action learning facilitators in the form of ALSs could be scheduled as a support especially for those new to the process. Finally, it is hoped that this account will encourage readers to use action learning for supporting and engaging students in organisational change initiatives. Journal: Action Learning: Research and Practice Pages: 29-36 Issue: 1 Volume: 9 Year: 2012 X-DOI: 10.1080/14767333.2012.656888 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656888 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:29-36 Template-Type: ReDIF-Article 1.0 Author-Name: Cynthia Roberts Author-X-Name-First: Cynthia Author-X-Name-Last: Roberts Title: LEAD at lunch: inquiry, learning, and action Abstract: This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby the group could further delve into the collaborative learning process, explore issues around leadership, garner feedback about the formal programming, gain insight into larger organizational issues, and perhaps develop strategies for change. Outcomes achieved include better meeting management, revision of an organizational communication forum, the development of a training program for performance management, as well as plans for more collaboration with upper administration and the development of a mentoring program. In summary, this venue created a supportive space whereby all aspects of a problem could be explored and resolutions could be formulated and acted upon. Journal: Action Learning: Research and Practice Pages: 37-44 Issue: 1 Volume: 9 Year: 2012 X-DOI: 10.1080/14767333.2012.656889 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656889 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:37-44 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia Harrison Author-X-Name-First: Patricia Author-X-Name-Last: Harrison Author-Name: Carys Edwards Author-X-Name-First: Carys Author-X-Name-Last: Edwards Title: A partnership approach to action learning within a masters educational programme Abstract: This account of practice provides a practical example of the use of action learning within a masters educational programme, an MA in Change Management designed and delivered by a collaborative partnership between the Isle of Anglesey County Council (ACC) and Liverpool Business School (LBS), Liverpool John Moores University. The account has been developed by the LBS Programme Manager, Tricia Harrison and the ACC Training Manager, Carys Edwards. The involvement of both the provider and receiver of the training activity provides a balanced, rigorous but practical approach to the content of this account. The background and content of the programme will be discussed, followed by critical comment on the action learning process. Journal: Action Learning: Research and Practice Pages: 45-50 Issue: 1 Volume: 9 Year: 2012 X-DOI: 10.1080/14767333.2012.656890 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656890 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:45-50 Template-Type: ReDIF-Article 1.0 Author-Name: Sarah Nalborczyk Author-X-Name-First: Sarah Author-X-Name-Last: Nalborczyk Author-Name: Luke Sandelands Author-X-Name-First: Luke Author-X-Name-Last: Sandelands Title: Action learning drives the Emerald Academy Abstract: This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development function, with ownership taken of the process at all levels. To date the Emerald action learning corporate academy process is in its sixth year. It builds upon a tradition of management development through action learning which goes back to the early days of the company. Organizations seeking to develop a similar process would need to consider organizational commitment and readiness. Journal: Action Learning: Research and Practice Pages: 51-61 Issue: 1 Volume: 9 Year: 2012 X-DOI: 10.1080/14767333.2012.656891 File-URL: http://hdl.handle.net/10.1080/14767333.2012.656891 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:51-61 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: The problem of action in action learning Journal: Pages: 115-118 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592664 File-URL: http://hdl.handle.net/10.1080/14767330701592664 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:115-118 Template-Type: ReDIF-Article 1.0 Author-Name: John Rooke Author-X-Name-First: John Author-X-Name-Last: Rooke Author-Name: Caroline Altounyan Author-X-Name-First: Caroline Author-X-Name-Last: Altounyan Author-Name: Angela Young Author-X-Name-First: Angela Author-X-Name-Last: Young Author-Name: Steve Young Author-X-Name-First: Steve Author-X-Name-Last: Young Title: Doers of the Word? An enquiry into the nature of action in action learning Abstract: A recent trend in public policy in many countries is the requirement for ‘joined up thinking’ and ‘joined up working’, including partnership within and between agencies, and between agencies and their publics. This in turn has led to a growth of interest in action learning as a means to bring about the organizational and individual development required for implementing such policies. Action learning, with its emphasis on solving new problems, implementing solutions and learning-to-learn seems to fit the zeitgeist. However, the notion of ‘action’ in action learning has presented a real difficulty in administering action learning sets in this context. Commencing from a philosophical point of view that emphasises the identity of action and learning, rather than their separation, we report here on three such public sector action learning projects and identify three fundamental features of the action which took place in and around them. Thus: action can occur either inside or outside the set; while it is always an input to the learning process, it can also sometimes be regarded as an output of that process; and finally, the type of knowledge that can be acquired may be in Gilbert Ryle's terms either ‘knowledge how’ or ‘knowledge that’. Five categories of action are identified: expressive action, concerned with feelings and relationships in the set; the enrichment of networks and local knowledge; changes in personal practice; collective action; and organisational change. While organisational change may be regarded as, in one sense, ‘the big prize’ of action learning, it should not blind us to more subtle processes of learning and change that occur. Journal: Action Learning: Research and Practice Pages: 119-135 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592698 File-URL: http://hdl.handle.net/10.1080/14767330701592698 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:119-135 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Walsh Author-X-Name-First: Susan Author-X-Name-Last: Walsh Author-Name: Colette Fegan Author-X-Name-First: Colette Author-X-Name-Last: Fegan Title: Action learning: facilitating real change for part-time occupational therapy students Abstract: This study explored the use of action learning with first-year part-time occupational therapy students. The aims were: (1) to identify the issues raised by students relating to their needs on the course and any changes they made; (2) to explore the influence of action learning in facilitating change. It was also hoped that through action learning students could rehearse appropriate professional skills. Fifteen students in two action learning sets with a known tutor as facilitator met for 10 weekly one-hour sets. Action research was used with methods including a pre-questionnaire to capture initial thoughts of students; participant observation yielding field-notes; reflective diaries; students' written feedback and a final group interview. Inductive analysis was used to identify emerging themes. A range of personal, professional and academic issues were identified and some students reported changes across these domains. The use of new ways of learning and the use of peer support offered by action learning seemed to facilitate these changes in students. Changes in key professional skills such as communication and group skills were also noted. Challenges which acted against change were lack of need for peer support and lack of a deep understanding of group work processes. The need for integration of action learning into the wider curriculum was indicated. Journal: Action Learning: Research and Practice Pages: 137-152 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592714 File-URL: http://hdl.handle.net/10.1080/14767330701592714 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:137-152 Template-Type: ReDIF-Article 1.0 Author-Name: Pete Mann Author-X-Name-First: Pete Author-X-Name-Last: Mann Author-Name: Davina Clarke Author-X-Name-First: Davina Author-X-Name-Last: Clarke Title: Writing it down—writing it out—writing it up: researching our practice through action learning Abstract: We dedicate this article to the late Professor John Morris, an appreciative inquirer into and true enabler of the writing of practice for each of us. What value is added for writer and reader by intentionally keeping personal learning part of public researching? When a practitioner attends conscientiously to ‘the relationship with their research,’ does it make a difference to their learning and researching? If it does, can this difference also make a difference to the reader …? This paper addresses these kinds of queries from the standpoint of ‘scholarly practice,’ the research undertaken by mature managers and professionals who account in text for initiating and sustaining change within their complex contexts of work. Through exploring a variety of learning frames, the authors identify the distinctive opportunities and challenges in practice-led enquiry, and raise implications critically for the researching professional as well as for their ‘enablers’—the academic supervisors or fellow action-learning set members—who support and challenge the efforts of scholarly practitioners to make sense of and explicate their action. Revans's praxeology of action-based learning (systems alpha, beta and gamma) is extended as a research analogue for practice-led knowing. Ontological, methodological and epistemological perspectives are progressively deployed to examine critically the essentially reflexive nature of scholarly practice. The authors depict challenges in scholarly practice of establishing focus, incorporating others' thinking alongside one's own and asserting one's own voice. The paper concludes by warning of two ways in which enablers can unwittingly hijack the purpose of practice-led research. Journal: Action Learning: Research and Practice Pages: 153-171 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592763 File-URL: http://hdl.handle.net/10.1080/14767330701592763 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:153-171 Template-Type: ReDIF-Article 1.0 Author-Name: Penny Simpson Author-X-Name-First: Penny Author-X-Name-Last: Simpson Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: What action learning is not in the twenty-first century Abstract: This article is about what action learning is in the twenty-first century. In 1983 Reg Revans explained how action learning differed from seven phenomena with which it had been confused. This article explores how action learning differs from seven further phenomena with which it is currently confused. The article details similarities and differences between action learning and self-directed teams, coaching, focus groups, action research, seminars, problem-based learning and experiential learning. Journal: Action Learning: Research and Practice Pages: 173-187 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592797 File-URL: http://hdl.handle.net/10.1080/14767330701592797 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:173-187 Template-Type: ReDIF-Article 1.0 Author-Name: Margaret Attwood Author-X-Name-First: Margaret Author-X-Name-Last: Attwood Title: Challenging from the margins into the mainstream—improving renal services in a collaborative and entrepreneurial spirit Abstract: Can the development, both clinical and managerial, of practitioners involved in healthcare be enriched by connecting action learning principles and practice with research on ‘tempered radicals’? Might such connection also assist the efforts of patients and their advocates to create more holistic approaches to patient care? This paper explores these questions with reference to a UK Department of Health project to improve renal services. The prime focus is the experience of a set of set advisers who ‘held the ring’ on the project, supporting the work of the sets and attempting to make sense of the emerging learning. Journal: Action Learning: Research and Practice Pages: 191-198 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592904 File-URL: http://hdl.handle.net/10.1080/14767330701592904 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:191-198 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Hugh Flanagan Author-X-Name-First: Hugh Author-X-Name-Last: Flanagan Title: A flexible friend: action learning in the context of a multi-agency organisation development programme Journal: Action Learning: Research and Practice Pages: 199-209 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592920 File-URL: http://hdl.handle.net/10.1080/14767330701592920 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:199-209 Template-Type: ReDIF-Article 1.0 Author-Name: Martin Loeve Author-X-Name-First: Martin Author-X-Name-Last: Loeve Title: Mindset change in a cross-cultural context Abstract: Imagine you are Thai and a member of a management team from a European company that acts in an Asian emerging market. Imagine you are a European expat with the assignment to double the turnover from that Asian company in a few years. Imagine you are a Change Maker and they ask you to facilitate the (multinational) management team of that Asian company to develop a market strategy and translate it into a business plan, and you have to deal with cultural differences. How do you manage a small-scale change process based on the principles of action learning in that specific multinational context? That's the essence of this account of practice. Journal: Action Learning: Research and Practice Pages: 211-218 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592946 File-URL: http://hdl.handle.net/10.1080/14767330701592946 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:211-218 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Book Reviews Journal: Pages: 219-228 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701592987 File-URL: http://hdl.handle.net/10.1080/14767330701592987 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:219-228 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Accounts of Practice Journal: Pages: 189-189 Issue: 2 Volume: 4 Year: 2007 X-DOI: 10.1080/14767330701616752 File-URL: http://hdl.handle.net/10.1080/14767330701616752 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:4:y:2007:i:2:p:189-189 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Translation across multiple boundaries Journal: Action Learning: Research and Practice Pages: 103-103 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1316545 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1316545 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:103-103 Template-Type: ReDIF-Article 1.0 Author-Name: Rob Warwick Author-X-Name-First: Rob Author-X-Name-Last: Warwick Author-Name: Janet McCray Author-X-Name-First: Janet Author-X-Name-Last: McCray Author-Name: Douglas Board Author-X-Name-First: Douglas Author-X-Name-Last: Board Title: Bourdieu’s habitus and field: implications on the practice and theory of critical action learning Abstract: This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice. Journal: Action Learning: Research and Practice Pages: 104-119 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1296409 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1296409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:104-119 Template-Type: ReDIF-Article 1.0 Author-Name: Lesley Wood Author-X-Name-First: Lesley Author-X-Name-Last: Wood Author-Name: Ina Louw Author-X-Name-First: Ina Author-X-Name-Last: Louw Author-Name: Ortrun Zuber-Skerritt Author-X-Name-First: Ortrun Author-X-Name-Last: Zuber-Skerritt Title: Enhancing postgraduate learning and development: a participatory action learning and action research approach through conferences Abstract: As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. Journal: Action Learning: Research and Practice Pages: 120-135 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1295361 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1295361 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:120-135 Template-Type: ReDIF-Article 1.0 Author-Name: Miklós Horváth Author-X-Name-First: Miklós Author-X-Name-Last: Horváth Title: Western practices in Chinese governance: a case study of the implementation of action learning Abstract: This article argues that action learning has been incorporated into the Chinese administrative system because of a functional need for Western learning technology. This finding contrasts with those presented in the existing literature, which assert that Western practices have only been partially implemented, if implemented at all, because they were selected to serve certain political objectives. Therefore, this paper presents a different picture of Chinese governance, showing that it is not exclusively driven by political considerations but rather respectfully drawn to Western expertise and open to accommodating foreign ideas in order to update existing administrative knowledge. For practitioners, the findings suggest that, if a Western practice can serve major reform objectives and smoothly function within the constraints of the political ideology of the Chinese Communist Party and if its effectiveness is convincingly demonstrated, the practice can be accepted to improve the functioning of the system, and it can thus have a true impact on Chinese administrative governance.本文认为，由于中国对西方的学习方法的功能需求，行动学习已被纳入中国的行政体系。这一发现与现有文献中提出的结论形成鲜明对比：现有文献认为，出于某些政治目的，西方实践被有选择性地施行。因此，本文提出了一个关于中国政府实施西方实践的不同的论点，表明中国政府在行政管理方面对西方实践的施行，不是完全由政治考虑所驱动，而是由于中国政府出于谦恭的态度被西方的专业知识所吸引，并愿意接受外国的思想，以更新现有的行政知识。研究结果表明，如果西方实践能够服务于重大的改革目标，并在中国共产党的政治意识形态约束下顺利运作，且其所展示出的价值令人信服，则其价值本身就会被中国政府所认同和接受，并且它因此而影响了中国政府的行政管理。 Journal: Action Learning: Research and Practice Pages: 136-155 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1300873 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1300873 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:136-155 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Title: On being curiously safe Journal: Action Learning: Research and Practice Pages: 156-157 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1310689 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1310689 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:156-157 Template-Type: ReDIF-Article 1.0 Author-Name: Genevieve Cother Author-X-Name-First: Genevieve Author-X-Name-Last: Cother Author-Name: Robert F. Cother Author-X-Name-First: Robert F. Author-X-Name-Last: Cother Title: Business Action Learning Tasmania (BALT) – an account of practice Abstract: Business Action Learning Tasmania’s (BALT) mission is self-reliant industry development, with diverse companies co-operating to improve their profitability, develop their people and grow the local economy. This is achieved through collaborative action learning, with companies working together on projects of vital importance and sharing the learnings. The Tasmanian economy has been in decline for several years due to relative isolation, rising costs of freight, labour, energy and capital, skills shortages, and a high Australian dollar. BALT demonstrates the potential for self-directed action learning between organisations in a regional area to grow the local economy. BALT evolved from an initial Lean Action Learning program conducted in Tasmania in 2010. Since then 5 programs involving 13 companies have been completed, with a further 2 programs and 7 projects underway at time of writing. Representatives from participating companies have played a leading role, with support from the Tasmanian Government. This Account of Practice describes outcomes achieved, evaluation methods, lessons learnt and future aspirations for BALT. Journal: Action Learning: Research and Practice Pages: 158-166 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1310688 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1310688 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:158-166 Template-Type: ReDIF-Article 1.0 Author-Name: Carol Wells Author-X-Name-First: Carol Author-X-Name-Last: Wells Author-Name: Ikedola Animashaun Author-X-Name-First: Ikedola Author-X-Name-Last: Animashaun Author-Name: Anneliese Gibb Author-X-Name-First: Anneliese Author-X-Name-Last: Gibb Title: Action learning as an element within an assessed and supported year in employment for newly qualified social workers: a three-role perspective Abstract: The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets. Journal: Action Learning: Research and Practice Pages: 167-173 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1310692 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1310692 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:167-173 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth A. Luckman Author-X-Name-First: Elizabeth A. Author-X-Name-Last: Luckman Title: Weaving action learning into the fabric of manufacturing: the impact of humble inquiry and structured reflection in a cross-cultural context Abstract: This account of practice examines the implementation of and reactions to action learning through the Lean methodology in a unique, cross-cultural context. I review my time spent as a Lean coach; engaging with, training, and using action learning with employees in a garment manufacturing facility located in Bali, Indonesia. This research addresses the issue of action learning as it applies to line-level manufacturing workers in an Indonesian national culture. The paper first examines the role of action learning as it applies to the Lean methodology. Then I reflect on broad observations from my ethnographic research, before delving more deeply into the process and reflections of the action learning group. I conclude with some key learning points for the role of action learning for manufacturing work in cross-cultural environments. Journal: Action Learning: Research and Practice Pages: 174-184 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1310690 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1310690 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:174-184 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Robertson Author-X-Name-First: Jane Author-X-Name-Last: Robertson Author-Name: Diane Bell Author-X-Name-First: Diane Author-X-Name-Last: Bell Title: Safe or unsafe? The paradox of action learning Abstract: Business Driven Action Learning (BDAL), as a learning philosophy that attempts to create real value for business is often used by executive education providers in their management development programmes. As the action learning facilitator, I found that the learning that took place during such a management development programme resulted in participants experiencing stress, anxiety and high levels of frustration, which threatened the learning process. The resulting paradox in the learning environment is that the same anxiety that is necessary to ensure that learning took place has the propensity, if too high to hamper learning. Utilising the findings from this research, this account of practice makes recommendations for the action learning facilitator to consider while guiding action learning sets (groups). The facilitator can alleviate many of the fears by emphasising that anxiety is necessary in the learning process. The facilitator can mediate the learning relationship between the individual participant and the learning environment as depicted in the model at the end of the article. Journal: Action Learning: Research and Practice Pages: 185-196 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1310691 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1310691 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:185-196 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: New questions for learning Journal: Action Learning: Research and Practice Pages: 197-197 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1315213 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1315213 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:197-197 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: The return of the learning organisation? Journal: Action Learning: Research and Practice Pages: 198-202 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1315217 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1315217 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:198-202 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: A critical introduction to coaching and mentoring Journal: Action Learning: Research and Practice Pages: 202-205 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1315216 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1315216 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:202-205 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: Homo prospectus Journal: Action Learning: Research and Practice Pages: 205-209 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1315218 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1315218 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:205-209 Template-Type: ReDIF-Article 1.0 Author-Name: Elaine Clarke Author-X-Name-First: Elaine Author-X-Name-Last: Clarke Title: Universities and global human development: theoretical and empirical insights for social change Journal: Action Learning: Research and Practice Pages: 209-211 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1315215 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1315215 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:209-211 Template-Type: ReDIF-Article 1.0 Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Title: Inside organizations: exploring organizational experiences Journal: Action Learning: Research and Practice Pages: 211-212 Issue: 2 Volume: 14 Year: 2017 Month: 5 X-DOI: 10.1080/14767333.2017.1315214 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1315214 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:14:y:2017:i:2:p:211-212 Template-Type: ReDIF-Article 1.0 Author-Name: Tish Elliott Author-X-Name-First: Tish Author-X-Name-Last: Elliott Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Collaborative knowledge and intellectual property: an action learning conundrum Abstract: If everyone is contributing, if action learning involves collective learning, then new knowledge is created through a collaborative process. This is not expert knowledge and no ‘one truth’ is produced, this is a collective knowledge arising from a common purpose and a shared quest. Such knowledge continues to evolve without the intention to fix or commodify. Collaborative knowledge can be a source of innovation and sustainability, and as such a key process in the knowledge economy and the learning society. However, whilst knowledge economies require constant innovation to promote economic development and trade, this often takes the form of intellectual property production (IP), with the consequent establishment and policing of IP rights, notions that are antithetical to collaborative knowledge creation. Journal: Action Learning: Research and Practice Pages: 18-27 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1363717 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1363717 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:18-27 Template-Type: ReDIF-Article 1.0 Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Learning, action and solutions in action learning: investigation of facilitation practice using the concept of living theories Abstract: This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their ‘messy’ problems through a self-reflexive approach using the concept of ‘living theory’ [Whitehead, J., and J. McNiff. 2006. Action Research Living Theory. London: Sage]. The facilitation practice is investigated through personal observations and explanations of learning and action through shift in identity, thinking and approach of AL members in resolving complex problems raised during the AL sessions. The paper demonstrates how AL can be applied as a methodology for supporting leaders to address complex organisational problems through inquiry, critical reflection and advocacy to gain new insights as well as new practice. The findings highlight that key theoretical principles in AL such as critical reflection and problem-solving can be applied to support managers and leaders to analyse and solve complex organisational problems. The paper also contributes to the current literature on AL through the application of the living theory approach as a discipline for critical inquiry, self-reflection and evaluation. Journal: Action Learning: Research and Practice Pages: 3-17 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1364223 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1364223 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:3-17 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: The Nurses Memorandum of 1938: a first step in the development of action learning? Abstract: This article concerns the origins of the idea of action learning, especially the claim by Revans that his Memorandum on ‘The Entry of Girls into the Nursing Profession’ in Essex hospitals written in 1938 was the first step in the development of action learning. Whilst Revans repeatedly made this claim, there is no evidence in the actual words of the Memorandum to support it, and he never explained the basis for his belief. Why Revans saw this paper as a first step is therefore a mystery. In this paper we examine the circumstances of the production of the Memorandum to find possible answers. After discussing the evidence we conclude that Revans’ claim is based on the ideas and insights which occurred to him in 1938 in his research and thinking, rather than upon what he actually wrote. We also suggest some defining aspects of action learning can be traced back to ideas first stimulated in the research and production of the 1938 Memorandum, including the importance of first-hand knowledge in tackling organisational problems; the limitations of expert knowledge in complex conditions; the impact of hierarchy on the flow of knowledge; the importance of problem ownership in bring about action for improvement and the primacy of learning in the processes of problem-solving and innovation. Journal: Action Learning: Research and Practice Pages: 28-37 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1408568 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1408568 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:28-37 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Title: An invitation to reflect on facilitation and evaluation within action learning Journal: Action Learning: Research and Practice Pages: 38-39 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414080 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414080 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:38-39 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Phil Radcliff Author-X-Name-First: Phil Author-X-Name-Last: Radcliff Title: Leadership development through virtual action learning: an evaluation Abstract: This paper presents a case study based on the evaluation of the two VAL (virtual action learning) sets. We report participants learning both leadership and the VAL process based on the basis of telephone interviews. We conclude that what is learned about leadership is connected with how learning takes place and suggest that the content and process of leadership learning are intermingled and co-produced. Secondly, it seems that what is learned is both common and personal, so that whilst participants' learning could be said to be broadly similar, what is actually learned is also idiosyncratic and unique to that person. Furthermore, whilst understandings of the learning process are widely shared, the significance of what is learned by any individual is only glimpsed by others. We also note the centrality of a “strong” facilitator in the VAL process in contrast to Revans' ascription of this role in action learning. Journal: Action Learning: Research and Practice Pages: 40-51 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414103 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414103 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:40-51 Template-Type: ReDIF-Article 1.0 Author-Name: Greta Hofman Author-X-Name-First: Greta Author-X-Name-Last: Hofman Title: A new facilitator in action and on action Journal: Action Learning: Research and Practice Pages: 52-60 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414113 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414113 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:52-60 Template-Type: ReDIF-Article 1.0 Author-Name: Jack OFarrell Author-X-Name-First: Jack Author-X-Name-Last: OFarrell Title: Making facilitation work: the challenges on an international DBA action learning set Abstract: This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the ‘what’ of my own research from the ‘how/why’ of the action learning set. The account discusses my experiences as a new facilitator and my attempts to engage fellow students in the set in order to gain a collective benefit. I reflect on the challenges encountered in progressing the action learning set caused by a lack of common understanding within the set of the expectations and potential benefits of an action learning approach, and also the feasibility of maintaining a successful action learning set separated by geography, time zones, and language. The account also discusses the practical, technology-supported approaches to facilitating the action learning set. Journal: Action Learning: Research and Practice Pages: 61-67 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414115 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414115 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:61-67 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Emphasing and enriching both episteme and techne Journal: Action Learning: Research and Practice Pages: 68-68 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414672 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414672 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:68-68 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Managing change, creativity and innovation Journal: Action Learning: Research and Practice Pages: 69-72 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414673 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414673 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:69-72 Template-Type: ReDIF-Article 1.0 Author-Name: Annie Yeadon-Lee Author-X-Name-First: Annie Author-X-Name-Last: Yeadon-Lee Title: Lead and disrupt – How to solve the innovator's dilemma Journal: Action Learning: Research and Practice Pages: 72-73 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414674 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414674 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:72-73 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Paradox regained Journal: Action Learning: Research and Practice Pages: 73-78 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414676 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414676 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:73-78 Template-Type: ReDIF-Article 1.0 Author-Name: Deborah M. Humphreys Author-X-Name-First: Deborah M. Author-X-Name-Last: Humphreys Title: A very short, fairly interesting and reasonably cheap book about studying organizations Journal: Action Learning: Research and Practice Pages: 78-81 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414677 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414677 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:78-81 Template-Type: ReDIF-Article 1.0 Author-Name: Wyn Owen Author-X-Name-First: Wyn Author-X-Name-Last: Owen Title: How to Coach Your Team – Release team potential and hit peak performance Journal: Action Learning: Research and Practice Pages: 81-83 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414678 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414678 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:81-83 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Title: Understanding social enterprise 2nd edition Journal: Action Learning: Research and Practice Pages: 84-86 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414679 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414679 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:84-86 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Past, present and future – how do we know what we know in action learning? Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 15 Year: 2018 Month: 1 X-DOI: 10.1080/14767333.2017.1414681 File-URL: http://hdl.handle.net/10.1080/14767333.2017.1414681 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Action learning for change? Journal: Action Learning Research and Practice Pages: 1-4 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574516 File-URL: http://hdl.handle.net/10.1080/14767330600574516 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:1-4 Template-Type: ReDIF-Article 1.0 Author-Name: Sam Ashton Author-X-Name-First: Sam Author-X-Name-Last: Ashton Title: Where's the action? The concept of action in action learning Journal: Action Learning Research and Practice Pages: 5-29 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574565 File-URL: http://hdl.handle.net/10.1080/14767330600574565 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:5-29 Template-Type: ReDIF-Article 1.0 Author-Name: Aileen Corley Author-X-Name-First: Aileen Author-X-Name-Last: Corley Author-Name: Ann Thorne Author-X-Name-First: Ann Author-X-Name-Last: Thorne Title: Action learning: avoiding conflict or enabling action Abstract: Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical Principles (RCP)? We illustrate, using examples from a case study organisation, how action learning enabled action but also how action learning supported some participants in avoiding conflict. We argue that key decision makers in the organisation are, often unacknowledged, part of the action learning process and that while the action learning sets enabled participants to practice questioning taken-for-granted-assumptions, this questioning needed to be extended and supported within wider communities. We also argue that critical theory can enhance action learning by enabling better questioning and we refocus attention on the need for ‘organizing insight’ (Vince, 2004). Finally we reemphasise the social aspect of critically reflective practice and in the spirit of engaging and extending the community of reflective practice we offer our reflections; opening a space for others to question and reflect extending further theory which illuminates the idea of action learning. Journal: Action Learning Research and Practice Pages: 31-44 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574607 File-URL: http://hdl.handle.net/10.1080/14767330600574607 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:31-44 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph Raelin Author-X-Name-First: Joseph Author-X-Name-Last: Raelin Author-Name: Jonathan Raelin Author-X-Name-First: Jonathan Author-X-Name-Last: Raelin Title: Developmental action learning: Toward collaborative change Abstract: In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning (DAL). The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for facilitation designed to help participants, selected for their readiness to change, make the leap to deeper levels of personal and organizational development. The DAL approach is applied to a leadership development series among a group of high-level administrators within a university consortium. The case study gives promise to the use of developmental action learning to enhance collaborative leadership processes. Journal: Pages: 45-67 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574615 File-URL: http://hdl.handle.net/10.1080/14767330600574615 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:45-67 Template-Type: ReDIF-Article 1.0 Author-Name: Alan Mumford Author-X-Name-First: Alan Author-X-Name-Last: Mumford Title: Action learning: nothing so practical as a good theory Abstract: Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in ‘schools’. This provides an interesting analysis, but may be less well fitted to demonstrate the ‘practical’ element in Lewin's statement. While it is interesting for many of us to know that our ideas or our actions can be interpreted and, even better understood, in relation to a school, it is my experience that for many people action is more related to the ideas of a particular individual rather than to a diffuse categorisation such as a school. From this perspective, it is even more bizarre than it first seemed that Reg Revans, otherwise acknowledged by Marquardt and Waddill as their main source about action learning, does not appear in any of the five schools they have created. Moreover, the twenty six names they include in their schools embrace a number of theorists who are really peripheral in terms of the specifics of action learning, whatever their merits as general theorists about learning in total. In this article I look at the potential for understanding about, and implementation of, action learning through the work of the five theorists who I believe to be most significant. Significant because of the content of their theories, and because they are theorists most likely to be known to, and at least partially understood, by facilitators of action learning. Journal: Action Learning Research and Practice Pages: 69-76 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574631 File-URL: http://hdl.handle.net/10.1080/14767330600574631 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:69-76 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Accounts of practice Journal: Pages: 77-77 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574656 File-URL: http://hdl.handle.net/10.1080/14767330600574656 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:77-77 Template-Type: ReDIF-Article 1.0 Author-Name: Dolores Foley Author-X-Name-First: Dolores Author-X-Name-Last: Foley Title: Developing citizen leaders through action learning Abstract: This is an account of a programme utilizing the application of action learning to the development of capacities of citizens. The Citizen Leadership for Democratic Governance is designed to equip citizens with the skills to get involved and handle the difficult tasks of governance in their communities in South Africa. After a history of apartheid there is recognition of the need to equip citizens to more effectively respond to the challenges of creating and sustaining democracy. The programme has proven to be highly successful in achieving the aims. The programme design involved an emphasis on reflection, experimental learning, problem solving and action through learning sets. Journal: Action Learning Research and Practice Pages: 79-87 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574672 File-URL: http://hdl.handle.net/10.1080/14767330600574672 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:79-87 Template-Type: ReDIF-Article 1.0 Author-Name: N. Lee Author-X-Name-First: N. Author-X-Name-Last: Lee Title: Action learning from a participant's perspective Abstract: The overall aim of this paper is to give an account of action learning in practice. It demonstrates the potential strengths and weaknesses of action learning. The information given is derived from five years in an action learning set. Significant events from within and without the action learning set will be explored using the themes clarifying; attending; and disengaging. The subsequent impact of the action learning experience on my professional practice will also be discussed. Journal: Action Learning Research and Practice Pages: 89-96 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574680 File-URL: http://hdl.handle.net/10.1080/14767330600574680 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:89-96 Template-Type: ReDIF-Article 1.0 Author-Name: Sam Kong San Author-X-Name-First: Sam Author-X-Name-Last: Kong San Title: Action learning guided by Tao for lifelong learning Abstract: Information Technology brings about rapid changes in working environment, quickly rendering skills and knowledge gained in formal learning institutions obsolete. Even as they prepare students for their first career, institutions also need to equip students with skills necessary for lifelong learning. The Nanyang Technological University (NTU), Singapore has accordingly structured its curricula into Academic Studies and General Studies where the former focuses on core subjects (broad based knowledge-specific studies), and the latter on general knowledge (multi-disciplines catering to various interests for lifelong benefits). A 12-week course, ‘Introduction to Tao for Effective Action Learning’ which focuses on learning processes was developed and has been taught by the author, for undergraduates at NTU since July 2001. The course materials were derived from the author's Ph.D. thesis ‘The Tao of Action Learning’ (Sam, 2000). This paper explains the nature of the action learning programme at NTU and includes one account from participant students. Journal: Action Learning Research and Practice Pages: 97-105 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574714 File-URL: http://hdl.handle.net/10.1080/14767330600574714 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:97-105 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Book reviews Journal: Pages: 107-122 Issue: 01 Volume: 3 Year: 2006 X-DOI: 10.1080/14767330600574722 File-URL: http://hdl.handle.net/10.1080/14767330600574722 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:107-122 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Corrigendum Journal: Action Learning: Research and Practice Pages: 381-381 Issue: 3 Volume: 12 Year: 2015 Month: 9 X-DOI: 10.1080/14767333.2015.1065100 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1065100 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:3:p:381-381 Template-Type: ReDIF-Article 1.0 Author-Name: David Higgins Author-X-Name-First: David Author-X-Name-Last: Higgins Title: A call to act through action! Journal: Action Learning: Research and Practice Pages: 203-204 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655922 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655922 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:203-204 Template-Type: ReDIF-Article 1.0 Author-Name: Cristina Garcia-Palao Author-X-Name-First: Cristina Author-X-Name-Last: Garcia-Palao Author-Name: Maria J. Oltra-Mestre Author-X-Name-First: Maria J. Author-X-Name-Last: Oltra-Mestre Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Title: Improving teamworking competence through action learning. Experiences in operations management education Abstract: Teamworking competence is essential in many operations management environments and can be developed through formal education and practice-based experiences. The main objective of this paper is to describe and to reflect on how to facilitate students in their development in teamworking competence through action learning in Operations Management education. The research design is built around action learning research undertaken by faculty members enquiring into student action learning cycles. What emerges is an understanding of a contingent connection between the classic Tuckman teamworking stages and educator interventions where the nature and timing of the interventions differ as the team evolves.These new practice-based insights illustrate the co-development of students’ teamworking competence and educators’ capability to facilitate learning in action about teamworking. They can be used as a guide for educators and practitioners involved in the development of teamworking competence to design and implement an action learning-based educational initiative. Journal: Action Learning: Research and Practice Pages: 205-222 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655391 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655391 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:205-222 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Is action learning culture bound? An exploration Abstract: The paper notes that action learning has spread globally and is used in a variety of local cultures. It considers Revans’ involvement in this international aspect and explores the author’s own experience of action learning in cross-cultural contexts. It addresses the issue of 'acculturation' and draws evidence from a number of examples of action learning in varying cultural settings before offering some conclusions regarding action learning in cross-cultural contexts. Journal: Action Learning: Research and Practice Pages: 223-237 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1627777 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1627777 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:223-237 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Author-Name: Asher Rospigliosi Author-X-Name-First: Asher Author-X-Name-Last: Rospigliosi Title: Origins of the ethos of action learning Abstract: The aim of this article is to make a contribution to understanding the ethos of action learning, by exploring how it was influenced by the early family experience of Reg Revans as the originator of action learning. In order to do so, it examines what is meant by the term ‘ethos of action learning’ in terms of its values and beliefs. The paper identifies in Revans’ early family life 7 underpinning values that found their way into action learning as it later emerged as a viable practice and 7 guiding beliefs. In the light of these findings, it discusses a range of issues including the definition of action learning and, therefore, what counts as action learning, the practical uses of self-knowledge and the differences between cleverness and wisdom. The paper concludes by asking some fresh questions about action learning and its development. Journal: Action Learning: Research and Practice Pages: 238-253 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1619516 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1619516 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:238-253 Template-Type: ReDIF-Article 1.0 Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Action learning: extending the reach Journal: Action Learning: Research and Practice Pages: 254-255 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655923 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655923 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:254-255 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Shepherd Author-X-Name-First: Gary Author-X-Name-Last: Shepherd Title: An anger management programme as an action learning set Abstract: Reports of anger and aggression within the general population of the UK have been on the increase since the 2008 financial crisis. Traditional anger management programmes utilise Cognitive Behavioural and Mindfulness theory within a psychoeducational setting to help angry participants adapt and change their behaviours. These approaches have a mixed success rate and have led researchers to call for anger management programmes to adopt different methodologies. This account of practice describes a different anger management programme which incorporates the action learning cycle within its weekly structure. Utilising thematic analysis, the author reflects upon the way in which participants responded to this new approach and considers the promise and limitations of using action learning within future anger management programmes. Journal: Action Learning: Research and Practice Pages: 256-265 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655925 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655925 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:256-265 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Scott Author-X-Name-First: Daniel Author-X-Name-Last: Scott Title: How do facilitators most effectively support CAL?: an account of practice of a facilitator’s research project Abstract: While on my own journey of personal development in action learning facilitation, I conducted a research project in response to the question: How do facilitators most effectively support Critical Action Learning (CAL)? From selecting the topic and establishing the methodology, through to collecting data and analysing the results, this account shares what I learned throughout the process – as both a first-time researcher and a growing advocate of CAL in organisations. The results of the study were not what I expected. Although I had learned action learning facilitation should always be neutral and learner-led, the results raised significant questions for me around the potential use of more structured and directive approaches to better enable CAL to create real change in organisations. Journal: Action Learning: Research and Practice Pages: 266-279 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655926 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655926 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:266-279 Template-Type: ReDIF-Article 1.0 Author-Name: Genevieve June Cother Author-X-Name-First: Genevieve June Author-X-Name-Last: Cother Author-Name: Robert Fletcher Cother Author-X-Name-First: Robert Fletcher Author-X-Name-Last: Cother Author-Name: William Stanley Woodworth Author-X-Name-First: William Stanley Author-X-Name-Last: Woodworth Author-Name: Leslie John Souster Author-X-Name-First: Leslie John Author-X-Name-Last: Souster Author-Name: Daniel Moriarty Author-X-Name-First: Daniel Author-X-Name-Last: Moriarty Author-Name: Luke Miller Author-X-Name-First: Luke Author-X-Name-Last: Miller Author-Name: Roxanne Chugg Author-X-Name-First: Roxanne Author-X-Name-Last: Chugg Author-Name: Christine Sophia Cother Author-X-Name-First: Christine Sophia Author-X-Name-Last: Cother Title: The action learning organisation – an account of practice Abstract: Feedback from companies forming a community of practice in Tasmania, Australia, is that there is a need for a framework for self-directed action learning within each organisation as well as across the action learning community. Senior management report that there is a ‘falling away’ after a facilitated action learning intervention concludes and, although the business improvements may be sustained, action learning does not penetrate beyond the area under focus. The Tasmanian Department of State Growth provided funding for BALT to develop a ‘whole organisation’ strategic approach to action learning; the Action Learning Organisation model. This Account of Practice describes the process for developing the Action Learning Organisation model, identifies barriers to implementation and attempts to address them in the model design. Journal: Action Learning: Research and Practice Pages: 280-294 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655929 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655929 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:280-294 Template-Type: ReDIF-Article 1.0 Author-Name: Becky Quew Jones Author-X-Name-First: Becky Quew Author-X-Name-Last: Jones Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: Account of practice: using action learning to develop and educate undergraduate management degree apprentices Abstract: This account of practice offers an example of the use of action learning within the undergraduate Degree Apprenticeship Curriculum of a UK university, specifically the Chartered Manager Degree Apprenticeship. This programme is aimed at an age-diverse group who are supported by their employers through the levy to improve their knowledge, skills and behaviours in alignment to the standards required in becoming a Chartered Manager. We discuss the background and context of the course followed by an account of some aspects of the action learning process used to support and challenge apprentices as they worked on their projects. The account suggests that the application of knowledge to work-based problems on the Degree Apprenticeship Programme was enhanced by the action learning process. We reflect on the challenges and opportunities presented by introducing action learning on this undergraduate programme, such as the value of the safe space created and the difficulties of getting to grips with reflection. Journal: Action Learning: Research and Practice Pages: 295-303 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655932 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655932 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:295-303 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Reconnecting with context and community Journal: Action Learning: Research and Practice Pages: 304-305 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655969 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655969 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:304-305 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen Brookes Author-X-Name-First: Stephen Author-X-Name-Last: Brookes Title: Studying leadership: traditional and critical approaches Journal: Action Learning: Research and Practice Pages: 306-309 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655970 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:306-309 Template-Type: ReDIF-Article 1.0 Author-Name: Robin Stanley Snell Author-X-Name-First: Robin Stanley Author-X-Name-Last: Snell Title: Fostering critical thinking through collaborative group work: insights from Hong Kong Journal: Action Learning: Research and Practice Pages: 309-311 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655971 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655971 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:309-311 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: The complete handbook of coaching: third edition Journal: Action Learning: Research and Practice Pages: 311-314 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655972 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655972 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:311-314 Template-Type: ReDIF-Article 1.0 Author-Name: Sue Pritchard Author-X-Name-First: Sue Author-X-Name-Last: Pritchard Title: Systems leadership in health and social care Journal: Action Learning: Research and Practice Pages: 314-317 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655973 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655973 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:314-317 Template-Type: ReDIF-Article 1.0 Author-Name: Cathy Sharp Author-X-Name-First: Cathy Author-X-Name-Last: Sharp Title: Action learning and action research: genres and approaches Journal: Action Learning: Research and Practice Pages: 317-321 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1655974 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1655974 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:317-321 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Correction Journal: Action Learning: Research and Practice Pages: 322-322 Issue: 3 Volume: 16 Year: 2019 Month: 9 X-DOI: 10.1080/14767333.2019.1660039 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1660039 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:3:p:322-322 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Problem solving or learning – which is priority? Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 12 Year: 2015 Month: 1 X-DOI: 10.1080/14767333.2015.1006924 File-URL: http://hdl.handle.net/10.1080/14767333.2015.1006924 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: What can action learning offer a troubled world? Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2018.1562017 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1562017 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Sonja Antell Author-X-Name-First: Sonja Author-X-Name-Last: Antell Title: Action learning for social action Journal: Action Learning: Research and Practice Pages: 3-4 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1563326 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1563326 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 Author-Name: Yonjoo Cho Author-X-Name-First: Yonjoo Author-X-Name-Last: Cho Author-Name: Hyeon-Cheol Bong Author-X-Name-First: Hyeon-Cheol Author-X-Name-Last: Bong Author-Name: Hyeong-Sook Kim Author-X-Name-First: Hyeong-Sook Author-X-Name-Last: Kim Title: Examining the development of action learning practice in South Korea Abstract: This year marks the 25th anniversary since action learning (AL) was first introduced in 1993 in South Korea. Although AL has greatly contributed to meeting organizational needs so that it would result in its strong presence as an organizational learning tool, there is no single review study on the development of AL practice in Korea. The purpose of this study, therefore, was to examine the development of AL practice in Korea to understand its current state and envision the future. To that end, two research questions guided our inquiry: What are the distinctive features of the development of AL practice in Korea? What is unique about the development of AL practice in Korea? To answer the two research questions, we conducted semi-structured interviews with 13 AL practitioners who have experienced AL practice for many years, analyzed 13 annual AL conference proceedings published since 2005, and reviewed Korean publications on AL published since 2000. Based on the triangulated data analysis, we discuss the uniqueness of the development of AL practice in Korea and implications for research and practice. Journal: Action Learning: Research and Practice Pages: 5-22 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2018.1533448 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1533448 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:5-22 Template-Type: ReDIF-Article 1.0 Author-Name: Angela Danielle Carter Author-X-Name-First: Angela Danielle Author-X-Name-Last: Carter Title: What can be learned from action learning coaching? Learnings of novice action learners and their coach Abstract: Action learning coaching (ALC), a form of action learning that integrates leadership coaching, is suggested as a method and ethos to build future capacity, specifically in novice HRD practitioners. The purpose of this article is to offer an account of learning from the perspectives of novice action learners, who were new to the field of human resource development (HRD) and to the concept of ALC, as well as their similarly noviced coach. Data from budding practitioners and their coach, participants in an action learning action research (ALAR) study, are analyzed to show how they used action and generative learning through ambiguity to apply learning to their new roles. Action learning coaching elevated participants’ skills, self-concept, efficaciousness, professionalism, commitment to action, and capacity for learning and growth. Participants changed themselves, their practice, and ultimately the way they approached human resource development as novices. Journal: Action Learning: Research and Practice Pages: 23-36 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2018.1550740 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1550740 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:23-36 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Leadership development, wicked problems and action learning: provocations to a debate Abstract: The paper examines whether, if leadership is defined by the willingness to tackle wicked issues, and if action learning is employed for leadership development purposes, do the action learning participants on leadership development programmes address such wicked issues? It adopts a version of dialogical sense-making to consider this and describes an attempted literature review which led to a series of questions on academic motivations, puzzles and problems, when exactly a problem is wicked, the possible difference between private and public problems, leader development and leaderful practice. It failed to identify such evidence and it is postulated that this is due to the individual-focused nature of leader development. Journal: Action Learning: Research and Practice Pages: 37-51 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1568967 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1568967 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:37-51 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Trust and collaboration build new futures Journal: Action Learning: Research and Practice Pages: 52-53 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1562710 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1562710 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:52-53 Template-Type: ReDIF-Article 1.0 Author-Name: Sara Csillag Author-X-Name-First: Sara Author-X-Name-Last: Csillag Title: ‘Once, there was a life, a life that someone could not enjoy’: Learning and development in an action research project Abstract: Action research is participative research, involving all stakeholders in the research process on a voluntary basis. Its main objective is to create practical knowledge, which supports stakeholders in everyday professional processes. The creation and utilization of this kind of knowledge, the facilitation of individual and group level action learning contributes to the achievement of social and community objectives as well. In our present account we aim to give a brief insight into the process and results of a one-and-a-half-year long project conducted at several levels and locations – a development project designed to enhance the quality of life for people with autism. Connected to the process and results of the research project we would like to discuss some interesting features of the action learning the participants experienced in the process. Journal: Action Learning: Research and Practice Pages: 54-61 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1562700 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1562700 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:54-61 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Chrystal Author-X-Name-First: Mark Author-X-Name-Last: Chrystal Title: Creating a path out of bankruptcy through action learning Abstract: This account of practice details how an action learning methodology was successfully implemented within a corporate business environment in order to aid its emergence from bankruptcy. The need to quickly develop and adopt new knowledge and business practices was critically important to the survival of the business. The business had been underperforming for several years and was in the process of emerging from bankruptcy. An action learning methodology was implemented to enable an accelerated process of organizational learning and business process transformation. Ultimately, action learning proved to be critically important for the adoption of the new approach to the business. The action learning process was responsible for tailoring the new approach to fit within the already established operating framework of the business. The new knowledge and processes that resulted from action learning were also central to an improvement in the performance of the business and a successful emergence from bankruptcy. Journal: Action Learning: Research and Practice Pages: 62-67 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1562695 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1562695 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:62-67 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Cauwelier Author-X-Name-First: Peter Author-X-Name-Last: Cauwelier Title: Building high-performance teams through action learning Abstract: Team psychological safety is critical to team learning. When a team feels safe to talk about difficult issues and each team member feels comfortable to express feelings and ideas, the team continuously learns and improves its performance. Amy Edmondson identified team psychological safety in 1999 as a key to high-performance teams, and Google confirmed this in an internal research project in 2015. A lot has been written about team psychological safety, but very few research or experiences demonstrate how to increase the level of psychological safety in a team. The author has measured psychological safety in a team before and after a series of action learning sessions. The results are very encouraging: action learning increases the average level of psychological safety in the team and reduces the dispersion in team members’ evaluation of team psychological safety. A test was made to verify if the mere dynamic of team members participating in a facilitated workshop would have the same impact on the level of psychological safety, but this was not the case. It can therefore be concluded that action learning has a significant impact on team psychological safety and helps a team move toward high-performance. Journal: Action Learning: Research and Practice Pages: 68-76 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1562693 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1562693 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:68-76 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Robertson Author-X-Name-First: Jane Author-X-Name-Last: Robertson Author-Name: Heidi le Sueur Author-X-Name-First: Heidi Author-X-Name-Last: le Sueur Author-Name: Nicky Terblanche Author-X-Name-First: Nicky Author-X-Name-Last: Terblanche Title: An account of practice: employing drawings and stories to enable reflective learning Abstract: Facilitating reflection for personal growth in a business context requires careful thought and planning. As a learning process, Business-Driven Action Learning (BDAL) has two points of focus. It aims to firstly identify and make recommendations regarding a business challenge, whist secondly facilitating potentially significant individual personal learning and growth. The research reported in this account of practice focused on personal learning by exploring the potential for individuals to experience transformative learning during a BDAL process. During the research I used a number of methods including hand-drawn images and in-depth interviews to enable the writing of interpretive stories. Findings revealed that participants found reflection during and after the BDAL beneficial. They gained insights into what they learnt, what changed since the BDAL experience and also what they still need to focus on. The findings have practical implications for the action learning facilitator of BDAL during management development programmes. One of the ways action learning facilitators can initiate the reflection process of new participants is to share the experience of previous participants. ‘Sandy’s interpretive story’, contained in this article, is such an example and includes hand-drawn images of her learning journey. I argue that the use of interpretative stories helps new participants understand programme challenges and stimulates their individual learning journey. Journal: Action Learning: Research and Practice Pages: 77-86 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1562702 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1562702 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:77-86 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Speaking with different voices for a new way of living Journal: Action Learning: Research and Practice Pages: 87-87 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1559989 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1559989 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:87-87 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: The John Maynard Keynes of the 21st century? Journal: Action Learning: Research and Practice Pages: 88-92 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1559985 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1559985 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:88-92 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Holmes Author-X-Name-First: Mary Author-X-Name-Last: Holmes Title: An introduction to coaching skills: a practical guide Journal: Action Learning: Research and Practice Pages: 92-94 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1559984 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1559984 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:92-94 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Hale Author-X-Name-First: Richard Author-X-Name-Last: Hale Title: Executive Team Leadership in the Global Economic and Competitive Environment Journal: Action Learning: Research and Practice Pages: 95-97 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1559986 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1559986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:95-97 Template-Type: ReDIF-Article 1.0 Author-Name: Jean-Anne Stewart Author-X-Name-First: Jean-Anne Author-X-Name-Last: Stewart Title: Global leadership perspectives – insights and analysis Journal: Action Learning: Research and Practice Pages: 97-100 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1559982 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1559982 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:97-100 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: A University Education Journal: Action Learning: Research and Practice Pages: 100-104 Issue: 1 Volume: 16 Year: 2019 Month: 1 X-DOI: 10.1080/14767333.2019.1559987 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1559987 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:1:p:100-104 Template-Type: ReDIF-Article 1.0 Author-Name: Rasmus Pedanik Author-X-Name-First: Rasmus Author-X-Name-Last: Pedanik Title: How to ask better questions? Dewey's theory of ecological psychology in encouraging practice of action learning Abstract: This paper provides an overview of John Dewey's ecological psychology and his basic concepts: experience, inquiry, and habit. The concept of habit, which is particularly relevant in understanding problem-solving strategies, is further explicated on the basis of Gross’s (2009. “A Pragmatist Theory of Social Mechanisms.” American Sociological Review 74: 358–379) conceptions of habits by way of an analysis of an action learning case study. It is argued that a deeper understanding of Dewey's ecological psychology, and the application of his concepts, may assist action learning practitioners to better understand why problems arise and how people solve them habitually, and thereby enable us to ask questions that can foster double loop learning. Journal: Action Learning: Research and Practice Pages: 107-122 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2018.1451302 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1451302 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:107-122 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Beyond critical action learning?: Action learning’s place in the world Abstract: Action learning has evolved over a period of time when managerialism and performativity, which are aspects of neoliberalism, have become stronger and this explains, in part, the emergence of Critical Action Learning (CAL). Performativity, in particular, has increasingly become internalised by people at work. CAL seems to be limited to power relations within and between organisations and thus tends to ignore the dominant ideology of the day – neoliberalism. The paper asserts that action learning is antithetical to a neoliberal worldview and there are therefore practical implications for action learning practitioners. Journal: Action Learning: Research and Practice Pages: 136-148 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2018.1509837 File-URL: http://hdl.handle.net/10.1080/14767333.2018.1509837 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:136-148 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph A. Raelin Author-X-Name-First: Joseph A. Author-X-Name-Last: Raelin Title: Deriving an affinity for collective leadership: below the surface of action learning Abstract: Is there a viable pedagogical method to prepare people, as they engage together in their practice, for the assumption of collective leadership? In this article the author makes the case that such a method is already available via action learning but for its adoption as a collective leadership development approach. The author’s agenda is twofold: he initially seeks to explain how action learning transforms participants towards an affinity for collective leadership, and not only at the individual level of experience, but at the team and organizational levels as well. Secondly, to understand the reasoning behind the properties of action learning, he interrogates why action learning can be a propitious method to acclimate to the world of collective leadership, especially due to its practice orientation. The article closes with some applications to collective leadership along with some final cautionary remarks. Journal: Action Learning: Research and Practice Pages: 123-135 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1604317 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1604317 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:123-135 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Facilitating action learning; an assumed norm? Journal: Action Learning: Research and Practice Pages: 149-150 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611036 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611036 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:149-150 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Scott Author-X-Name-First: Daniel Author-X-Name-Last: Scott Title: Becoming a midwife to wisdom: a retrospective account of practice of an action learning facilitator Abstract: In completing an action learning facilitation qualification in 2012, I documented an account of practice during the first year of my experience as a facilitator. The main areas of my learning related to four themes: fear of rejection, using and abusing power, content versus process and critical action learning. These learnings are linked to descriptions of five facilitation episodes during that formative first year, each surfacing a significant new challenge, question or realisation. Looking back seven years later, most of my early learnings about action learning facilitation (and myself) still resonate. With seven years’ more experience, it is now the less visible aspects of the facilitator's role that seem more important and hold the most need for my continued learning. Journal: Action Learning: Research and Practice Pages: 151-158 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611037 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611037 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:151-158 Template-Type: ReDIF-Article 1.0 Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Integration of the practice of mindfulness within action learning as an added component within a post graduate leadership programme: an account of practice Abstract: This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets. Journal: Action Learning: Research and Practice Pages: 159-165 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611038 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611038 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:159-165 Template-Type: ReDIF-Article 1.0 Author-Name: Dorte Sandager Author-X-Name-First: Dorte Author-X-Name-Last: Sandager Author-Name: Kirsten Bragh Author-X-Name-First: Kirsten Author-X-Name-Last: Bragh Author-Name: Lotte Svalgaard Author-X-Name-First: Lotte Author-X-Name-Last: Svalgaard Title: How to create an action learning environment that makes self and social awareness business-like Abstract: Promoting open reflection and exploration on group dynamics is delicate work and is often considered ‘not very business-like’ in a business context. How to approach this work is a constant balance and struggle for action learning practitioners. In this account of practice, we present central elements in our action learning framework – Action Lab® – where the design builds on Business Driven Action Learning. We share core ideas and assumptions behind our action learning approach, which is informed by a systems psychodynamic understanding of groups. This account of practice aims at sharing and discussing ideas and distinctive work modes for creating double awareness – i.e. how to maintain a balanced awareness of task and process and how to increase self and social awareness – in a performance-driven business contexts. Journal: Action Learning: Research and Practice Pages: 166-177 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611039 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611039 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:166-177 Template-Type: ReDIF-Article 1.0 Author-Name: Nicola Wilson Author-X-Name-First: Nicola Author-X-Name-Last: Wilson Author-Name: Caragh Dewis Author-X-Name-First: Caragh Author-X-Name-Last: Dewis Title: A double win: practice and participation in an action learning facilitators’ set Abstract: This account of practice shares insights from past and present members of a self-facilitating action learning set, where each of the members is an action learning facilitator. Motivations for joining the set encompassed the opportunity to ‘practice what you preach’ by being a set member as well as a facilitator, the potential to refine and develop facilitation practices in a safe environment and space for personal development. Journal: Action Learning: Research and Practice Pages: 178-186 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611040 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611040 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:178-186 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Finding new insights in the action and the learning Journal: Action Learning: Research and Practice Pages: 187-188 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611041 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611041 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:187-188 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Learn how to fold a stingray! Journal: Action Learning: Research and Practice Pages: 200-202 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611042 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611042 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:200-202 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: A very short, fairly interesting and reasonably cheap book about cross-cultural management Journal: Action Learning: Research and Practice Pages: 189-192 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611057 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611057 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:189-192 Template-Type: ReDIF-Article 1.0 Author-Name: Yury Boshyk Author-X-Name-First: Yury Author-X-Name-Last: Boshyk Title: The Palgrave handbook of organizational change thinkers Journal: Action Learning: Research and Practice Pages: 192-196 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611059 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611059 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:192-196 Template-Type: ReDIF-Article 1.0 Author-Name: Bernadette McDonald Author-X-Name-First: Bernadette Author-X-Name-Last: McDonald Title: Conducting action research for business and management students Journal: Action Learning: Research and Practice Pages: 198-200 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611060 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611060 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:198-200 Template-Type: ReDIF-Article 1.0 Author-Name: Ortrun Zuber-Skerritt Author-X-Name-First: Ortrun Author-X-Name-Last: Zuber-Skerritt Title: The story cookbook: practical recipes for change Journal: Action Learning: Research and Practice Pages: 196-198 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611062 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611062 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:196-198 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: Have leaders got the questioning habit? Journal: Action Learning: Research and Practice Pages: 105-106 Issue: 2 Volume: 16 Year: 2019 Month: 5 X-DOI: 10.1080/14767333.2019.1611257 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1611257 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:16:y:2019:i:2:p:105-106 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Conscious unlearning, unconscious unlearning and forgetfulness – a plea to record our action learning experiences Journal: Action Learning: Research and Practice Pages: 199-200 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220173 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220173 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:199-200 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Action learning and action research – revisiting similarities, differences, complementarities and whether it matters Journal: Action Learning: Research and Practice Pages: 201-203 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220164 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220164 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:201-203 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Author-Name: Peter Watt Author-X-Name-First: Peter Author-X-Name-Last: Watt Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: David Devins Author-X-Name-First: David Author-X-Name-Last: Devins Author-Name: Robert Garvey Author-X-Name-First: Robert Author-X-Name-Last: Garvey Title: Procuring a sustainable future: an action learning approach to the development and modelling of ethical and sustainable procurement practices Abstract: This paper contributes to an understanding of the processes by which organisational actors learn how to affect positive and sustainable social change in their local region through action learning, action research and appreciative inquiry. The paper is based on a critically reflective account of key findings from an ongoing action research project, funded by the Joseph Rowntree Foundation. The project is an attempt to alleviate poverty in the Leeds City Region through the identification and spread of ‘good practice’ in large local organisations. The paper is based on insights into the tensions involved in accomplishing such modes of action research and action learning in this particular context, and how these findings can relate to similar research in other domains of inquiry, action and cross-organisational learning. Through this, the paper discusses the inherent challenges faced when attempting to use action research and action learning approaches to help large organisations to learn and develop as ethical and sustainable agents. Journal: Action Learning: Research and Practice Pages: 204-218 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1215290 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1215290 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:204-218 Template-Type: ReDIF-Article 1.0 Author-Name: Judith A. Muskett Author-X-Name-First: Judith A. Author-X-Name-Last: Muskett Author-Name: Andrew Village Author-X-Name-First: Andrew Author-X-Name-Last: Village Title: Action learning sets and social capital: ameliorating the burden of clergy isolation in one rural diocese Abstract: Rural clergy often lack colleagues and may struggle with isolation, especially if over-extended in multi-parish benefices. Theory suggests that this sense of isolation could be addressed by launching clergy action learning sets, which have the potential to establish a peer support network through the formation of social capital as a by-product of the pedagogical process. This case study looks at the effect of action learning set membership upon clergy involved in a new ministry development programme in one rural Church of England diocese. Markers of social capital (networks, norms and social trust) were found among set members, some of whom were prepared to draw on the new resource for assistance with problems, while others were ready to support such colleagues. Pre-existing support networks were one reason for clergy not intending to capitalize on the new links; another was the geographically dispersed set memberships. Geography may militate against exploiting social capital, but a distance of many miles between priest and trusted confidant can be advantageous. The study demonstrates that the notion that social capital formed through action learning will ameliorate isolation among some geographically scattered clergy is grounded not only in theory but also in practice. Journal: Action Learning: Research and Practice Pages: 219-234 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1211091 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1211091 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:219-234 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Kath Aspinwall Author-X-Name-First: Kath Author-X-Name-Last: Aspinwall Author-Name: Sue Smith Author-X-Name-First: Sue Author-X-Name-Last: Smith Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Title: Art, reflection and transformation in action learning Journal: Action Learning: Research and Practice Pages: 235-236 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220165 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220165 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:235-236 Template-Type: ReDIF-Article 1.0 Author-Name: Pleuntje van Meer Author-X-Name-First: Pleuntje Author-X-Name-Last: van Meer Title: Learning through artful knowing Abstract: Unfinished and ongoing exploration, Oil Painting, 1.30 * 1 m, September 2015. Journal: Action Learning: Research and Practice Pages: 237-251 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220166 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220166 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:237-251 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Shepherd Author-X-Name-First: Gary Author-X-Name-Last: Shepherd Title: Developing deep group reflection within a Critical Reflection Action Learning set Abstract: This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial changes in customers’ buying behaviour. The account presented here is based on a 12-session CRAL project I carried out as part of my Ph.D. Research at the University of Hull Business School [Shepherd, G. 2011. “An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis.” PhD Thesis, University of Hull Business School]. This paper describes how the organisation changed the way in which they tackled complex, messy problems through the adoption of a CRAL technique using their own hand-drawn images as the focus for their individual, group and critical reflective efforts. As the action learning set improved their reflective practice, the group began to understand and untangle the complex links between the problems they were experiencing and the way in which the business environment had changed. The group completed the project with a more nuanced appreciation of the problems they experienced and developed their own unique problem-solving style, which mixed reflective questioning with emotional honesty. Journal: Action Learning: Research and Practice Pages: 252-262 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220176 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:252-262 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Doherty Author-X-Name-First: Daniel Author-X-Name-Last: Doherty Title: What am I to action learning and what is action learning to me? Abstract: This account of practice charts one organisation development practitioner’s experience of the influence of action learning (AL) at various points in his career, from the early 1970s to the present day. It explores the impact of AL upon his practice over the years, chronicling various episodes which had strongest impact. It contrasts AL as it was in its formative years in the UK with how it is now, asking some questions as to how the early pioneering spirit might sustain the face of forces for commoditisation. Journal: Action Learning: Research and Practice Pages: 263-271 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220168 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220168 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:263-271 Template-Type: ReDIF-Article 1.0 Author-Name: Meadbh Ruane Author-X-Name-First: Meadbh Author-X-Name-Last: Ruane Title: Action learning in postgraduate executive management education: an account of practice Abstract: The merits of action learning as a change tool and enabler of deep learning are well recognised. However, there is a gap in the literature of participants’ stories regarding their experiences on accredited postgraduate executive programmes underpinned by an action learning philosophy. The following account of practice addresses this gap and recounts participant experiences, in their own words, combined with my insights into these learning experiences of a Master of Business Studies. While the programme is underpinned by an action learning philosophy, it does not discount programmed learning. However, programmed learning is not privileged over the executives’ own experiences and knowledge of their own problems; they are seen as the experts. Throughout the programme, the participants are members of an action learning set in which they address real problems in their own organisations, problems on which they can take action. This account examines the experiences, as told by the executive participants, and so provides rich and in-depth insights into their learning experiences. It provides an opportunity for educators to appreciate the depth and richness of learning and change which can occur as a consequence of adopting an action learning approach on such programmes. Furthermore, this account provides evidence of how action learning can contribute and be an enabler to the development of executives as reflective and critical practitioners able to better face an ever more complex and challenging world. Journal: Action Learning: Research and Practice Pages: 272-280 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220175 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220175 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:272-280 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Brian Milsom Author-X-Name-First: Brian Author-X-Name-Last: Milsom Title: Integration: challenges and opportunities Journal: Action Learning: Research and Practice Pages: 281-282 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220170 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220170 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:281-282 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Robson Author-X-Name-First: Mark Author-X-Name-Last: Robson Title: Action research: principles and practice Journal: Action Learning: Research and Practice Pages: 283-285 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220174 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220174 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:283-285 Template-Type: ReDIF-Article 1.0 Author-Name: Giles A. Hindle Author-X-Name-First: Giles A. Author-X-Name-Last: Hindle Title: Organizational change and strategy: an interlevel dynamics approach (2nd Edition) Journal: Action Learning: Research and Practice Pages: 285-287 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220171 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220171 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:285-287 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Doherty Author-X-Name-First: Daniel Author-X-Name-Last: Doherty Title: Teaming: how organisations learn, innovate and compete in the knowledge economy Journal: Action Learning: Research and Practice Pages: 287-290 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220169 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220169 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:287-290 Template-Type: ReDIF-Article 1.0 Author-Name: Jean Kellie Author-X-Name-First: Jean Author-X-Name-Last: Kellie Title: Leadership-as-practice: theory and application Journal: Action Learning: Research and Practice Pages: 290-293 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220172 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220172 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:290-293 Template-Type: ReDIF-Article 1.0 Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: A guide to professional doctorates in business and management Journal: Action Learning: Research and Practice Pages: 294-298 Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1220167 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1220167 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:294-298 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Editorial Board Journal: Action Learning: Research and Practice Pages: ebi-ebi Issue: 3 Volume: 13 Year: 2016 Month: 9 X-DOI: 10.1080/14767333.2016.1247225 File-URL: http://hdl.handle.net/10.1080/14767333.2016.1247225 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:13:y:2016:i:3:p:ebi-ebi Template-Type: ReDIF-Article 1.0 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: On social action Journal: Action Learning: Research and Practice Pages: 1-9 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712833 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712833 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:1-9 Template-Type: ReDIF-Article 1.0 Author-Name: Cathy Sharp Author-X-Name-First: Cathy Author-X-Name-Last: Sharp Title: Practising change together – where nothing is clear, and everything keeps changing Abstract: This paper explores the thinking and practice of ‘action inquiry’ an embedded learning practice that can help navigate complexity when practising change together. The paper uses examples from social contexts where there are concerns about community wellbeing and health care. These are drawn from collaborative or collective leadership development programmes within public services that seek to bring new attention to the qualities of how people think, converse and interact, as part of their collective professional practice. This treats social action as a relational and dialogical practice, something that we do together as professionals by engaging in reflective inquiry and action. The paper suggests that action inquiry offers a prospect of rekindling the links between ‘action learning’ and collaborative leadership by developing a co-mission and a mutual commitment to a new type of learning partnership. Action inquiry can be wrapped around and enmeshed within initiatives and programmes that work with complexity, anywhere where effective social action will depend on the quality of relationships that can be developed. This research was funded by two separate Scottish Government commissions, where the author was a learning partner. The paper also draws on the further reflections of some of the practitioners most centrally involved. Journal: Action Learning: Research and Practice Pages: 10-23 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712838 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:10-23 Template-Type: ReDIF-Article 1.0 Author-Name: Éva Tessza Udvarhelyi Author-X-Name-First: Éva Tessza Author-X-Name-Last: Udvarhelyi Title: Participatory action research as political education Abstract: In this paper, I discuss participatory action research (PAR) as a way to support social and political engagement and develop civil society. After a short overview of my personal journey to participatory action research, I describe a general structure that I have developed for organizing PAR projects and a short introduction to the state of civil society in Hungary. I then summarize three PAR projects in Budapest between 2011 and 2018. All three revolved around the issue of affordable and adequate housing and were designed as part of the movement for the right to housing in Hungary. The paper concludes with some of the most important implications I drew from this work regarding the development of civil society and critical consciousness. Journal: Action Learning: Research and Practice Pages: 24-33 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712839 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712839 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:24-33 Template-Type: ReDIF-Article 1.0 Author-Name: Ortrun Zuber-Skerritt Author-X-Name-First: Ortrun Author-X-Name-Last: Zuber-Skerritt Author-Name: Lesley Wood Author-X-Name-First: Lesley Author-X-Name-Last: Wood Author-Name: Judith Kearney Author-X-Name-First: Judith Author-X-Name-Last: Kearney Title: The transformative potential of action learning in community-based research for social action Abstract: Action learning within community-based research is a powerful capacitator of social action. Here, we consider three aspects of action learning that are vital to enable this: (i) developing self-directed and lifelong action learning; (ii) generating local and theoretical knowledge through action research and reflection on learning; and (iii) identifying the key principles and processes of action learning as an integrated concept within the participatory action learning and action research (PALAR) paradigm. We argue that action learning has to be developed in a systematic, educational way to enable people to take responsibility for improving their life circumstances. Examples from university partnerships with communities in South Africa and Australia demonstrate how action learning, within a PALAR process, can inspire and enable individuals and whole communities to learn and develop skills, attitudes, values, and understandings to engage in social action most effective for their particular needs and contexts. In this way, people become self-directed learners, creators of knowledge and activists able to challenge and disrupt dominant power relationships and traditional ways of conducting research. These case examples illustrate how action learning, as part of a PALAR process, enables the university to partner with community for social action towards a more just society. Journal: Action Learning: Research and Practice Pages: 34-47 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712840 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712840 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:34-47 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: David Devins Author-X-Name-First: David Author-X-Name-Last: Devins Title: Action learning and action research to alleviate poverty Abstract: The purpose of this paper is to examine the role played by action learning in a collaborative action research project to alleviate poverty in a city region in the UK. Researchers from two universities worked with 12 large anchor organisations to investigate procurement and employment practices that positively impacted inclusive growth within the city region, and therefore had a positive effect on poverty, and spread those practices more widely. A core group of representatives from the 12 participating organisations met in action learning sets to share the results of their investigations, to design a model of good practice, and to develop and support action plans. The paper summarises the results of the project, examines the different methodologies that were employed, and reviews the contribution made by action learning. Journal: Action Learning: Research and Practice Pages: 48-61 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712842 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712842 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:48-61 Template-Type: ReDIF-Article 1.0 Author-Name: Annie L. Booth Author-X-Name-First: Annie L. Author-X-Name-Last: Booth Author-Name: Kyle Aben Author-X-Name-First: Kyle Author-X-Name-Last: Aben Author-Name: Barbara Otter Author-X-Name-First: Barbara Author-X-Name-Last: Otter Author-Name: Todd Corrigall Author-X-Name-First: Todd Author-X-Name-Last: Corrigall Author-Name: Christie Ray Author-X-Name-First: Christie Author-X-Name-Last: Ray Author-Name: Sinead Earley Author-X-Name-First: Sinead Author-X-Name-Last: Earley Title: Carbon management and community-based action learning: a theory to work experience Abstract: We discuss an innovative action-learning course co-developed by the University of Northern British Columbia, the Prince George Chamber of Commerce (Canada) and local businesses. The Carbon and Energy Management course is an undergraduate/graduate course initiated by the Chamber to address an interest in climate change amongst local businesses/non-profits. Growing awareness of climate change and the need to better manage carbon has led to businesses eager to reduce greenhouse gases. Students, seeking to create a more sustainable world while gaining practical skills, create carbon footprint analyses for business clients. We discuss the course impacts on students as an action learning initiative. Journal: Action Learning: Research and Practice Pages: 62-71 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712845 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712845 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:62-71 Template-Type: ReDIF-Article 1.0 Author-Name: Anna Jarkiewicz Author-X-Name-First: Anna Author-X-Name-Last: Jarkiewicz Title: Using participatory action learning to Empower the active citizenship of young people Abstract: This article aims to presents the effects of participatory action learning (PAL) as a method of work to Empower the Active Citizenship of young people in schools. The author of the article was involved in an educational project called Future Youth School – Forums (FYS-FORUMS). The basic aim was to create a model of schooling that promotes the idea of active citizenship with the use of a Youth Forum. This study describes the effects of the PAL method on young people in two British schools. The qualitative approach was used to collect data in the study, based on focus group interviews with the youth involved in the project. The impact of the PAL method was identified in a number of areas: (1) the first one concerned the sense of developing the soft/transversal skills and competences; (2) the second one was connected with perceiving oneself as an acting entity; (3) the third one involved improvement of the relationships between students and teachers; and (4) the last effect concerned the evolution of the students’ attitude towards active citizenship, which was reflected in their way of thinking about social actions and the need to get involved in them. Journal: Action Learning: Research and Practice Pages: 72-83 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712846 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712846 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:72-83 Template-Type: ReDIF-Article 1.0 Author-Name: Adrian Ogun Author-X-Name-First: Adrian Author-X-Name-Last: Ogun Author-Name: Reginald Braggs Author-X-Name-First: Reginald Author-X-Name-Last: Braggs Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Title: Social action learning: applicability to comrades in adversity in Nigeria Abstract: The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university preparatory programme at the AUN? The methodology employed is based on the praxeology of action learning, combined with grounded theory. Literature relating to abduction, stigmatisation and exclusion are considered along with coverage of the Boko Haram abduction of Chibok school girls in Nigeria. Findings show action learning enables student engagement, promotes confidence, encourages social and emotional learning and provides a forum for feedback from NFSUP students. This paper could also be relevant for preparatory and transformational courses in a wider community that includes refugees, internally displaced persons, child soldiers, teenage victims of trafficking and sexual grooming. Action learning probably enables a more holistic evaluation of student learning than Course Experience Questionnaires. A hybrid of both approaches should be considered by educational institutions as an assessment tool. Journal: Action Learning: Research and Practice Pages: 84-99 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712848 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712848 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:84-99 Template-Type: ReDIF-Article 1.0 Author-Name: Armando Machevo Ussivane Author-X-Name-First: Armando Machevo Author-X-Name-Last: Ussivane Author-Name: Paul Ellwood Author-X-Name-First: Paul Author-X-Name-Last: Ellwood Title: Action learning in the service of food security and poverty alleviation in Mozambique Abstract: We report the use of action learning within a state-owned enterprise charged with delivering a large food security and poverty alleviation program in Mozambique. Successful management of the program requires the co-ordination of a wide variety of different stakeholders including both commercial and subsistence farmers, community leaders and international private investors. Organizational issues arose within the program as efforts to foster cooperation were hindered by apparently intractable differences in the agendas of autonomous stakeholders. When the stakeholder conflicts could not be resolved with traditional project management techniques, an action learning practice was developed in order to more thoroughly explore the barriers to cooperation. In describing the challenges of adopting action learning in this context of social action, we draw attention to three particular elements of the practices developed: an unusually large and diverse action learning set; fostering critical reflection within a culture that does not question seniors; and having a set facilitator who identifies as a scholar-practitioner. Journal: Action Learning: Research and Practice Pages: 100-107 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712849 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712849 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:100-107 Template-Type: ReDIF-Article 1.0 Author-Name: Genevieve Cother Author-X-Name-First: Genevieve Author-X-Name-Last: Cother Title: Developing the circular economy in Tasmania Abstract: This paper adds to the body of evidence demonstrating the efficacy of action learning to achieve measurable progress toward sustainability goals. It supports prior assertions that action and reflection develop the conditions of awareness, agency and association required to develop the circular economy. The early outcomes of a Business Resource Efficiency Program delivered in Tasmania, Australia, are presented and prompt us to revisit the true place of Questioning in Revans’ Learning Equation. The findings add new insights to observations on the capabilities required for radical innovation to meet the challenges of disruptive times, and compel us to question the legitimacy of higher education as the solution to the really big problems of our age. Journal: Action Learning: Research and Practice Pages: 108-124 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712850 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712850 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:108-124 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen Moss Author-X-Name-First: Stephen Author-X-Name-Last: Moss Title: Exploring the challenges of system leadership in the voluntary and community sector Abstract: LankellyChase Foundation works to bring about change that will transform the quality of life of people who face severe and multiple disadvantage. It set up the ‘Promoting Change Network’ (PCN) to foster learning, and to support 40 or so organisations which receive funding from the Foundation. This was in recognition of the challenges they face in their work to alleviate severe and multiple disadvantages – combinations of problems around homelessness, substance abuse, mental health, domestic violence and abuse, and chronic poverty. Action learning was a supportive intervention commissioned by LankellyChase for PCN grantees, covering London and the North of England/Glasgow. Two Action Learning Sets met five and six times respectively between November 2014 and July 2015. The Sets demonstrated the importance and value of standing back and questioning your approach – when you are part of the (complex) health and care system you are aiming to change. Journal: Action Learning: Research and Practice Pages: 125-137 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712851 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712851 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:125-137 Template-Type: ReDIF-Article 1.0 Author-Name: Chelsea Marshall Author-X-Name-First: Chelsea Author-X-Name-Last: Marshall Author-Name: Ruth Cook Author-X-Name-First: Ruth Author-X-Name-Last: Cook Title: Using action learning to tackle food insecurity in Scotland Abstract: In the context of a dramatic rise in food bank use in Scotland, the A Menu for Change project, delivered by Oxfam Scotland, Child Poverty Action Group in Scotland, Nourish Scotland and The Poverty Alliance, aimed to reduce the need for emergency food aid by improving local responses to food insecurity. Between 2017 and 2019, project officers worked with key stakeholders in Dundee City, East Ayrshire and Fife to identify and address challenges that people experiencing acute food insecurity face in accessing all the financial support and advice to which they are entitled. The project employed a cross-sectoral and multi-level approach in these three local authority areas. This account reviews the way action learning was used by the A Menu for Change project in Scotland, including an example of how one presentation led to practical changes in local referral patterns. The project demonstrated that action learning can be a useful approach for creating, supporting and developing relationships across complex systems and a mechanism for establishing the groundwork for social change. Facilitators learned that there is a need to work closely with stakeholders inside and outside the set to ensure the benefits of reflective learning influence policy and practice change. Journal: Action Learning: Research and Practice Pages: 138-147 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712852 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712852 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:138-147 Template-Type: ReDIF-Article 1.0 Author-Name: Sam Anderson Author-X-Name-First: Sam Author-X-Name-Last: Anderson Author-Name: Caroline Broadhurst Author-X-Name-First: Caroline Author-X-Name-Last: Broadhurst Author-Name: Siobhan Edwards Author-X-Name-First: Siobhan Author-X-Name-Last: Edwards Author-Name: Michelle Smith Author-X-Name-First: Michelle Author-X-Name-Last: Smith Title: Developing empowered and connected leaders in the social sector: the Rank Foundation's engagement with Action Learning Abstract: This paper gives an account of how Action Learning Sets (ALS) are used in two of The Rank Foundation investment streams to support the social action impact of charities and social enterprises. With the aid of two Case Studies, the paper illustrates how the ALS can help to connect, sustain and support the social action responses of the local organisations involved. The first case study considers the impact of diversity and the importance of composing sets reflecting the diversity of sector, community, age, gender, and sexual orientation. The second case explores how the ALS process helps participants reflect on the actions that are most congruent with their values and then supports them in their social actions. The paper concludes that the ALS structure offers a safe and critical thinking space for participants who are working with high degrees of complexity in the absence of simple answers. The opportunity for a deep connection between people and their issues, can helpfully connect individual challenges and local social actions with wider societal struggles. Journal: Action Learning: Research and Practice Pages: 148-154 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712855 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712855 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:148-154 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Levy Author-X-Name-First: Paul Author-X-Name-Last: Levy Author-Name: David Knowles Author-X-Name-First: David Author-X-Name-Last: Knowles Title: DIAL: the rise of cafe-based, drop-in action learning Abstract: Different styles of Action Learning that have evolved from the original form by Reg Revans, the originator of Action Learning. In this paper, we offer a further development of Action Learning which we name DIAL (Drop-In Action Learning). DIAL is a facilitated or self-managed form of action learning that has the specific quality of being a ‘drop-in’ process. Participants do not need to sign up to attend, nor do they need to attend regularly. This drop-in quality has lent itself to the choice of venue being in informal meeting spaces such as cafes. This paper outlines the history of DIAL, the project to experiment with and research it (The DIAL project is based in Brighton and Newhaven in the UK), and the specific challenges and advantages of the drop-in element. That is one part of the paper and the project. The second part refers to the location of the action learning meetings. We are researching how we believe flow and creativity in the DIAL meetings is enhanced (as is the drop-in element) by them being located in non-formal meeting spaces, such as cafes and pubs. By being community-based they are also a form of social action. Journal: Action Learning: Research and Practice Pages: 155-165 Issue: 1 Volume: 17 Year: 2020 Month: 1 X-DOI: 10.1080/14767333.2020.1712857 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1712857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:1:p:155-165 Template-Type: ReDIF-Article 1.0 Author-Name: Nancy Dixon Author-X-Name-First: Nancy Author-X-Name-Last: Dixon Title: Argyris and Revans on ‘holding meaningful conversations’ Journal: Action Learning: Research and Practice Pages: I-V Issue: 3 Volume: 11 Year: 2014 Month: 9 X-DOI: 10.1080/14767333.2014.945786 File-URL: http://hdl.handle.net/10.1080/14767333.2014.945786 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:I-V Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: Action learning in the time of corona Journal: Action Learning: Research and Practice Pages: 167-168 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1761148 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1761148 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:167-168 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Action learning: research and practice special issue Journal: Action Learning: Research and Practice Pages: 169-171 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1761669 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1761669 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:169-171 Template-Type: ReDIF-Article 1.0 Author-Name: Anne Murphy Author-X-Name-First: Anne Author-X-Name-Last: Murphy Author-Name: María José Canel Author-X-Name-First: María José Author-X-Name-Last: Canel Author-Name: Xabier Barandiarán Author-X-Name-First: Xabier Author-X-Name-Last: Barandiarán Title: How do public leaders learn from society? A reflexive analysis of action learners Abstract: This paper uses action learning as a basis for producing research data that help explore the relationship between learning and listening in public organizations. The regional government of Gipuzkoa in northern Spain is engaged in a sustained effort to change the way it interacts with and interprets the future needs of society. Based on grounded theory and on a review of key concepts about critical action learning, a reflexive analysis of the implementation of the methodology of action learning with policy makers was conducted. The paper explores the learning journey participants undertake when implementing a governmental programme of citizen engagement, and shows that a space for criticality resulted in participants learning to listen to each other, and consequently to society, in ways which had previously been beyond reach. The paper concludes by discussing the learning implications for listening to society. Journal: Action Learning: Research and Practice Pages: 172-185 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1732868 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1732868 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:172-185 Template-Type: ReDIF-Article 1.0 Author-Name: Bruce Damons Author-X-Name-First: Bruce Author-X-Name-Last: Damons Author-Name: Lesley Angelina Wood Author-X-Name-First: Lesley Angelina Author-X-Name-Last: Wood Title: Transforming traditional views of school leadership for school-community collaboration: a PALAR approach Abstract: Schools in poor working class communities in South Africa face a myriad of equity challenges that impact negatively on their ability to achieve basic school functionality. Yet, within such communities, there exists a wealth of valuable local knowledge and support that can be mobilised to assist school leaders, not only to bring about school improvement but also to reimagine effective schooling. However, the process of integrating such support into a school requires a reconsidering and repositioning of traditional views of school leadership. As a school leader, I embarked on a research journey, with 15 community volunteers, to understand how to integrate their work into the daily functioning of our school. I share my learning from the process of action learning with the community volunteers. I use the seven guiding principles of participatory action learning and action research (PALAR) to validate my claims to knowledge. The key findings indicate the value that PALAR holds for the development of a reflexive school leadership praxis that supports community agency towards school and community development. The conclusions drawn contribute to educational leadership theory by providing an evidence-based example of how an action learning process can facilitate collaboration between school leadership and community members. Journal: Action Learning: Research and Practice Pages: 186-199 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1755825 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1755825 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:186-199 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Title: Facilitating the facilitators of action learning in China: practices and prospects Abstract: This paper explores the learning and experience of Western action learning facilitators engaged in developing Chinese facilitators of action learning, all of whom were also managers, as part of a qualification programme based in China. The Western facilitators interviewed for this study had been specifically asked by their hosts to deliver a ‘Revans’ based approach’ to action learning which was to include an emphasis on organisational as well as individual development. This paper suggests that the facilitators interviewed here saw themselves as being and acting very much according to Revans’ classical principles. The paper highlights some of the complexities inherent in facilitating action learning in China, and the complex and in some cases contradictory nature of facilitators’ learning about their own practice. Journal: Action Learning: Research and Practice Pages: 200-214 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2019.1646208 File-URL: http://hdl.handle.net/10.1080/14767333.2019.1646208 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:200-214 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: An Appreciation of the late Kath Aspinwall (11.02.1943–15.09.2019), who was a highly valued and committed member of this journal’s editorial team over the last decade Journal: Action Learning: Research and Practice Pages: 215-215 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1765549 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1765549 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:215-215 Template-Type: ReDIF-Article 1.0 Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Daniel Scott Author-X-Name-First: Daniel Author-X-Name-Last: Scott Title: Action learning – purpose, processes and perspectives Journal: Action Learning: Research and Practice Pages: 216-217 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1761156 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1761156 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:216-217 Template-Type: ReDIF-Article 1.0 Author-Name: Georgina Baines Author-X-Name-First: Georgina Author-X-Name-Last: Baines Title: The importance of action learning for a newly qualified social worker and the impact this has on frontline practice Abstract: This journal will look at action learning during my assessed and supported year in employment (ASYE), and the importance of this, I will reflect on how action learning informed practice issues I faced and how this helped me to develop and become a more confident practitioner. I will discuss and reflect on the process of action learning, group dynamics and the effect this has had on me as a newly qualified social worker (NQSW). Journal: Action Learning: Research and Practice Pages: 218-223 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1761157 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1761157 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:218-223 Template-Type: ReDIF-Article 1.0 Author-Name: Anna Frummerin Author-X-Name-First: Anna Author-X-Name-Last: Frummerin Title: Using action learning to raise self-awareness and increase accountable in a PR agency in Bangkok, Thailand Abstract: This account of practice explores the use of an action learning programme with a team in a Public Relations agency in Bangkok, Thailand. The programme aimed at improving team and individual performance, including leadership, self-awareness, ownership of work, communication and collaboration. The article describes the context and intended purpose of the action learning programme, the overall process and the evaluative measurements that were used. This account exemplifies how action learning can be used to support a team struggling with complex and urgent problems. The experience of the author highlights how key elements of action learning such as problem-solving and critical reflection can support a team who may be ‘stuck’ by helping them to find new motivation, greater self-awareness, and an increased sense of individual and team accountability. Journal: Action Learning: Research and Practice Pages: 224-231 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1761159 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1761159 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:224-231 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Dis-ease of experience – a critically reflexive account of practice Abstract: This account is a critically reflexive piece about the practice of facilitation of action learning through the lens of my own practice and experienced practice. It occurs as a result of a cathartic moment within an action learning set and follows the subsequent questions that were evoked as a result. It is not a finished article since it raises dynamic questions of continual critical learning and recognises the ongoing challenge of remaining sharp in practice. While few facilitators are likely to admit to poor practice, it is not unlikely that we descend into our own particular complacent patterns and experienced habits, which if not continually questioned in a consciously reflexive manner, may result in stagnation and diminish our effectiveness to bring about the change we espouse. This account, therefore, serves as an inside-out means of personal learning and additionally offers food for thought to other facilitators and practitioners, particularly to those who might describe themselves as seasoned or experienced. It concludes with a determination that to remain sharp in practice, one needs to find mechanisms and moments that help to question the ease of our experience. Journal: Action Learning: Research and Practice Pages: 232-238 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1761160 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1761160 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:232-238 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Re-framing theory and practice in current and future organisational contexts Journal: Action Learning: Research and Practice Pages: 239-239 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1762374 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1762374 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:239-239 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: Theorizing in organization studies: insights from key thinkers Journal: Action Learning: Research and Practice Pages: 240-241 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1762375 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1762375 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:240-241 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Hubristic leadership Journal: Action Learning: Research and Practice Pages: 241-244 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1762377 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1762377 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:241-244 Template-Type: ReDIF-Article 1.0 Author-Name: Bernadette McDonald Author-X-Name-First: Bernadette Author-X-Name-Last: McDonald Title: Management and business research Journal: Action Learning: Research and Practice Pages: 245-250 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1762378 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1762378 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:245-250 Template-Type: ReDIF-Article 1.0 Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: Stop the rot: reframing governance for directors and politicians Journal: Action Learning: Research and Practice Pages: 250-252 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1762379 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1762379 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:250-252 Template-Type: ReDIF-Article 1.0 Author-Name: Edel Roddy Author-X-Name-First: Edel Author-X-Name-Last: Roddy Title: Doing action research in your own organisation Journal: Action Learning: Research and Practice Pages: 252-255 Issue: 2 Volume: 17 Year: 2020 Month: 6 X-DOI: 10.1080/14767333.2020.1762380 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1762380 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:2:p:252-255 Template-Type: ReDIF-Article 1.0 Author-Name: David Higgins Author-X-Name-First: David Author-X-Name-Last: Higgins Title: Looking back but thinking forward: embracing action from within …  …  …  …  Journal: Action Learning: Research and Practice Pages: 257-258 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1820166 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1820166 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:257-258 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: A tale of two ethoses: neoliberalism and action learning Abstract: The paper is an essay, rather than a researched academic work and explores the difference between two different ethe, neoliberalism and action learning. It considers two historical modernities and the emergence of a third, situating action learning and neoliberalism within this framework. It asserts that action learning and neoliberalism are antithetical and poses some challenging questions for action learning practitioners. Journal: Action Learning: Research and Practice Pages: 259-272 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1813085 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1813085 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:259-272 Template-Type: ReDIF-Article 1.0 Author-Name: Seung-Hee Park Author-X-Name-First: Seung-Hee Author-X-Name-Last: Park Author-Name: Yonjoo Cho Author-X-Name-First: Yonjoo Author-X-Name-Last: Cho Author-Name: Hyeon-Cheol Bong Author-X-Name-First: Hyeon-Cheol Author-X-Name-Last: Bong Title: Action learning for community development in a Korean context Abstract: The purpose of this case study was to examine the success factors of a leadership development program using action learning for self-governance members in the city of Bucheon in Korea, as well as the distinctive features of action learning for community development in comparison with action learning for business. To that end, we conducted 22 semi-structured interviews with stakeholders (action learning participants, practitioners, and facilitators) and a survey with 39 participants from 2016 to 2018. Based on the analysis of qualitative and quantitative data, we identified four themes: outcomes, advantages, success factors, and suggestions. We found that action learning for community development requires us to factor in the importance of understanding its unique contextual differences compared to action learning for business. We provide implications for research and practice as well as the study limitations. Journal: Action Learning: Research and Practice Pages: 273-291 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1813086 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1813086 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:273-291 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: An instrument of social action: Revans’ learning disabilities project (1969–1972) in a politico-historical context Abstract: This paper examines a Revans led action learning / action research project in services for people with learning disabilities which took place between 1969 and 1972 across seven local authorities in the UK. It explores aspects of social and political history as the project unfolded, including the notable scandals in hospital and social care which occurred around the time of Revans’ work, starting with the Ely hospital scandal in 1967. The paper identifies some of the lessons from the project and from some of the social history of the period which may prove useful to practitioners engaged in social action work currently. Recommendations from hospital inquiries are often repeated, and many from the 1960s and 1970s included themes which obsessed Revans at the time, such as the need for better communications, inter-disciplinary working and stronger leadership and coordination of services. Key lessons and themes which emerge from his own intervention and from social history include the need to equip staff with the tools of analysis to carry out their own service investigations and evaluations, more honest sharing of ‘chronicles of failure’, and encouraging a climate of openness in which the need to speak out and challenge what is already known and believed is more fully supported. Journal: Action Learning: Research and Practice Pages: 292-304 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1818181 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1818181 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:292-304 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Daniel Scott Author-X-Name-First: Daniel Author-X-Name-Last: Scott Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: In the service of change Journal: Action Learning: Research and Practice Pages: 305-307 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1819603 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1819603 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:305-307 Template-Type: ReDIF-Article 1.0 Author-Name: Tang Changjun Author-X-Name-First: Tang Author-X-Name-Last: Changjun Title: Using action learning for the development of senior leaders in China Abstract: In partnership with both a local external consulting group (GENE100) working with UK based action learning specialist organisation (C-ALF), a state-owned large Chinese corporation transformed its leadership learning potential by integrating action learning methodologies into its core leadership development programme whilst addressing organisational problems. This account of practice documents the learning journey of the lead Chinese consultant throughout the development and delivery of the new programme. The programme’s design included action learning groups that tackled both individual and organisational problems in parallel. New to action learning facilitation, the author explains a range of considerations during the design process, and shares personal evaluations and learnings of his role as an action learning group facilitator. Journal: Action Learning: Research and Practice Pages: 308-313 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1819606 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1819606 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:308-313 Template-Type: ReDIF-Article 1.0 Author-Name: Colin Winning Author-X-Name-First: Colin Author-X-Name-Last: Winning Title: Fostering a culture of creativity and innovation Abstract: ResDiary is a Glasgow-based software company providing software to the hospitality industry. Over a 9-year period the company has grown from 5 to 100 employees and increased annual turnover 20x. In January 2019, the CEO retired from the business and two new CEOs were appointed. This account of practice investigates what organisational changes were required to create a culture of innovation and creativity, and describes how action learning is contributing. Difficulties in the action learning sets are explored namely the inexperience of the Sets and the Facilitators, Facilitator anxiety due to the ‘wicked’ nature of one of the topics, and the makeup of the Sets. The future is discussed where current facilitators will take a step back and move the Sets towards Self-Managed Action Learning. Journal: Action Learning: Research and Practice Pages: 314-325 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1819609 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1819609 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:314-325 Template-Type: ReDIF-Article 1.0 Author-Name: Sevda Dolapcioglu Author-X-Name-First: Sevda Author-X-Name-Last: Dolapcioglu Title: Action learning in teacher education for teaching twenty-first-century thinking skills Abstract: This account of practice follows an action learning project that considered the contribution of the ‘L = P + Q + R’ formula to the teaching of thinking skills to 31 pre-service teachers in Turkey, including the risks in the process of AL. The participants were observed as exhibiting developments in learning (L) thinking skills through questioning (Q) and reflection (R). This study led me to an understanding of the potential risks related to the time allocated by the Action Learning Facilitator to the participants as well as to the small number of groups. Journal: Action Learning: Research and Practice Pages: 326-334 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1819611 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1819611 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:326-334 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Breen Author-X-Name-First: Judith Author-X-Name-Last: Breen Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: The action learning organisation Journal: Action Learning: Research and Practice Pages: 335-336 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1819614 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1819614 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:335-336 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: The Oxford handbook of the learning organization Journal: Action Learning: Research and Practice Pages: 337-339 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1820672 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1820672 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:337-339 Template-Type: ReDIF-Article 1.0 Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Title: Agile and lean concepts for teaching and learning: bringing methodologies from industry to the classroom Journal: Action Learning: Research and Practice Pages: 339-341 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1820673 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1820673 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:339-341 Template-Type: ReDIF-Article 1.0 Author-Name: Bernhard Hauser Author-X-Name-First: Bernhard Author-X-Name-Last: Hauser Title: Comment on Craig Johnson’s review Journal: Action Learning: Research and Practice Pages: 342-342 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1820675 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1820675 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:342-342 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Radical organisation development Journal: Action Learning: Research and Practice Pages: 343-346 Issue: 3 Volume: 17 Year: 2020 Month: 9 X-DOI: 10.1080/14767333.2020.1820677 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1820677 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:17:y:2020:i:3:p:343-346 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Adaptive action learning: a refusal to define Journal: Action Learning: Research and Practice Pages: 1-4 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2021.1869165 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1869165 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:1-4 Template-Type: ReDIF-Article 1.0 Author-Name: Hannah Wilson Author-X-Name-First: Hannah Author-X-Name-Last: Wilson Author-Name: Matthew Tucker Author-X-Name-First: Matthew Author-X-Name-Last: Tucker Author-Name: Claire Hannibal Author-X-Name-First: Claire Author-X-Name-Last: Hannibal Author-Name: Zhuohua Qu Author-X-Name-First: Zhuohua Author-X-Name-Last: Qu Title: Learning together, learning apart: integrated action learning through a socio-technical systems lens Abstract: To contribute to current debate concerning approaches to teaching and learning for researching complex work-based problems, we focus on the Doctorate of Business Administration (DBA) programme. We examine the development of an integrated action learning approach as part of a part-time DBA offered by a university in the UK. In adopting the lens of socio-technical systems (STS) theory we address two important questions; how can action learning be adapted on a DBA programme to enhance students’ learning together and learning apart? And, what insights can be drawn from conceptualising DBA learning as a socio-technical system? Through the collection of natural data from student feedback, meeting notes, action logs and the facilitators reflections, we develop a framework of integrated action learning as a socio-technical system. Through this framework we propose a model of action learning that enhances the ability of students to learn together and learn whilst apart. We also reflect on how technology has enabled distance learners to interrogate their complex work-based problems through collaborative questioning, focused on research-based inquiry, both together, and apart on their own learning journey. Journal: Action Learning: Research and Practice Pages: 5-19 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2020.1843403 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1843403 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:5-19 Template-Type: ReDIF-Article 1.0 Author-Name: David Callaghan Author-X-Name-First: David Author-X-Name-Last: Callaghan Author-Name: Helen Collins Author-X-Name-First: Helen Author-X-Name-Last: Collins Title: Adaptive action learning in an online community: facilitating a large cohort to deliver results Abstract: This paper explores the literature around online and blended learning. The impetus came from a cohort of 60 students being led through their dissertation by an e-learning evangelist. Initially the pedagogy closely followed Salmon’s Five Stage Model, Wenger's Community of Practice, and traditional Social Constructivism pedagogies. In hindsight, it has been realised that, in practice, these pedagogies have been eclipsed by Action Learning – a far better fit to the emergent tutor and student experiences. It is suggested that where ‘expert’ students are working at the top of Bloom’s taxonomy (criticality, creativity, evaluation, innovation), such as during the creation of a dissertation, action learning is a highly effective overarching pedagogy. Moreover, we propose a model of action learning that may work with massive participant numbers; like the MOOC, adding Massive to the existing acronym of action learning Sets: Massive Action Learning Set: MALS. Journal: Action Learning: Research and Practice Pages: 20-37 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2020.1854681 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1854681 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:20-37 Template-Type: ReDIF-Article 1.0 Author-Name: Sára Csillag Author-X-Name-First: Sára Author-X-Name-Last: Csillag Author-Name: Anna L. Hidegh Author-X-Name-First: Anna L. Author-X-Name-Last: Hidegh Title: Lessons about action learning from undergraduate students in Budapest Abstract: Action Learning (AL) in higher education has been mainly used at the postgraduate level so far. In this article, we contribute to deepening the academic conversation about the adaptation of AL at the undergraduate level. Building upon our own personal experiences as teachers and insider researchers we analyse 53 learning diaries of undergraduate students. First, we present the tensions and contradictions that have arisen from using AL in a traditional educational environment with students having less professional experience compared to postgraduate students. Second, we uncovered that students used the flexible framework of AL to solve problems related to roles where they are underprivileged (e.g. the post-adolescent child, the overladen student and the precarious worker). Lastly, we discuss AL flexibility from the aspect of COVID 19, presenting the impact of adapting AL to a digital learning environment and how it has helped to cope with the wicked problems evoked due to the crisis situation. These findings touch upon the emancipatory potential of AL for less-experienced students. Journal: Action Learning: Research and Practice Pages: 38-51 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2020.1843402 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1843402 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:38-51 Template-Type: ReDIF-Article 1.0 Author-Name: Erin Kraft Author-X-Name-First: Erin Author-X-Name-Last: Kraft Author-Name: Diane M. Culver Author-X-Name-First: Diane M. Author-X-Name-Last: Culver Title: Using an action learning approach to support women social learning leaders’ development in sport Abstract: This paper examines an adapted action learning approach to develop four social learning leaders. The Alberta Women in Sport Leadership Impact Program is a social learning intervention with the goals of supporting women in developing their leadership capabilities and increasing gender equity across sport. To support the facilitation of this initiative, four social learning leaders engaged in action learning to develop their leadership capabilities and facilitation skills. Considering facilitators’ development experiences have not been extensively explored in the context of action learning and social learning working in combination, examining the implications of an action learning approach for women social learning leaders’ development was warranted. We used an interpretive qualitative methodology to interview and observe the four social learning leaders to gain insight into their experiences building their facilitator capabilities and the implications of coupling an action learning and social learning approach for development. The participants discussed the importance of developing self-awareness, engaging with and embracing uncertainty, and building trusting relationships. The findings from this action learning focused initiative highlight the importance of social learning opportunities for women to create networks and spaces where they can safely feel vulnerable and subsequently develop their leadership capabilities. Journal: Action Learning: Research and Practice Pages: 52-66 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2020.1862050 File-URL: http://hdl.handle.net/10.1080/14767333.2020.1862050 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:52-66 Template-Type: ReDIF-Article 1.0 Author-Name: Bernadette McDonald Author-X-Name-First: Bernadette Author-X-Name-Last: McDonald Title: Adapting action learning in the legal profession: the role of the ‘provided’ problem Abstract: Action learning has evolved with multiple variants and a multiplicity of interpretations which have moved it away from Revans Classical Principles. This account of practice describes the use of an adapted action learning set within the legal profession with a specific focus on a ‘provided’ problem and collective reflective practice in the form of critical reflective questioning. Reformulating the classic action learning equation L (Learning) = P (Practice Knowledge) + Q (Questioning Insight) to L = P (Shared Experience of Practice) + (C)RQ (Critical Reflective Questioning), I reflect upon the way in which the participants engaged with this new approach and consider the adaptivity of action learning within professional legal practice. Journal: Action Learning: Research and Practice Pages: 67-74 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2021.1869176 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1869176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:67-74 Template-Type: ReDIF-Article 1.0 Author-Name: Joni Rhodes Author-X-Name-First: Joni Author-X-Name-Last: Rhodes Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: Reflective journaling and WhatsApping as part of a management degree apprentice’s action learning practice Abstract: This account of practice offers practical examples of the use of reflective journaling and WhatsApping as part of a novice action learner’s practice on her undergraduate degree programme. The action learning set was part of a degree apprentices programme which required the first author to complete a work-based learning module involving the identification and management of a project in the workplace. Reflective journaling was suggested as a voluntary activity, and the WhatsApp group which followed when the face-to-face action learning set stopped meeting was initiated by the first author as a way of continuing to have the benefits of action learning when ongoing face-to-face meetings proved difficult if not impossible to achieve. Reflective journaling is commended as a learning tool which can help the learner make sense of their experience both within and without the set, but like action learning itself it cannot be pressed upon unwilling individuals. Journal: Action Learning: Research and Practice Pages: 75-83 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2021.1869188 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1869188 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:75-83 Template-Type: ReDIF-Article 1.0 Author-Name: Ian Lovegrove Author-X-Name-First: Ian Author-X-Name-Last: Lovegrove Title: Leadership development: a complexity approach Journal: Action Learning: Research and Practice Pages: 84-88 Issue: 1 Volume: 18 Year: 2021 Month: 01 X-DOI: 10.1080/14767333.2021.1869203 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1869203 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:84-88 Template-Type: ReDIF-Article 1.0 Author-Name: Andreas Walmsley Author-X-Name-First: Andreas Author-X-Name-Last: Walmsley Title: Productivity and innovation in SMEs creating competitive advantage in Singapore and South East Asia Journal: Action Learning: Research and Practice Pages: 185-188 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935055 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935055 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:185-188 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Coughlan Author-X-Name-First: Paul Author-X-Name-Last: Coughlan Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Title: What happens to P? Lessons from network action learning research Abstract: This article explores how P (programmed learning) in Revans’ formula L=P + Q accumulates from one action learning research initiative to another. Drawing on three inter-organizational action learning research initiatives, it shows how the L (learning) from conducting action learning in an initiative in one network built new P on network action learning research which was applied in two subsequent initiatives. The article contributes an understanding of how P accumulates from learning initiative to learning initiative and how its application contributes to the L of actionable knowledge. Journal: Action Learning: Research and Practice Pages: 91-101 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1884044 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1884044 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:91-101 Template-Type: ReDIF-Article 1.0 Author-Name: Sarah Crabbe Author-X-Name-First: Sarah Author-X-Name-Last: Crabbe Title: 101 Coaching supervision techniques, approaches, enquiries and experiments Journal: Action Learning: Research and Practice Pages: 182-184 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935054 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935054 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:182-184 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Robertson Author-X-Name-First: Jane Author-X-Name-Last: Robertson Author-Name: Nicky Terblanche Author-X-Name-First: Nicky Author-X-Name-Last: Terblanche Author-Name: Heidi Le Sueur Author-X-Name-First: Heidi Author-X-Name-Last: Le Sueur Title: An emerging action learning framework to foster individual transformative learning during management development programmes Abstract: Insights into the learning environment are required especially when applying action learning commonly used in management development programmes (MDPs). The study reports on an emerging action learning conceptual framework that fosters an environment for individual transformative learning in an MDP. The purpose of this research was to make clear the often invisible and visible individual transformative learning that can result from action learning. In using a narrative enquiry approach, participants on an MDP shared their action learning experience. Five phases of qualitative research were conducted using narrative enquiry. Phases one and two were pilot stages, phase three applied McCormack’s lenses to transcripts and hand-drawn images, which resulted in interpretive stories. Themes were identified and applied to the design of the framework and can be classified as antecedents, process and outcomes. Antecedents include readiness to learn, supportive relationships and a diverse team. Process includes active reflection and managing the need for control. Individual transformative learning outcomes include multiple perspectives, self-awareness and self-confidence. Phase five involved getting feedback from action learning facilitates on the emerging framework. This emerging conceptual framework can guide action learning facilitators and participants in fostering an individual transformative learning environment during action learning in an MDP context. Journal: Action Learning: Research and Practice Pages: 102-120 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1884043 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1884043 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:102-120 Template-Type: ReDIF-Article 1.0 Author-Name: Aileen Lawless Author-X-Name-First: Aileen Author-X-Name-Last: Lawless Author-Name: Katie Elizabeth Willocks Author-X-Name-First: Katie Elizabeth Author-X-Name-Last: Willocks Title: The wicked problem of employee wellbeing: creating safe space within a change laboratory Abstract: This article sheds light on employee wellbeing. We reveal how an ‘adapted’ action learning intervention (a change laboratory) introduced prior to the Covid-19 pandemic in the UK, enabled learning and action to emerge within an educational programme. We utilise the theoretical lens of activity theory to illustrate the challenges and tensions of promoting and sustaining an employee wellbeing agenda. Follow-up questioning (Q) of key informants, using the insights (P – programmed knowledge) generated during the change laboratory provide evidence of learning (L). This provides insight into the learning and action that occured after the initial intervention. We explore employee wellbeing from a socio-cultural perspective and illustrate how action and learning are intertwined to produce goal-oriented outcomes. This socio-cultural perspective contributes to the theory of action learning by illuminating how activity is mediated by cultural means, the rules and tools operating in an activity system. This perspective provides a focus upon learning and agency in the workplace and supports a more complicated understanding of ‘wicked problems’, viewed as the challenges and tensions which emerge in practice as break-downs, clashes or problems. We argue that these spaces must be protected if employee wellbeing is to become, and remain, integrated within an organisation activity system. Journal: Action Learning: Research and Practice Pages: 121-135 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1931808 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1931808 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:121-135 Template-Type: ReDIF-Article 1.0 Author-Name: Diane Wilkinson Author-X-Name-First: Diane Author-X-Name-Last: Wilkinson Author-Name: Joe Mackenzie Author-X-Name-First: Joe Author-X-Name-Last: Mackenzie Title: Oil and water? Combining Action Learning with academic theory Abstract: This account of practice is about the ‘Scale Up’ programme, an attempt by an external consultant and their client to implement a model of Action Learning in an academic environment. It tells the story of establishing an Action Learning programme for local business leaders in collaboration with an academic business school. The programme involved classic Action Learning methods and structures, with the addition of external input from expert lecturers. The article explores how the programme was co-created to provide the advantages of both academic expertise and practical tools and highlights the challenges posed by this combination of practice and theory. The central crisis focuses on the first lecturer on the programme, whose behaviour emphasised the divide between academic teaching and practice-based, facilitated learning. By returning to Action Learning concepts, the programme coordinators were able to structure the academic input and ensure the sessions were more in service of the delegates’ learning. Reflecting on the programme, the external consultant learned the importance of being clear with collaborators from different learning disciplines, and the unique challenge of combining academia and practice through Action Learning. Journal: Action Learning: Research and Practice Pages: 159-166 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935015 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:159-166 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: The rainmaker effect: Contradictions of the learning organisation Journal: Action Learning: Research and Practice Pages: 177-179 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935052 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935052 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:177-179 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: What does action learning look like today? Journal: Action Learning: Research and Practice Pages: 89-90 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935058 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935058 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:89-90 Template-Type: ReDIF-Article 1.0 Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Author-Name: Julie Haddock-Millar Author-X-Name-First: Julie Author-X-Name-Last: Haddock-Millar Author-Name: David Clutterbuck Author-X-Name-First: David Author-X-Name-Last: Clutterbuck Author-Name: Melissa Richardson Author-X-Name-First: Melissa Author-X-Name-Last: Richardson Title: The ethos of action learning within a virtual Reflective Practice Forum: an account of practice drawing connections between action learning, community of practice and supervision frameworks Abstract: As Action Learning has evolved, it has been adapted to promote learning in various contexts. In this account of practice, we share our perspectives as facilitators of the application of action learning principles within Reflective Practice Forums for Mentoring and Coaching Programme Managers. The ethos of action learning was adopted with the forums to enable the programme managers to engage in regular reflections of their current practices and ongoing professional development. In our assessment of the application of action learning principles and processes within the Reflective Practice Forums, we consider the connections between action learning, communities of practice and supervision frameworks to examine and present the ‘ethos’ of Action Learning within the forums. Journal: Action Learning: Research and Practice Pages: 167-174 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935030 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935030 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:167-174 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Iles Author-X-Name-First: Paul Author-X-Name-Last: Iles Title: CSR, Sustainability, and Leadership. 1st Edition Journal: Action Learning: Research and Practice Pages: 191-193 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935057 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935057 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:191-193 Template-Type: ReDIF-Article 1.0 Author-Name: Dorothy Bird Author-X-Name-First: Dorothy Author-X-Name-Last: Bird Author-Name: Patrice Duffy Author-X-Name-First: Patrice Author-X-Name-Last: Duffy Title: The use of action learning sets on a DBA programme – an account of practice from the students’ perspective Abstract: This account of practice details the experiences of two doctoral students, on a DBA programme in the UK, as participants in an action learning set. It outlines the background to setting up the action learning set and describes early assumptions made by the students in relation to action learning structures. It highlights the initial difficulties which beset the group and their impact on the participants. The action sets were not proving satisfactory and following dialogue with the programme leaders it was agreed that the structure should be adapted, the impact of these changes is explored. Furthermore, the importance of the application of action learning and community of practice in the workplace is discussed. Journal: Action Learning: Research and Practice Pages: 153-158 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935011 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935011 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:153-158 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Hannah Wilson Author-X-Name-First: Hannah Author-X-Name-Last: Wilson Title: Editorial 18.2 Journal: Action Learning: Research and Practice Pages: 175-176 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935051 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935051 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:175-176 Template-Type: ReDIF-Article 1.0 Author-Name: Asher Rospigliosi Author-X-Name-First: Asher Author-X-Name-Last: Rospigliosi Author-Name: Tom Bourner Author-X-Name-First: Tom Author-X-Name-Last: Bourner Title: Action learning for neighbourhood improvement – from practice to theory Abstract: What do people need to learn to engage actively in social action for neighbourhood improvement or development? How important is emergent learning relative to planned learning in this context? Where does first-person knowledge fit into the body of knowledge required for success in bringing about change for the better in neighbourhoods through community-based projects? These are some of the questions raised by the development of a programme of knowledge and skills for active participation in community-based neighbourhood renewal projects. The programme was christened ‘Action Learning Together’ but was quickly abbreviated to the ALTogether programme. It was a programme that blended action learning with self-managed learning, that capitalised on the different knowledge and skills of different participants and that recognised that the knowledge and skills needed for each project were likely to be significantly different from that needed to tackle the projects of other participants on the programme. This paper focuses on the philosophy or theory underpinning the programme and issues raised in a number of areas including the relative weight attached to emergent and planned learning, the blending of action learning with self-managed learning and the applicability of self-managed action learning for social change in contexts like this. Journal: Action Learning: Research and Practice Pages: 136-150 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1930514 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1930514 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:136-150 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Hawkins Author-X-Name-First: Peter Author-X-Name-Last: Hawkins Title: How to coach your team: release its potential and hit peak performance Journal: Action Learning: Research and Practice Pages: 179-182 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935053 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935053 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:179-182 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Scott Author-X-Name-First: Daniel Author-X-Name-Last: Scott Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Title: Flexing, adapting and evolving action learning Journal: Action Learning: Research and Practice Pages: 151-152 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935002 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935002 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:151-152 Template-Type: ReDIF-Article 1.0 Author-Name: John S. Park Author-X-Name-First: John S. Author-X-Name-Last: Park Title: What do entrepreneurs create? Journal: Action Learning: Research and Practice Pages: 188-191 Issue: 2 Volume: 18 Year: 2021 Month: 05 X-DOI: 10.1080/14767333.2021.1935056 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1935056 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:2:p:188-191 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Hannah Wilson Author-X-Name-First: Hannah Author-X-Name-Last: Wilson Title: Book review editorial 18.3 Journal: Action Learning: Research and Practice Pages: 280-281 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986902 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986902 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:280-281 Template-Type: ReDIF-Article 1.0 Author-Name: Victoria Maxfield Author-X-Name-First: Victoria Author-X-Name-Last: Maxfield Title: Power, politics, and organizational change: winning the turf game Journal: Action Learning: Research and Practice Pages: 283-285 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986904 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986904 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:283-285 Template-Type: ReDIF-Article 1.0 Author-Name: Farooq Mughal Author-X-Name-First: Farooq Author-X-Name-Last: Mughal Title: Action learning – a political affair Journal: Action Learning: Research and Practice Pages: 200-210 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986910 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986910 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:200-210 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Planned change: why Kurt Lewin’s social science is still best practice for business results, change management, and human progress Journal: Action Learning: Research and Practice Pages: 295-297 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986908 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986908 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:295-297 Template-Type: ReDIF-Article 1.0 Author-Name: David Coghlan Author-X-Name-First: David Author-X-Name-Last: Coghlan Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Writing an Account of Practice as a process of theorising in action learning Abstract: The act of theorising turns the attention from the outcome of theory generation to the act of theory generation itself. Revans' systems alpha, beta and gamma provide a foundational action theory that grounds the theorising process in action learning. This is the core of theorising in the praxeology of action learning as creating practical theory or actionable knowledge that makes Accounts of Practice more than merely interesting stories. This article explores how the process of writing an Account of Practice can also be seen as a process of theorising, articulating the kind of knowledge created from what is learned in and through action. Journal: Action Learning: Research and Practice Pages: 250-256 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1973958 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1973958 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:250-256 Template-Type: ReDIF-Article 1.0 Author-Name: Radhika Venkat Author-X-Name-First: Radhika Author-X-Name-Last: Venkat Author-Name: Amit Gupta Author-X-Name-First: Amit Author-X-Name-Last: Gupta Author-Name: Jayanta Banerjee Author-X-Name-First: Jayanta Author-X-Name-Last: Banerjee Author-Name: Ramesh Babu Chellappan Author-X-Name-First: Ramesh Babu Author-X-Name-Last: Chellappan Title: Physical Co-location: an intersection of problem-solving and vicarious learning Abstract: Scholars have examined Revans' problem-solving praxeology in many contexts but have not fully explored the concept in the case of physical co-location. Hence, we focussed on investigating Revans' conceptualisation in a co-located context by paying particular attention to the ‘different forms of learning' that emerged from it. The research setting for this study involved two coworking spaces in Bangalore, India, whose constituents were co-located start-ups and established enterprises. Held from January to March 2020, the study involved conducting exploratory, semi-structured interviews with twelve firms. The findings suggested that in a co-located environment, a) firms learnt ‘vicariously' from a rich, external knowledge base during the enquiry-led Alpha phase b) firms learnt ‘experientially', through learning by doing and reflecting in the implementation-focussed Beta phase c) firms learnt through the process of ‘emergence’ that resulted from personal reflection and team interaction, in the revelatory Gamma phase. This study lends a novel direction in acknowledging that vicarious learning, that is, learning through the experience of others, serves as a starting point for problem-solving in a co-located context. We demonstrate that firms gain familiarity with the problem through vicarious sources, that is, from those experienced co-located firms who had journeyed on a similar path. Journal: Action Learning: Research and Practice Pages: 211-226 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1954879 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1954879 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:211-226 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Walton Author-X-Name-First: Michael Author-X-Name-Last: Walton Title: Debating bad leadership: reasons and remedies Journal: Action Learning: Research and Practice Pages: 286-288 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986905 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986905 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:286-288 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Workplace intelligence: unconscious forces and how to manage them Journal: Action Learning: Research and Practice Pages: 293-295 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986907 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986907 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:293-295 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Adapting for change: action learning as a method of working with uncertainty Journal: Action Learning: Research and Practice Pages: 257-258 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986897 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986897 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:257-258 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Call for Paper Journal: Action Learning: Research and Practice Pages: 195-197 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986909 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986909 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:195-197 Template-Type: ReDIF-Article 1.0 Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Title: Act like a leader, think like a leader Journal: Action Learning: Research and Practice Pages: 282-283 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986903 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986903 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:282-283 Template-Type: ReDIF-Article 1.0 Author-Name: Catharine Ross Author-X-Name-First: Catharine Author-X-Name-Last: Ross Author-Name: Lynn Nichol Author-X-Name-First: Lynn Author-X-Name-Last: Nichol Author-Name: Carole Elliott Author-X-Name-First: Carole Author-X-Name-Last: Elliott Author-Name: Sally Sambrook Author-X-Name-First: Sally Author-X-Name-Last: Sambrook Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: Discourses of practice: an examination of KEF and its effects on the AL/HRD community Abstract: The contribution of scholarship to practice is an on-going concern of the AL/HRD community. This paper explores how one influential discourse may shape AL/HRD’s understanding of that contribution. In 2020 the UK Government implemented the Knowledge Exchange Framework (KEF) to gather data on English Universities’ knowledge exchange activities. Using Gee’s tools of enquiry and building tasks we undertook discourse analysis of two key KEF texts to explore its likely impact on the AL/HRD community’s understanding. We compare the discourses used in those texts with three AL/HRD orders of discourse identified in existing literature to explore which if any are reinforced by the KEF discourses, and the potential material consequences this may have for AL/HRD understandings and practice. We find evidence of performance/performance discourses but no evidence of learning/emancipatory and critical discourses in the first text, but some limited elements of learning/emancipatory and critical discourses in the second. In contrast to models of inter-organisational learning, analysis of other texts referred to in this second source suggests that this change did not arise from the documented formal processes but micro-level informal interactions. We suggest this gives individual AL/HRD community members the space to develop alternative, non-performance discourses and practices of knowledge exchange. Journal: Action Learning: Research and Practice Pages: 227-249 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1954880 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1954880 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:227-249 Template-Type: ReDIF-Article 1.0 Author-Name: Joe Anwyll Author-X-Name-First: Joe Author-X-Name-Last: Anwyll Title: The application of action learning at board level in a business emerging from distress Abstract: The COVID- 19 pandemic changed familiar working practices overnight; Routine face to face meetings could not be held, accordingly, businesses were forced to replace routine meetings by digital technology to engage socially dispersed stakeholders in the task of maintaining business continuity. Radical sports cars are a motorsports business that has recently undergone turnaround and is beginning the transitional journey to recovery. Turnaround is a traumatic process for everyone involved. and generally, demands strong leadership, while on the other hand, the recovery phase requires the engagement of a diverse range of personalities and skills who are expected to form into a team with a shared vision and goals. This paper will report from an insider researcher's perspective including a short description of the business turnaround undertaken that contextualises the unexpected challenges that emerged, and, how adaptive action learning was utilised to augment other mechanisms that were able to continue through the Covid 19 crisis, thus, this work does not explore the meaning or the process of action learning, but rather provide a first-hand “lived experience” of adaptive action learning as applied to Radical sportscars. it is worth nothing here that the problems encountered, largely conform to the “wicked” descriptive. Journal: Action Learning: Research and Practice Pages: 274-279 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986901 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986901 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:274-279 Template-Type: ReDIF-Article 1.0 Author-Name: Hannah Vaughan Author-X-Name-First: Hannah Author-X-Name-Last: Vaughan Author-Name: Tricia Jolliffe Author-X-Name-First: Tricia Author-X-Name-Last: Jolliffe Title: Action learning as a catalyst for change: the wicked problem of employment with a chronic health condition Abstract: This account of practice focuses on using action learning (AL) from both the facilitator and student experience during the dissertation stage of a postgraduate degree to resolve wicked workplace problems. The action learning process was used to explore and create a catalyst for change through research that explored the wicked problem of Inflammatory Bowel Disease (IBD) in employment. The action learning set (ALS) comprises seven postgraduate students and a facilitator who never met the students in person and instead virtually adapted meetings by using Zoom, owing to the coronavirus pandemic. A WhatsApp group including all students and the facilitator was significant in providing an engaging space for help, support, and motivation. Journal: Action Learning: Research and Practice Pages: 259-266 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986898 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986898 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:259-266 Template-Type: ReDIF-Article 1.0 Author-Name: MIke Pedler Author-X-Name-First: MIke Author-X-Name-Last: Pedler Title: Too good to be true? Journal: Action Learning: Research and Practice Pages: 288-292 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986906 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986906 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:288-292 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Together in adversity Journal: Action Learning: Research and Practice Pages: 198-199 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986911 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986911 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:198-199 Template-Type: ReDIF-Article 1.0 Author-Name: Natalie Marguet Author-X-Name-First: Natalie Author-X-Name-Last: Marguet Author-Name: Hannah Wilson Author-X-Name-First: Hannah Author-X-Name-Last: Wilson Title: Looking at the bigger picture: designing and facilitating action learning across boundaries Abstract: Action learning is seen under many guises, being adapted into different contexts (Marsick and O’Neil [1999. “The Many Faces of Action Learning.” Management Learning 30 (2): 159–176.]). This is especially true in higher education, due to the divergent requirements and challenges of multiple action learning programmes and stakeholders within Liverpool Business School. We embed action learning with our DBA, MBA and bespoke leadership development programmes to support and enhance learning, development and workplace practices. Additionally, we use action learning to support knowledge transfer with industry and business growth activities with SMEs. In this account of practice, two action learning practitioners and advocates came together to share their experiences and practices of action learning. In doing so, a need for a Community of Practice (CoP) emerged. CoPs refer to groups of people who share a passion about a topic and who deepen their knowledge and expertise by interacting on an ongoing basis. CoPs recognise knowledge-based social structures and groupings of people who interact around their practices. In developing an action learning CoP, we can learn from each other’s successes, challenges and even failures, with the aim of developing a supportive and collaborative learning system. This is true of action learning and communities of practice. Journal: Action Learning: Research and Practice Pages: 267-273 Issue: 3 Volume: 18 Year: 2021 Month: 09 X-DOI: 10.1080/14767333.2021.1986899 File-URL: http://hdl.handle.net/10.1080/14767333.2021.1986899 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:18:y:2021:i:3:p:267-273 Template-Type: ReDIF-Article 1.0 Author-Name: Hannah Wilson Author-X-Name-First: Hannah Author-X-Name-Last: Wilson Title: Gender and leadership Journal: Action Learning: Research and Practice Pages: 106-109 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033034 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033034 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:106-109 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Taylor Author-X-Name-First: Paul Author-X-Name-Last: Taylor Title: Social work, critical reflection and the learning organization Journal: Action Learning: Research and Practice Pages: 113-116 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033036 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033036 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:113-116 Template-Type: ReDIF-Article 1.0 Author-Name: Cornelia Connolly Author-X-Name-First: Cornelia Author-X-Name-Last: Connolly Author-Name: Tom Cosgrove Author-X-Name-First: Tom Author-X-Name-Last: Cosgrove Title: An action learning approach to mathematics learning in the light of the cognitional theory of Bernard Lonergan Abstract: The educational benefits of challenge- or problem-based approaches to learning are now well established. Action Research (AR) and Action Learning (AL) together provide educators with an ethic, a research methodology and a pedagogical strategy for harnessing and developing the motive power of purposeful activity for reflective enquiry in teaching and learning. However it is argued here that AR and AL implementation demands a sophisticated epistemological awareness on the part of the teacher-researcher. This paper suggests that the cognitional theory of Bernard Lonergan comprises a powerful resource particularly suited to underpin, inform and orient the practice of AL applied to the teaching of mathematics through practical problem solving. In this paper, aspects of Lonergan’s thought are outlined and brought to bear on the development of an AL approach for teaching mathematics and its applications through collaborative practical problem solving. Lonergan’s thought, as well as offering a theoretical framework of great clarity, when brought to bear on the development and implementation of AL strategies, has the potential to guide researchers, teachers and students in the design and implementation of such strategies and worth incorporating in practice. Also most beneficial for students as they negotiate the complex and dynamic epistemological territory that characterises AL. Journal: Action Learning: Research and Practice Pages: 33-48 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2021.2020723 File-URL: http://hdl.handle.net/10.1080/14767333.2021.2020723 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:33-48 Template-Type: ReDIF-Article 1.0 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Leadership unravelled: the faulty thinking behind modern management Journal: Action Learning: Research and Practice Pages: 103-106 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033033 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033033 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:103-106 Template-Type: ReDIF-Article 1.0 Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Bridging research to practice via action learning Abstract: There is concern that management and business research favours rigour and theory over relevance and practice. There are pressures from funding councils for researchers to show more impact. The paper shows how the bridge between the academic world and the world of practice can be served by action learning. Consideration is given to the difficulties that sustain the disconnection of business and management research before recent ideas on theories of knowledge translation are presented. Using the example of an article published for an academic journal relating to futures and foresight in organisations, the paper shows how action learning provides a vehicle to complete the process of application. Two examples of the introduction of Futures and Foresight Learning are presented, including how impact was made during the Covid 19 pandemic. Journal: Action Learning: Research and Practice Pages: 3-18 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2021.2018288 File-URL: http://hdl.handle.net/10.1080/14767333.2021.2018288 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:3-18 Template-Type: ReDIF-Article 1.0 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: The hidden power of systems thinking: governance in a climate emergency Journal: Action Learning: Research and Practice Pages: 101-103 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033032 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033032 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:101-103 Template-Type: ReDIF-Article 1.0 Author-Name: Bing Wu Berberich Author-X-Name-First: Bing Author-X-Name-Last: Wu Berberich Title: An account of practice on facilitated co-constructed action learning: a reflection of the executive education programme delivery Abstract: This paper introduces a facilitated co-constructed action learning approach with a narrative account of the author’s own learning on designing and delivering an executive education programme. Action learning has double inference in this context as the author developed and improved teaching design and delivery through action learning. He also revised the design of delivery of action learning to learners through critical self-reflection. The author states that university teaching faculty plays a crucial role in facilitating learners’ development and application of reflective practice. Reflective practice underlines the ability of critical thinking, which is considered the highest level of thinking [Dewey (1910). How We Think. Boston: D.C.Heath]. Consequently, the effectiveness of reflective practice unlikely happens unless individuals have achieved this level of thinking. Reflecting on the teaching experience, the author highlights two elements that potentially contribute to the effective outcomes of higher education learning and teaching: teaching faculty competence in mastering the application of action learning approaching in university learning and teaching design. Journal: Action Learning: Research and Practice Pages: 89-98 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033030 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033030 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:89-98 Template-Type: ReDIF-Article 1.0 Author-Name: Alaa Garad Author-X-Name-First: Alaa Author-X-Name-Last: Garad Title: Book Review: Creating a Healthy Organisation; Perceptions, Learning, Challenges and Benefits Journal: Action Learning: Research and Practice Pages: 109-113 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033035 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033035 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:109-113 Template-Type: ReDIF-Article 1.0 Author-Name: Cathy Sharp Author-X-Name-First: Cathy Author-X-Name-Last: Sharp Author-Name: Joette Thomas Author-X-Name-First: Joette Author-X-Name-Last: Thomas Author-Name: Ruth Brown Author-X-Name-First: Ruth Author-X-Name-Last: Brown Title: Because how we talk matters: using action inquiry to nurture a coaching culture Abstract: This account explores the experience of an action inquiry approach to develop a coaching culture within a public service organisation. We position action inquiry as a fresh interpretation of action learning that draws on a variety of roots and traditions and focuses on the nurturing of the collective capacity to lead through everyday interactions. Working with an initial core group of staff, we expanded our reach through an iterative process to intentionally bring more people into the work. We show how we adapted our original plans to respond to the COVID pandemic, the use of stories to propel inquiry and playback insights into the inquiry process, how we deepened inquiry in some settings and how ultimately being online was an opportunity to connect people across a system that we had not anticipated. We share insights into the commissioning process and of the importance of internal sponsorship. It concludes with a striking, participant-led call to approach scaling differently by supporting the co-creation of local implementation strategies and sponsor confidence in the case to use this approach in more circumstances, where participants in action inquiry explore, rather than assume, what the organisation and its staff need. Journal: Action Learning: Research and Practice Pages: 68-80 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033022 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033022 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:68-80 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: What’s the use of action learning? Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033020 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033020 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Title: Action learning and global challenges Journal: Action Learning: Research and Practice Pages: 99-100 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033037 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033037 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:99-100 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Chandara Sanyal Author-X-Name-First: Chandara Author-X-Name-Last: Sanyal Title: Mapping the journey of practice Journal: Action Learning: Research and Practice Pages: 65-67 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033031 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033031 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:65-67 Template-Type: ReDIF-Article 1.0 Author-Name: Maxime Paquet Author-X-Name-First: Maxime Author-X-Name-Last: Paquet Author-Name: Nathalie Sabourin Author-X-Name-First: Nathalie Author-X-Name-Last: Sabourin Author-Name: Nathalie Lafranchise Author-X-Name-First: Nathalie Author-X-Name-Last: Lafranchise Author-Name: Ron Cheshire Author-X-Name-First: Ron Author-X-Name-Last: Cheshire Author-Name: Jeanne Pelbois Author-X-Name-First: Jeanne Author-X-Name-Last: Pelbois Title: Codevelopment Action Learning during the pandemic – findings from two online co-learning and co-creation events Abstract: This article discusses the international events known as Proxima, organized by a group of colleagues, whose slogan is ‘Drawing Closer to Go Further’. Two half-day sessions, held in April and May 2020, consisted of 20 simultaneous Codevelopment Group (CDG) online sessions. Held during the global lockdown, these online events generated creative, collaborative and transformative spaces for participants throughout the French-speaking world. A total of 148 people from nine countries, including 15 experienced facilitators took part in this unique experience. After giving an overview of the Action Learning-based CDG method, this article presents the survey results on participant goals, takeaways and the intent to apply/transfer, and shows that 96% of participants responded positively to questions about these aspects. Qualitative content analyses also shows what was achieved, learned and could be transferred, such as a better understanding of the CDG method and its online applications. Overall, this experience further reinforces the fact that CDGs can effectively stimulate meaningful learning, creativity and collaborative action. Finally, in the past, Action Learning and CDG sessions have tended to be held in-person. However, these events showed that virtual sessions can be effective and generate impact when physical presence is not possible. Journal: Action Learning: Research and Practice Pages: 19-32 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2026761 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2026761 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:19-32 Template-Type: ReDIF-Article 1.0 Author-Name: Na Li Author-X-Name-First: Na Author-X-Name-Last: Li Author-Name: Qian Wang Author-X-Name-First: Qian Author-X-Name-Last: Wang Author-Name: Jiajun Liu Author-X-Name-First: Jiajun Author-X-Name-Last: Liu Author-Name: Victoria J. Marsick Author-X-Name-First: Victoria J. Author-X-Name-Last: Marsick Title: Improving interdisciplinary online course design through action learning: a chinese case study Abstract: This case study draws a specific link to the practice of action learning (AL) in China. We organized ourselves into an AL set and used Revans’ AL, as interpreted by Marquardt (2004), to create a post-teaching dialog to examine the experience gained from delivering an interdisciplinary course online—a novice situation—in a Chinese transnational university. AL’s questioning insight occurred after conducting an evidence-based evaluation of online teaching in an interdisciplinary higher education course that used Debattista’s (2018) online teaching effectiveness rubric. The rubric offered rich ‘programed knowledge’ that triggered our question-based inquiry. We conclude that our AL approach is valuable for teacher professional development and offers our rationale for why this particular AL practice would be suitable for the Confucian culture, teaching of interdisciplinary courses, and in novice situations. By conducting AL, we identified a list of key findings, such as proactive communication among teachers in an interdisciplinary course, was vital when teaching to a large group of students. We offer recommendations to improve interdisciplinary online course design and delivery in the future based on reflections from the AL. Implications, limitations, and suggestions for future research are presented at the end of this paper. Journal: Action Learning: Research and Practice Pages: 49-64 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2021.2002681 File-URL: http://hdl.handle.net/10.1080/14767333.2021.2002681 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:49-64 Template-Type: ReDIF-Article 1.0 Author-Name: Jane Robertson Author-X-Name-First: Jane Author-X-Name-Last: Robertson Author-Name: Steyn Heckroodt Author-X-Name-First: Steyn Author-X-Name-Last: Heckroodt Title: The stakeholders in action learning: aiding individual transformative learning Abstract: This account of practice discusses how we have implemented an emerging action learning framework in the form of guiding questions that are relevant to key stakeholders: the client organisation (sponsoring organisation), the management development company, the participants and the Learning Process Facilitator (LPF) to aid participants in their individual transformative learning. The guiding questions are based on an emerging action learning framework devised by the primary author as part of her PhD research and applied to an action learning component in our Management Development Programmes (MDPs). A condensed version of this action learning framework was published in Action Learning: Research and Practice by Robertson, Terblanche, and Le Sueur [2021. “An Emerging Action Learning Framework to Foster Individual Transformative Learning During Management Development Programmes.” Action Learning: Research and Practice 18 (2): 102–120]. In this account of practice we share the emerging action learning framework, the guiding questions for the key stakeholders and our reflection on the application of the questions. Journal: Action Learning: Research and Practice Pages: 81-88 Issue: 1 Volume: 19 Year: 2022 Month: 01 X-DOI: 10.1080/14767333.2022.2033029 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2033029 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:81-88 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver1976311919404129533.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Tom Boydell Author-X-Name-First: Tom Author-X-Name-Last: Boydell Title: Relational Action Learning Journal: Action Learning: Research and Practice Pages: 193-195 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082820 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082820 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:193-195 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-3206543378721382566.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Philip Glanfield Author-X-Name-First: Philip Author-X-Name-Last: Glanfield Title: Organisation development in healthcare: a critical appraisal for practitioners Journal: Action Learning: Research and Practice Pages: 219-222 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2084874 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2084874 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:219-222 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver5437711813141893377.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Christopher Bones Author-X-Name-First: Christopher Author-X-Name-Last: Bones Title: Research handbook on nonprofit governance Journal: Action Learning: Research and Practice Pages: 215-218 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2084872 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2084872 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:215-218 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-3626586257479230073.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Naomi Chambers Author-X-Name-First: Naomi Author-X-Name-Last: Chambers Author-Name: Ann Mahon Author-X-Name-First: Ann Author-X-Name-Last: Mahon Author-Name: Elaine Clark Author-X-Name-First: Elaine Author-X-Name-Last: Clark Author-Name: Helen Baxter Author-X-Name-First: Helen Author-X-Name-Last: Baxter Author-Name: Alexandra Mitchell Author-X-Name-First: Alexandra Author-X-Name-Last: Mitchell Author-Name: Victoria Garlick Author-X-Name-First: Victoria Author-X-Name-Last: Garlick Title: Action learning: resources held in Manchester and Salford Abstract: This paper aims to make known the materials on action learning that are held in the uni- versities of Salford and Manchester, with the aim of bringing these unique resources to the attention of researchers and other interested parties. It is a joint effort between the Editorial Board members of the Journal, Action Learning: Research & Practice and staff at the two universities. Subsequently, we hope to publicise further resources available elsewhere. The paper begins with a brief history. Starting with Revans, his career and the early development of the action learning idea, it also records his long association with Manchester and some recent institutional history beginning with him donating his archives to the University of Salford. This is followed by introductions to the Revans Archive at Salford University and the action learning materials held at Alliance Manchester Business School (AMBS). Details of the two collections are in the latter part of the paper. Journal: Action Learning: Research and Practice Pages: 120-129 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2068401 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2068401 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:120-129 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-9188701355609387729.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Title: Action learning and real-world problems Journal: Action Learning: Research and Practice Pages: 209-210 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2084870 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2084870 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:209-210 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver5055104584166217959.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Mary Keating Author-X-Name-First: Mary Author-X-Name-Last: Keating Title: Reflections on virtual action learning sets Journal: Action Learning: Research and Practice Pages: 198-199 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082818 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082818 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:198-199 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver2664788008373635921.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Rosetta Pillay Author-X-Name-First: Rosetta Author-X-Name-Last: Pillay Title: Transcending the role: personal transformation of action-learning facilitators Abstract: The many genres of action learning have contributed to solving business and social problems, individual development and organisational learning. Different authors have scrutinised the role of the action-learning facilitator in upholding the precepts of action learning. Whilst the responsibilities of the facilitator to the group are significant, this paper concentrates on the personal transformation of facilitators who have transitioned into the role in an application of business-driven action learning. Hence, this study explores how individuals who took on the role of action-learning facilitator experienced genuine personal development. This exploration, within a South African context, offers a perspective on facilitator growth, a subject which has not gained much traction in the action-learning literature. The findings offer insight into the internalisation of action-learning principles, critical shifts and heightened learnings for facilitators. Journal: Action Learning: Research and Practice Pages: 130-145 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2058910 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2058910 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:130-145 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver4670608302751813082.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Yayoi Hirose Author-X-Name-First: Yayoi Author-X-Name-Last: Hirose Title: Action Learning in Japan: challenging cultural values Abstract: This study aims to address how practitioners successfully implement action learning in organizations with different cultural values. To effectively adopt action learning, Japanese learners need to learn questioning skills, as they have been brought up in an atmosphere that negates questioning. Using Kolb’s learning model, this study aims to present the importance of paying attention to cultural values in participants’ learning environments. Based on 23 interviews with Japanese participants and facilitators, the study proposes that for learners to acquire business skills generated in different cultures, facilitators need to set rules and consultations to support learners in challenging their conventional cultural assumptions. Journal: Action Learning: Research and Practice Pages: 165-183 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2047609 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2047609 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:165-183 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver7646910864210756185.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Laurie Smith Author-X-Name-First: Laurie Author-X-Name-Last: Smith Title: Reflections Journal: Action Learning: Research and Practice Pages: 196-197 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082817 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082817 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:196-197 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-8759320545627561218.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Sonia Mayor Author-X-Name-First: Sonia Author-X-Name-Last: Mayor Title: Love in action Journal: Action Learning: Research and Practice Pages: 190-192 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082819 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082819 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:190-192 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver5477426952687038445.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Fiona Armstrong-Gibbs Author-X-Name-First: Fiona Author-X-Name-Last: Armstrong-Gibbs Title: Methodologies for practice research: approaches for professional doctorates Journal: Action Learning: Research and Practice Pages: 222-224 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2084875 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2084875 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:222-224 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver5031908542226464420.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Rebecca Quew-Jones Author-X-Name-First: Rebecca Author-X-Name-Last: Quew-Jones Title: Enhancing apprenticeships within the Higher Education curriculum – an Action Learning and Action Research study Abstract: This Action Learning (AL)/Action Research study (AS) explores the practice of Action Learning (AL) to further higher education (H.E.) apprenticeships by collaboration between University Provider (UP) and employer. AL members aim to address complexity, bridging the gap between management education delivered by a work-based learning (WBL) apprenticeship course and translating into the apprentices’ workplace. Set members followed a systematic cycle of planning, action, observing and reflecting. This demonstrates how AL, as a methodology, supports apprenticeship ambassadors (who lead apprenticeships in their organisations) and UPs to solve complex problems through inquiry and critical reflection to enhance the apprenticeship curriculum. The principal findings from AL to cultivate stronger collaboration were clarity of WBL, value proposition and ownership expectation; support of translation of theory into practice; empowering the apprenticeship mindset and professional identity; and senior management buy-in. Journal: Action Learning: Research and Practice Pages: 146-164 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2056135 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2056135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:146-164 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver5221860621213145465.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Ghislaine Caulat Author-X-Name-First: Ghislaine Author-X-Name-Last: Caulat Title: Working well with power in the virtual space Abstract: This paper draws upon recent research into leadership and the use of power in the virtual space and also upon the author's nineteen years as a facilitator of Virtual Action Learning (VAL) and Virtual Leadership (VL) training. This paper briefly surveys various developments in the last twenty years which have nudged us as people and organisations into more virtual ways of working and learning. The author's belief is that VAL, and virtual collaboration generally, constitute a different paradigm of interaction with its own idiosyncrasies and is therefore different in many ways from what we have learned from face-to-face experience. This account of practice combines some key findings from the author's latest research with the learning from her practice over these years. Five main lessons emerge for facilitators of VAL and virtual leadership including the effects of using cameras and different channels of communication on power dynamics and the importance of voice and silence in the virtual space. Journal: Action Learning: Research and Practice Pages: 200-208 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082815 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082815 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:200-208 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver4322891621208764986.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: James Traeger Author-X-Name-First: James Author-X-Name-Last: Traeger Title: The cart before the horse: using artful practice to keep action learning fresh Journal: Action Learning: Research and Practice Pages: 188-189 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082816 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082816 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:188-189 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver8225246920545693572.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: The Editors Title: International Action Learning Conference 2023 Journal: Action Learning: Research and Practice Pages: 117-117 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2087672 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2087672 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:117-117 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver4346429807503052107.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: The versatility of action learning Journal: Action Learning: Research and Practice Pages: 118-119 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082821 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082821 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:118-119 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-641128084188573277.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Bernhard Hauser Author-X-Name-First: Bernhard Author-X-Name-Last: Hauser Title: The 25th global forum on the future of leadership, learning and strategic change in Dubai, March 20–23, 2022 Journal: Action Learning: Research and Practice Pages: 224-226 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2084876 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2084876 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:224-226 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver4966675578995683378.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Growing through reflection: a journal for action learning facilitators Journal: Action Learning: Research and Practice Pages: 218-219 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2084873 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2084873 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:218-219 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver403711724413827638.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Michael Walton Author-X-Name-First: Michael Author-X-Name-Last: Walton Title: Handbook of teaching and learning at business schools: a practice-based approach Journal: Action Learning: Research and Practice Pages: 211-215 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2084871 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2084871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:211-215 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-4376355664867810571.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Action learning facilitation: practitioner insights Journal: Action Learning: Research and Practice Pages: 184-187 Issue: 2 Volume: 19 Year: 2022 Month: 05 X-DOI: 10.1080/14767333.2022.2082814 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2082814 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:184-187 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2113032_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Jackie Kilbane Author-X-Name-First: Jackie Author-X-Name-Last: Kilbane Author-Name: Sophie Hempsall Author-X-Name-First: Sophie Author-X-Name-Last: Hempsall Author-Name: Katharine North Author-X-Name-First: Katharine Author-X-Name-Last: North Author-Name: Pavlos Zafeiris Author-X-Name-First: Pavlos Author-X-Name-Last: Zafeiris Title: Good beginnings; experiences of trust and safety within action learning for healthcare leadership development Abstract: This account of practice focusses on insights from the ‘early days’ of an action learning set within a leadership development programme in the English NHS. The account describes experiences of forming as a set as an important foundation for trust. Developing trust between set members enabled members to take more risks, sharing current and complex work and leadership challenges within the set. The structured space for thinking and reflection alongside people facing similar challenges brought learning and insights that led to taking new action on work issues. Included in this account are stories and reflections from set members and set facilitator on their experiences of trust, safety and trying new approaches to learning and leadership through action learning. This account will be of relevance to healthcare leaders that are participating in action learning, healthcare leadership developers involved in the delivery and facilitation of action learning and those considering including action learning as part of healthcare improvement programmes. Journal: Action Learning: Research and Practice Pages: 283-289 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2113032 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2113032 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:283-289 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130730_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Cathy Sharp Author-X-Name-First: Cathy Author-X-Name-Last: Sharp Title: How to be a reflexive researcher Journal: Action Learning: Research and Practice Pages: 317-321 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130730 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130730 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:317-321 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2129586_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Title: Improving community relations in the police through procedural justice – an action learning initiative Abstract: Police forces in England and Wales have faced ongoing difficulties of engagement with minority communities leading to a loss of confidence and trust in policing. The paper reports on the results of a project to improve relations with communities with Humberside Police, UK by implementing key ideas relating to procedural justice that consider how fairness in interactions between the police and others can promote the perception of police legitimacy. An Action Learning Research project was set up during the Covid Pandemic to apply procedural justice. Two groups of front line officers worked with a researcher/facilitator over five meetings with the support of senior officers. Data provided from the meetings and written logs were analysed to show how procedural justice works towards relationship development and more positive opinion of the police in interactions. It is suggested that police forces can tackle difficult issues such as engagement with communities by more use of action learning research in collaboration with researchers. Journal: Action Learning: Research and Practice Pages: 230-247 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2129586 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2129586 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:230-247 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130722_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Action learning and healthcare Journal: Action Learning: Research and Practice Pages: 248-250 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130722 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130722 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:248-250 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2133376_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Action learning and healthcare 2011–2022 Abstract: This paper provides a review of the use of action learning in healthcare organisations, or by healthcare professionals, in the past decade, as evidenced in peer-reviewed journals. Action learning has a long history in healthcare and is perhaps particularly suited to an environment where wicked problems abound, where professional development is prized, and where many of the professions subscribe to reflective practice as a vehicle of development.A systematic search for literature in peer-reviewed English language journals was undertaken, followed by a process of pursuing references from the publications revealed by that search. Papers that provided accounts or evaluations of programmes and projects that included action learning were analysed. Common themes concerning purposes, processes, benefits and challenges were identified.Action learning was used for three purposes in the projects and programmes: to improve an aspect of healthcare services; to develop skills of the participants; to enhance collective capability. Whilst in some cases the intention was to achieve all three beneficial outcomes, it was apparent that in the majority of examples one or another of these purposes was prioritised as the principal aim of the programme or project. Journal: Action Learning: Research and Practice Pages: 251-268 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2133376 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2133376 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:251-268 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130732_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Jim Stewart Author-X-Name-First: Jim Author-X-Name-Last: Stewart Title: Human resource development: from theory into practice Journal: Action Learning: Research and Practice Pages: 321-323 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130732 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130732 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:321-323 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130733_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Robert A. Phillips Author-X-Name-First: Robert A. Author-X-Name-Last: Phillips Title: Social entrepreneurship – a practice-based approach to social innovation Journal: Action Learning: Research and Practice Pages: 323-326 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130733 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130733 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:323-326 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130726_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Author-Name: Kathryn Winterburn Author-X-Name-First: Kathryn Author-X-Name-Last: Winterburn Title: Ten years on: a mirror in which to practice – using action learning to change end-of-life care Abstract: While action learning is a familiar tenet of much management and leadership development activity within the NHS it is not commonly utilised within the education and development of doctors where didactic methods remain the preferred mechanism to impart factual knowledge necessary to fulfil the autonomous practitioner role. Within the specialism of palliative medicine, the implementation of a national end-of-life (EoL) care strategy will challenge this predilection. The new strategy seeks to enable more people to die in the place of their choosing as such it requires clinicians outside the speciality of palliative care to make it a routine part of their practice. Since doctors are trained to cure or extend life, the strategy requires specialists to change their practice, behaviour and communication to engage the patient and family in decision-making and planning for the EoL. An intensive development programme utilising action learning methods is currently being piloted in two acute hospital settings to equip a small group of specialist senior clinicians to deliver the required changes. This paper describes the use of action learning within this context to explore its utility with an uninitiated and sceptical audience. Journal: Action Learning: Research and Practice Pages: 301-311 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130726 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130726 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:301-311 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130723_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: C. Sanyal Author-X-Name-First: C. Author-X-Name-Last: Sanyal Author-Name: J. Edmonstone Author-X-Name-First: J. Author-X-Name-Last: Edmonstone Author-Name: C. Abbott Author-X-Name-First: C. Author-X-Name-Last: Abbott Author-Name: K. Winterburn Author-X-Name-First: K. Author-X-Name-Last: Winterburn Author-Name: G. Boak Author-X-Name-First: G. Author-X-Name-Last: Boak Title: Action learning and healthcare: affinities and challenges Journal: Action Learning: Research and Practice Pages: 269-274 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130723 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130723 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:269-274 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130728_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Cialfi Daniela Author-X-Name-First: Cialfi Author-X-Name-Last: Daniela Title: Action learning: from academic and entrepreneurial problems Journal: Action Learning: Research and Practice Pages: 312-313 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130728 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130728 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:312-313 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130729_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Gibson Burrell Author-X-Name-First: Gibson Author-X-Name-Last: Burrell Title: Organizational misbehaviour Journal: Action Learning: Research and Practice Pages: 314-317 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130729 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130729 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:314-317 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2091515_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Pauline Joyce Author-X-Name-First: Pauline Author-X-Name-Last: Joyce Title: Quality improvement in healthcare: an action learning approach Abstract: This account of practice discusses how we use action learning (AL) sets as part of the supervision process for quality improvement (QI) projects in healthcare. Reflecting on the synergies between QI and AL reveals that the questioning approach of both links closely with the Calgary Cambridge Communication model, taught in medicine, to guide medical interviews. While the Calgary Cambridge communication model provides the student with a framework in gathering a patient medical history, action learning helps them focus their attention on the type of questions they ask, active listening, and most importantly, reflecting on questions from their peers on their quality improvement projects. The student groups in this example are Physician Associates, also known as Physician Assistants in some countries, and are a new profession, recently introduced in Ireland. Communication skills might be the most important skill for healthcare workers to acquire, in order to ensure good patient outcomes. Journal: Action Learning: Research and Practice Pages: 275-282 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2091515 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2091515 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:275-282 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2129646_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: The Editors Title: International action learning conference Journal: Action Learning: Research and Practice Pages: 227-227 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2129646 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2129646 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:227-227 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130724_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Toby Lindsay Author-X-Name-First: Toby Author-X-Name-Last: Lindsay Title: Innovation, exploration and a whole lot of learning through an online programme of Allied Health Professional development Abstract: This account of practice gives an overview and insight into the learning from a co-designed leadership development programme for Allied Health Professionals (AHPs) across two NHS Integrated Care Systems. The AHP community that completed the courses consisted of acute and community trust, mental health, local authority, and SCAS (paramedics) working in the healthcare system across the full range of AHP roles during the Covid-19 pandemic. Working in partnership the programme was co-designed, engaging participants in the design process before and throughout the delivery of the programme. The entire programme was delivered online to a cohort of forty-two AHPs who had volunteered to be participants. The overarching aim of the programme was to support AHPs and promote their career progression through developing confidence and capability in their leadership practice. by meeting the following objectives: (1) developing and enriching understanding, and practice, of systemic leadership; (2) developing Keats’ concept of ‘negative capability’ (Ou 2009) – creativity and action in the midst of uncertainty and ambiguity; (3) strengthening voice, confidence, and influence, as a valued leader in the system. A set of quantitative evaluation criteria were collectively agreed and these were run before and after the programme. Further to this several qualitative questions were asked before the programme to inform its design and post-programme to deepen insight into the process and experience of participants. This was very helpful in learning from the experience and in informing future work of this nature. The programme was designed utilising an innovative delivery method using techniques and approaches that had been developed through the Covid-19 pandemic with face-to-face delivery being unavailable. The aspiration was to work in depth with a medium-sized cohort as a community of learning and leadership practice. Journal: Action Learning: Research and Practice Pages: 290-300 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130724 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130724 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:290-300 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130735_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: Negative capability in leadership practice: implications for working in uncertainty Journal: Action Learning: Research and Practice Pages: 326-329 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130735 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130735 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:326-329 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2130721_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Action learning and innovation Journal: Action Learning: Research and Practice Pages: 228-229 Issue: 3 Volume: 19 Year: 2022 Month: 09 X-DOI: 10.1080/14767333.2022.2130721 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2130721 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:228-229 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171534_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Helen Baxter Author-X-Name-First: Helen Author-X-Name-Last: Baxter Author-Name: Daniela Cialfi Author-X-Name-First: Daniela Author-X-Name-Last: Cialfi Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Hannah Wilson Author-X-Name-First: Hannah Author-X-Name-Last: Wilson Title: The varieties & verities of action learning Journal: Action Learning: Research and Practice Pages: 82-83 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171534 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171534 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:82-83 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171009_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Stephanie Jones Author-X-Name-First: Stephanie Author-X-Name-Last: Jones Author-Name: Athena Wooldridge Author-X-Name-First: Athena Author-X-Name-Last: Wooldridge Author-Name: Connor Lubojacky Author-X-Name-First: Connor Author-X-Name-Last: Lubojacky Title: How does action learning and manufacturing intersect? Lessons learned from designing and implementing work-Based learning courses Abstract: This article walks through the experience of two instructors from Northeastern State University who helped the College of Business and Technology implement work-based learning. Work-based learning was implemented in response to the changing needs of businesses, however, there were some struggles that had to be worked through in order to make this a successful endeavor. In addition to the instructor’s expterience, this article highlights some academic and administrative lessons learned during this process. These lessons learned can be helpful to other universities who might want to implement a similar program. Journal: Action Learning: Research and Practice Pages: 74-81 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171009 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171009 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:74-81 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171532_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tudor Rickards Author-X-Name-First: Tudor Author-X-Name-Last: Rickards Title: Creativities: the what, how, who, where and why of the creative process Journal: Action Learning: Research and Practice Pages: 91-93 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171532 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171532 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:91-93 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2086532_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Craig Filipkowski Author-X-Name-First: Craig Author-X-Name-Last: Filipkowski Title: School leader development with action learning Abstract: This case study measures the impact on elements of schools’ professional environment after school leaders participated in eight action learning (AL) sessions over one summer. The guiding research question asks, What, if any, impact on a building level administrator’s leadership practices result after their participation in an Action Learning program? Data collection and analysis were structured to focus on the impact collaborative environmental factors perceived by teachers following their respective administrator’s participation in the AL program. Outcomes measured include Perceived School-Leader Support (PSLS), Actual Participation in Decision Making, Satisfaction with Participation in Decision Making, and Formalization of Participation in Decision Making. These factors were measured with a survey before summer and four months after the last AL session. Additional analyses of two more factors include Teacher’s Orientation Toward Student Performance and Teacher Collaboration. Using Kirkpatrick and Kirkpatrick’s (2016) model for program evaluation, these measures serve as leading indicators toward desired results. Findings of the Related Samples Wilcoxon Signed Rank test only found a significant, positive difference from pre to post survey for PSLS. Journal: Action Learning: Research and Practice Pages: 17-37 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2022.2086532 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2086532 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:17-37 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171531_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Robert A. Phillips Author-X-Name-First: Robert A. Author-X-Name-Last: Phillips Title: Learning from active failure – learning through entrepreneurship Journal: Action Learning: Research and Practice Pages: 88-91 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171531 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171531 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:88-91 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2151411_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hind Bahri Author-X-Name-First: Hind Author-X-Name-Last: Bahri Author-Name: Mourad Madrane Author-X-Name-First: Mourad Author-X-Name-Last: Madrane Author-Name: Terri Downer Author-X-Name-First: Terri Author-X-Name-Last: Downer Author-Name: Michelle Gray Author-X-Name-First: Michelle Author-X-Name-Last: Gray Author-Name: Hanan Ahabrach Author-X-Name-First: Hanan Author-X-Name-Last: Ahabrach Author-Name: Nisrin El Mlili Author-X-Name-First: Nisrin Author-X-Name-Last: El Mlili Title: Using action learning research for the development and implementation of an ePortfolio in nursing clinical placements Abstract: This study applies an action learning research (ALR) methodology to develop and implement an electronic portfolio (ePortfolio) for learning and assessment in clinical placements of undergraduate nursing students for the first time in Morocco. Alpha, beta, and gamma systems of ALR were adopted. Twenty-two action learning groups (ALG) was established, and a total of 108 nursing students and 9 nurse educators were involved. To evaluate the implementation process and generate actionable knowledge qualitative data were generated through individual interviews and focus groups from the Higher Institute of Nursing Professions and Health Techniques of Morocco. ALR was found to be an effective method to implement ePortfolio in nursing education where the key element was the ALG allowing participants’ reflections on their actions. The benefits and challenges of ePortfolio use were highlighted. ePortfolio is accepted as an adequate educational tool to pedagogically support students’ learning and assessment in clinical placement. Journal: Action Learning: Research and Practice Pages: 5-16 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2022.2151411 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2151411 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:5-16 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171010_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Genevieve Cother Author-X-Name-First: Genevieve Author-X-Name-Last: Cother Author-Name: Jane Creaton Author-X-Name-First: Jane Author-X-Name-Last: Creaton Title: Editorial: collective learning and partnership: relational aspect of action learning Journal: Action Learning: Research and Practice Pages: 57-59 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171010 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171010 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:57-59 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171533_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yury Boshyk Author-X-Name-First: Yury Author-X-Name-Last: Boshyk Title: Project action learning (PAL) guidebook: practical learning in organizations Journal: Action Learning: Research and Practice Pages: 93-95 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171533 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171533 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:93-95 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171008_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sarah Lennox Author-X-Name-First: Sarah Author-X-Name-Last: Lennox Author-Name: Paul Taylor Author-X-Name-First: Paul Author-X-Name-Last: Taylor Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Title: Action learning and integrated care systems in Essex, UK Journal: Action Learning: Research and Practice Pages: 67-73 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171008 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171008 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:67-73 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171529_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Russ Vince Author-X-Name-First: Russ Author-X-Name-Last: Vince Title: Both/and thinking: embracing creative tensions to solve your toughest problems Journal: Action Learning: Research and Practice Pages: 84-86 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171529 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171529 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:84-86 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171528_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Title: Action learning in an uncertain world Journal: Action Learning: Research and Practice Pages: 3-4 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171528 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171528 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2170961_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Peter Cauwelier Author-X-Name-First: Peter Author-X-Name-Last: Cauwelier Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Call for Papers Journal: Action Learning: Research and Practice Pages: 1-2 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2170961 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2170961 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171007_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chris Yates Author-X-Name-First: Chris Author-X-Name-Last: Yates Title: Twenty-five years: a self-managed action learning set Abstract: What is it about an Action Learning set that has survived and thrived for a quarter of a century? Although now with only one of the original set members, nevertheless this self-managing set can claim to have ‘lived’ from 1997 to 2022, still going strong. And, as Socrates said, since the unexamined life is not worth living, this article inspects the value of that set’s existence. Such a length of time for an unmanaged set to survive is unusual. What has enabled a non-managed set to survive for such an unusually long time? The answers we hope will provide interest, even inspiration, for other sets that function unfacilitated, independent of an organisation. Journal: Action Learning: Research and Practice Pages: 60-66 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171007 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171007 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:60-66 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2171530_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Helen Baxter Author-X-Name-First: Helen Author-X-Name-Last: Baxter Title: Powerful or powerless in the virtual space – the choice is yours Journal: Action Learning: Research and Practice Pages: 86-88 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2023.2171530 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2171530 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:86-88 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2146655_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Henrik Saabye Author-X-Name-First: Henrik Author-X-Name-Last: Saabye Title: Advancements on action learning and lean complementarity: a case of developing leaders as lean learning facilitators Abstract: This paper seeks to advance the understanding of the complementarity between action learning and lean. Today, this is an underexplored research area, despite the high degree of similarities and syngeneic possibilities between these two research streams. The paper describes an action learning intervention at VELUX, a Danish rooftop manufacturer designed to develop its leaders as lean learning facilitators to cope with the increasing velocity of change stemming from growth, sustainability, and digitalisation agendas. The paper locates the complementary between action learning and lean in the extant literature and presents an account of practice from VELUX for extrapolating five promoting factors for developing leaders as lean learning facilitators. The paper concludes that lean complements action learning with a suite of concepts, systems, practices, and methods for institutionalising ongoing action learning and concepts on how to think and act as a leader to foster a lean learning system consisting of empowered and proficient problem-solvers. Furthermore, action learning complements lean with the underlying learning mechanisms of facilitating and sustaining the change towards instituting leaders as lean learning facilitators and adopting a lean learning system. Journal: Action Learning: Research and Practice Pages: 38-56 Issue: 1 Volume: 20 Year: 2023 Month: 01 X-DOI: 10.1080/14767333.2022.2146655 File-URL: http://hdl.handle.net/10.1080/14767333.2022.2146655 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:38-56 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218134_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Title: The big con: how the consulting industry weakens our businesses, infantilises our governments and warps our economies Journal: Action Learning: Research and Practice Pages: 189-192 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218134 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218134 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:189-192 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218130_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Thomas Radke Author-X-Name-First: Thomas Author-X-Name-Last: Radke Title: Sentimental education – learning from action to become an action learning facilitator Abstract: 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. Journal: Action Learning: Research and Practice Pages: 170-179 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218130 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218130 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:170-179 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218137_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Cheryl Brook Author-X-Name-First: Cheryl Author-X-Name-Last: Brook Title: In memoriam – Professor John Burgoyne Journal: Action Learning: Research and Practice Pages: 99-99 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218137 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218137 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:99-99 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2211936_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Samantha A. Kahts-Kramer Author-X-Name-First: Samantha A. Author-X-Name-Last: Kahts-Kramer Author-Name: Lesley Wood Author-X-Name-First: Lesley Author-X-Name-Last: Wood Title: Guidelines for action learning as professional development to transform Physical Education in low resourced primary schools in South Africa Abstract: Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children’s educational experiences. This paper provides evidence-based guidelines as to how an action learning approach to CPD for PE might empower teachers to direct their own learning within low resource environments. A participatory action learning and action research design, using qualitative data generation methods, guided the inquiry. Ten teachers from two low resourced schools in South Africa, through participation in an action learning process, ultimately deduced five guidelines from their reflective enquiry to guide teachers to collaborate to transform their teaching of PE. The action learning approach to CPD supports teachers to take ownership of and responsibility for their CPD within the subject of PE. Ultimately, learning how to learn, enables teachers to champion sustainable change through establishing ongoing communities of practice. Journal: Action Learning: Research and Practice Pages: 100-115 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2211936 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2211936 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:100-115 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218133_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chris Blantern Author-X-Name-First: Chris Author-X-Name-Last: Blantern Title: Shut down the Business School: What’s Wrong with Management Education Journal: Action Learning: Research and Practice Pages: 185-188 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218133 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218133 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:185-188 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218127_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jane Creaton Author-X-Name-First: Jane Author-X-Name-Last: Creaton Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Genevieve Cother Author-X-Name-First: Genevieve Author-X-Name-Last: Cother Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: Writing creatively about action learning: insights from practitioners Journal: Action Learning: Research and Practice Pages: 149-151 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218127 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218127 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:149-151 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218136_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Action learning aiding innovation Journal: Action Learning: Research and Practice Pages: 97-98 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218136 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218136 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:97-98 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2217085_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jeff Gold Author-X-Name-First: Jeff Author-X-Name-Last: Gold Author-Name: Ollie Jones Author-X-Name-First: Ollie Author-X-Name-Last: Jones Title: Finding innovation opportunities in SMEs through futures and foresight learning: an action learning approach Abstract: Small and medium-sized enterprises (SMEs) have been particularly challenged by the Covid pandemic, the climate crisis, war and political tensions including the fuel price crisis. Strategic responses to crisis including cost-cutting as retrenchment in the short run, debt financing to preserve the status quo and exit. However, perhaps the most positive is to innovate for renewal. The paper considers how working with an approach to futures and foresight learning, three different SMEs during the Covid pandemic and beyond formed action learning groups and were able to find future opportunities from which innovation ideas for action in the present could be undertaken. The paper considers the meaning of innovation including what Revans saw as an ‘Innovation Paradox’ as a gap between invention and innovation. In SMEs, the importance of informal innovation and an innovation orientation are identified. The meaning futures and foresight learning is considered and the focus on the identification of new opportunities for products and services, delivered by a process of action learning. Findings from three SMEs are presented from meetings that took place during 2021 to 2022, when Covid restrictions were partly in place. They show how each programme begins with opportunity questions for the future which then lead to ideas after a consideration of trends and patterns. Further methods of futures thinking are presented which allow further ideas to be developed for innovation. In each case, ideas are selected for business planning after approval. Discussion of the findings considers the importance of futures and foresight learning combined with action learning for SMEs to become more strategic, future-oriented and creative in seeking opportunities for innovation. Journal: Action Learning: Research and Practice Pages: 132-148 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2217085 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2217085 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:132-148 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218131_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Helen Baxter Author-X-Name-First: Helen Author-X-Name-Last: Baxter Author-Name: Daniela Cialfi Author-X-Name-First: Daniela Author-X-Name-Last: Cialfi Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Mike Pedler Author-X-Name-First: Mike Author-X-Name-Last: Pedler Author-Name: Hannah Wilson Author-X-Name-First: Hannah Author-X-Name-Last: Wilson Title: How to promote inclusion, collective intelligence and democracy Journal: Action Learning: Research and Practice Pages: 180-181 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218131 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218131 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:180-181 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218128_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Olatz Errazquin Author-X-Name-First: Olatz Author-X-Name-Last: Errazquin Author-Name: Ana Agirre Author-X-Name-First: Ana Author-X-Name-Last: Agirre Author-Name: Amaia Miner Author-X-Name-First: Amaia Author-X-Name-Last: Miner Author-Name: Anne Murphy Author-X-Name-First: Anne Author-X-Name-Last: Murphy Title: Making action learning our own: a story from the Basque Country Abstract: This account of practice describes how elected representatives, politically appointed managers and career officers of the Gipuzkoa Provincial Council have adopted action learning as a way of learning how to transform their institution, an important aspect of which has been to find locally situated ways of establishing and consolidating the approach. The article provides pen portraits to illustrate what has been learned and achieved so far and in conclusion draws attention to the importance of shifting the balance of learning and challenge from a focus on individuals towards a collective effort which tackles deep rooted organisational problems. Journal: Action Learning: Research and Practice Pages: 152-159 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218128 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218128 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:152-159 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218135_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lori Anderson Author-X-Name-First: Lori Author-X-Name-Last: Anderson Title: Managing diversity: toward a globally inclusive workplace (fifth edition) Journal: Action Learning: Research and Practice Pages: 192-196 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218135 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:192-196 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218132_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Fadhila Yonata Author-X-Name-First: Fadhila Author-X-Name-Last: Yonata Author-Name: Zulfah Author-X-Name-First: Author-X-Name-Last: Zulfah Author-Name: Aidillah Suja Author-X-Name-First: Aidillah Author-X-Name-Last: Suja Title: Critical action research challenging neoliberal language and literacies education: auto and duoethnographies of global experiences Journal: Action Learning: Research and Practice Pages: 182-185 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218132 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218132 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:182-185 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2218129_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jane Neal-Smith Author-X-Name-First: Jane Author-X-Name-Last: Neal-Smith Author-Name: Gill Bishop Author-X-Name-First: Gill Author-X-Name-Last: Bishop Author-Name: Bob Townley Author-X-Name-First: Bob Author-X-Name-Last: Townley Title: Thinking in colours Abstract: This account of practice tells the story of how engaging in a critical action learning set helped us address problems with student engagement in a postgraduate module. On the surface, this seems fairly straightforward following Revans’ model (1971). However, what we actually have are multiple layers of self-reflection, a visual metaphor and its ambiguities, the difficulties involved in teaching reflexivity to postgraduate mostly international students and a research project. It also tells the story of how using an action learning set ourselves and challenging and accepting our own stories improved both our practice and our understanding of our students’ experience in the classroom. Journal: Action Learning: Research and Practice Pages: 160-169 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2218129 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2218129 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:160-169 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2206994_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bernhard Hauser Author-X-Name-First: Bernhard Author-X-Name-Last: Hauser Author-Name: Clare Rigg Author-X-Name-First: Clare Author-X-Name-Last: Rigg Author-Name: Kiran Trehan Author-X-Name-First: Kiran Author-X-Name-Last: Trehan Author-Name: Russ Vince Author-X-Name-First: Russ Author-X-Name-Last: Vince Title: How to facilitate critical action learning Abstract: Critical Action Learning (CAL) is a well-established approach to action learning. However, it has not necessarily been clear to action learning practitioners what makes CAL ‘critical’ and what are the implications in practice. In CAL, the facilitator has a key role in helping the set to engage with underlying emotions and power relations that are inevitably embedded in learning sets, and that both promote and prevent learning. The paper explains the main ideas of critical action learning, why facilitation is important, and how to facilitate CAL. Examples are provided from the authors’ practice and eight key components are presented as a guide to facilitating CAL. The aim of the paper is to improve the action learning community’s knowledge of how to facilitate critical action learning and when it is appropriate to utilize this approach. Journal: Action Learning: Research and Practice Pages: 116-131 Issue: 2 Volume: 20 Year: 2023 Month: 05 X-DOI: 10.1080/14767333.2023.2206994 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2206994 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:116-131 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2264030_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Developing ideas and stories about action learning Journal: Action Learning: Research and Practice Pages: 201-202 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2264030 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2264030 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:201-202 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2265124_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Anita Tscherne Author-X-Name-First: Anita Author-X-Name-Last: Tscherne Author-Name: Michael Weiss Author-X-Name-First: Michael Author-X-Name-Last: Weiss Title: A story of collaboration and action learning to create a sustainable future Abstract: This paper explores how three organisations collaborate to support organisations and individuals to act on the challenges of sustainability through action learning, each using its unique skills. It examines the roles of each organisation and how by moving from individual to a collaborative they could do things better and do better things. The paper describes the challenges of collaborating at an organisational and international level and gives examples of two projects where the skills and capabilities of each organisation came together to create a new future for a commercial organisation and community. Journal: Action Learning: Research and Practice Pages: 286-291 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2265124 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2265124 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:286-291 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2264029_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Genevieve Cother Author-X-Name-First: Genevieve Author-X-Name-Last: Cother Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Author-Name: Jane Creaton Author-X-Name-First: Jane Author-X-Name-Last: Creaton Title: The power of action learning in driving change and innovation Journal: Action Learning: Research and Practice Pages: 282-285 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2264029 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2264029 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:282-285 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2255839_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hanne Finnestrand Author-X-Name-First: Hanne Author-X-Name-Last: Finnestrand Author-Name: Ola Edvin Vie Author-X-Name-First: Ola Edvin Author-X-Name-Last: Vie Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Critical incident technique and action learning to enable organizational learning Abstract: This paper focuses on a two-year program with a Norwegian public sector project-based construction company, where action learning groups and critical incident technique were combined to enhance organizational learning. Project-based organizations typically face difficulties of ‘project amnesia’, as they fail to integrate learning from experience into organizational memory. In drawing lessons from experience, employees often focus on solving short-term problems with individual projects rather than contributing to medium- and longer-term organizational learning. The program that is the focus of this paper engaged newly-appointed engineers in action learning groups and trained them to use critical incident technique to gather and analyze information about recent projects undertaken by the company. The groups reported back their findings to colleagues in the program and to managers and senior executives in the company. Originally designed as an alternative to the traditional induction training for new employees, the program generated useful practical learning across the whole organization about project success factors. This paper explains how action learning and critical incident technique combined in this program to enhance individual, team and organizational learning, and argues that the synergies between these three processes should be explored in other contexts. Journal: Action Learning: Research and Practice Pages: 221-238 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2255839 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2255839 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:221-238 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2264013_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Helen Baxter Author-X-Name-First: Helen Author-X-Name-Last: Baxter Title: Toxic leadership, silences, circular economy and organisational value Journal: Action Learning: Research and Practice Pages: 299-299 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2264013 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2264013 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:299-299 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2264015_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chris Dalton Author-X-Name-First: Chris Author-X-Name-Last: Dalton Title: The Great Unheard at work: understanding voice and silence in organisations Journal: Action Learning: Research and Practice Pages: 303-305 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2264015 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2264015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:303-305 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2265603_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John Edmonstone Author-X-Name-First: John Author-X-Name-Last: Edmonstone Author-Name: Daniela Cialfi Author-X-Name-First: Daniela Author-X-Name-Last: Cialfi Title: Are birds free from the chains of the skyway? Action learning in a cultural context Abstract: The paper identifies what is meant by culture and examines approaches to mapping it, while suggesting alternatives. It notes the global spread of action learning, expressed through the prism of Western values, although practice is not necessarily reflective of the original ethos. It offers some rules of thumb on the use of action learning in different cultural settings and suggests a need for mutual adjustment and for research on action learning in a variety of cultural contexts. Journal: Action Learning: Research and Practice Pages: 239-251 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2265603 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2265603 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:239-251 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2264028_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jiyan Shi Author-X-Name-First: Jiyan Author-X-Name-Last: Shi Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Title: Action learning helps talent development and problem solving in Chinese companies Abstract: A Chinese financial company, through the introduction of action learning methodology, identified core problems from strategy, and finally solved the core strategic problems by forming action learning teams of middle and senior managers, and in the process improved the mindset and capabilities of middle and senior managers. This account of Practice is a reflection from the lead facilitator as he reflects on his own action learning facilitation skills through a review and introduction of this programme design and team-led process, including how to design action learning that integrates offline and online. The content can be used as a reference for other facilitators who are interested in action learning. Journal: Action Learning: Research and Practice Pages: 292-298 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2264028 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2264028 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:292-298 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2264031_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Remembering John Burgoyne Journal: Action Learning: Research and Practice Pages: 197-200 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2264031 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2264031 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:197-200 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2260330_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maxime Paquet Author-X-Name-First: Maxime Author-X-Name-Last: Paquet Author-Name: Louis Bélisle Author-X-Name-First: Louis Author-X-Name-Last: Bélisle Author-Name: Nathalie Lafranchise Author-X-Name-First: Nathalie Author-X-Name-Last: Lafranchise Author-Name: François L’Écuyer Author-X-Name-First: François Author-X-Name-Last: L’Écuyer Author-Name: Nesrine Fazez Author-X-Name-First: Nesrine Author-X-Name-Last: Fazez Author-Name: Élodie Latreille Author-X-Name-First: Élodie Author-X-Name-Last: Latreille Author-Name: Nathalie Sabourin Author-X-Name-First: Nathalie Author-X-Name-Last: Sabourin Title: The impact of Codevelopment Action Learning on work self-efficacy, based on the results of a mixed-methods longitudinal study Abstract: This article presents the key findings on participant development in Codevelopment Action Learning (CAL) groups from the second phase of Codev-Action, a Canadian action research partnership. The study used a mixed-methods design to quantitatively measure CAL’s contribution to work self-efficacy development in 154 participants from 50 CAL groups over a roughly one-year period. The study also used cross-sectional Qualitative Comparative Analysis (QCA) approach to identify which facilitation behaviour configurations were most likely to increase work self-efficacy among the participants who brought a topic to their group (n = 92). Quantitative results show a significant improvement in work self-efficacy, including perceived effectiveness with regard to teamwork, problem solving, and work politics. Qualitative analysis shows a set of five configurations involving 10 facilitation behaviours that, when used in CAL groups, can support increased work self-efficacy. These results provide empirical evidence for CAL’s contribution to the development of work self-efficacy. Given the well-known impact of self-efficacy on task performance, the progress made in CAL sessions is a significant asset for decision makers. Journal: Action Learning: Research and Practice Pages: 203-220 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2260330 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2260330 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:203-220 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2262410_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Seung-Hee Park Author-X-Name-First: Seung-Hee Author-X-Name-Last: Park Author-Name: Yonjoo Cho Author-X-Name-First: Yonjoo Author-X-Name-Last: Cho Author-Name: Hyeon-Cheol Bong Author-X-Name-First: Hyeon-Cheol Author-X-Name-Last: Bong Title: Action learning for community development from the lens of the UN's SDGs: a systematic literature review Abstract: In 2015, the United Nations’ (UN's) Sustainable Development Summit adopted 17 Sustainable Development Goals (SDGs) to transform the world by 2030 through solving urgent social issues, including: poverty, hunger, health and well-being, gender equality, and climate action. We used the UN's SDGs as an analytical framework to review the literature on action learning for community development. The purpose of this study was to conduct a systematic literature review to examine the current state of the literature on action learning for community development and to provide implications for research and practice. To that end, we used Garrard's Matrix Method for systematic review and identified 85 articles on the topic published 2004–2023 in Action Learning: Research and Practice. In an analysis of 85 articles from the lens of the UN's 17 SDGs, we identified three themes: research focus of the literature, analysis of the articles from the lens of the UN's SDGs, and comparison of global and Korean contexts in the literature. Based on the study findings, we discuss the significance of the study, implications for research and practice, and study limitations. Journal: Action Learning: Research and Practice Pages: 252-281 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2262410 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2262410 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:252-281 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2264014_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eugene Sadler-Smith Author-X-Name-First: Eugene Author-X-Name-Last: Sadler-Smith Title: Toxic leadership: research and cases Journal: Action Learning: Research and Practice Pages: 300-303 Issue: 3 Volume: 20 Year: 2023 Month: 09 X-DOI: 10.1080/14767333.2023.2264014 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2264014 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:300-303 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2293396_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Bea Carson Author-X-Name-First: Bea Author-X-Name-Last: Carson Title: Developing a learning mindset with action learning Abstract: This paper delves into the role of an Action Learning Coach in real-world scenarios. The coach addresses challenges such as team members leaving for phone calls, disruptions caused by important participants and the team returning from a break visibly shaken. As the coach, I employed an approach involving awareness, team queries, and collaborative decision-making. The paper emphasizes the vital function of language in coaching, advocating for a non-judgmental, future-positive approach to instill a learning mindset. The paper underscores the transformative potential of action learning, a process that encourages constant questioning and questioning everything. Action learning coaching leverages coaching at the group level, fostering self-awareness, goal setting and feedback. The article concludes by highlighting the impact of coaching on participants’ goal orientation and self-efficacy, stressing the importance of a learning orientation for building powerful, growth-oriented teams. Journal: Action Learning: Research and Practice Pages: 99-106 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2293396 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2293396 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:99-106 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2288962_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Chandana Sanyal Author-X-Name-First: Chandana Author-X-Name-Last: Sanyal Title: The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme Abstract: This paper explores the professional practice of the Action Learning (AL) facilitator through a process of critical inquiry, self-reflection and evaluation of action learning practice within a Higher Education Leadership Programme, commissioned by an English NHS Mental Health Trust. Action research was adopted as the overarching research approach which was built into the one-year post graduate programme. This enabled planning, fact-finding, and taking actions in analysing the role of the AL facilitator as an iterative process to explore the practice of action learning facilitation. It involved examination of the complexities and dynamics within an AL process and how learning and action is facilitated, as well as different relational dimensions that the facilitator must be aware of to effectively manage and support AL set members. Thematic analysis, which involved a 5-step process, was used to collate and investigate the research data. Results from this research reinforce the significance of the role of the AL facilitator in the learning process and offer a framework for pedagogy of AL facilitation presented as the art, craft and apparatus of AL facilitation practice. This framework contributes to the current AL literature by offering a holistic point of reference for the learning and practice of AL facilitation. Journal: Action Learning: Research and Practice Pages: 17-29 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2288962 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2288962 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:17-29 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2297715_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Michael Marquardt Author-X-Name-First: Michael Author-X-Name-Last: Marquardt Title: Mindsets of experienced action learning coaches and their impact on the practice of coaching action learning groups Abstract: Team coaching has become more utilized in organizations as they realize the importance of developing highly effective teams. There has been some research done on the skills needed by those who coach teams. However, very little has been done on the mindset needed for effectively coaching teams, and no research on the mindset for coaching action learning teams. This qualitative research is the study of 19 highly experienced master action learning coaches who have been certified by the World Institute for Action Learning (WIAL) and have over 500 h of action learning coaching experiences over a 10-year-plus time period. The Master Action Learning Coaches (MALCs) were asked to (a) confirm if the 5 key mindsets identified by the researcher for coaching action learning teams were valid and (b) provide examples and questions that accrued from incorporating these mindsets in their coaching of action learning teams. The MALCs concurred on the 5 mindsets, and also provided a rich array of examples of how these mindsets affected their coaching. Two additional mindsets were offered as well. Implications for research and as well as the practice of action learning coaching are presented. Journal: Action Learning: Research and Practice Pages: 5-16 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2297715 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2297715 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:5-16 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2293401_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Fiona Scrase Author-X-Name-First: Fiona Author-X-Name-Last: Scrase Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: Developing skills of action learning facilitators Abstract: This Account of Practice concerns a short training programme for action learning facilitators, which celebrates its 10th anniversary this year. The programme is run on action learning principles and it involves participants working as an action learning set, taking turns to act as facilitators, set members, and issue holders, and reflecting on the processes they experience and the learning they are gaining. They are supported by two experienced action learning facilitators. The paper explains how these learning processes are structured and enabled, and also shares examples of the models that are used to help participants understand how best to learn through engaging in new experiences and to support the development of the fundamental facilitation skills of listening and asking questions. Journal: Action Learning: Research and Practice Pages: 86-93 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2293401 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2293401 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:86-93 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2293398_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Verieux Vow Mourillon Author-X-Name-First: Verieux Vow Author-X-Name-Last: Mourillon Title: What a difference a coach makes! Abstract: This paper explores the critical difference a certified Action Learning Coach makes to the outcomes of the Action Learning process, which underscores WIAL’s insistence that the coach is indispensable to achieving breakthrough solutions with Action Learning. Real-life coaching examples are used to illustrate three key benefits of having a coach: the positive impact of the coach’s trust on the group’s growth and ability to achieve spectacular results; keeping the group productively bonded while protecting the diversity necessary for attaining winning solutions and ensuring that there is learning at individual, group, and organizational levels. Journal: Action Learning: Research and Practice Pages: 63-69 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2293398 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2293398 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:63-69 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2310943_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Author-Name: Craig Johnson Author-X-Name-First: Craig Author-X-Name-Last: Johnson Author-Name: Christine Abbott Author-X-Name-First: Christine Author-X-Name-Last: Abbott Title: Call for papers Journal: Action Learning: Research and Practice Pages: 1-1 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2024.2310943 File-URL: http://hdl.handle.net/10.1080/14767333.2024.2310943 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:1-1 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2310942_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Peter Cauwelier Author-X-Name-First: Peter Author-X-Name-Last: Cauwelier Author-Name: George Boak Author-X-Name-First: George Author-X-Name-Last: Boak Title: The facilitator/coach in action learning Journal: Action Learning: Research and Practice Pages: 2-4 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2024.2310942 File-URL: http://hdl.handle.net/10.1080/14767333.2024.2310942 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:2-4 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2293402_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Shannon Banks Author-X-Name-First: Shannon Author-X-Name-Last: Banks Title: Successful scaling of action learning principles through self-facilitated peer coaching groups Abstract: This account of practice describes an online program started in 2022, which helps leaders at BNP Paribas to be more effective problem solvers and inclusive leaders by developing stronger questioning and listening skills. The goals of this program were aligned with action learning and could have been achieved with standard, coach-led action learning groups, however there was a desire at the bank to scale this program to support up to 80 participants at a time at a reasonable budget. Therefore, at Be Leadership we set out to design a program that met our learning outcomes in a scalable, cost-effective way. This account concludes that with the right set up and ongoing support, self-facilitated peer coaching groups can consistently reach the same rich learnings and positive outcomes as those using standard coach-led action learning. Across three cohorts and 47 peer coaching groups, 96 percent of participants said they were satisfied with the program and 92 percent said insights from this program would be useful in their career development. When asked if they would recommend this course to their peers, the experience received a Net Promoter Score (NPS) of 8.53 on a scale of 1–10. Journal: Action Learning: Research and Practice Pages: 70-76 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2293402 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2293402 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:70-76 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2293400_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Robert P. Groen Author-X-Name-First: Robert P. Author-X-Name-Last: Groen Title: Action learning within the Dutch public sector: tools for facilitators Abstract: During an assignment as a change leader of a complex IT change program within a Dutch public government organization, I used action learning to develop and support the desired changes and to tackle the complex problems that usually accompany such a change program. During this action learning project, I took the role of facilitator and I devised and presented the initial conceptual tools and their application to two action learning sets. Subsequently, after proposing the idea of ⁣⁣applying action learning to problem solving, the program team members including the senior managers, were prepared to apply action learning as an integral part of the IT program. We formed two action learning sets, with around 10 persons in each set. One set consisted of diverse and multidisciplinary subject matter experts, and external IT suppliers who participated as program team members. Another set was made up of managers of delivering departments, who would take the lead in adopting the solutions developed by the software development and implementation program. To shape the action learning approaches and processes within the sets during the lifetime of the change program, I developed, and we used, seven instruments (MALS) based on progressive insights, and applied them within the sets for process, quality, and improvement based on progressive insight. This paper describes the seven instruments and explains how they were used within the project. Journal: Action Learning: Research and Practice Pages: 107-121 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2293400 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2293400 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:107-121 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2262403_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Gary Shepherd Author-X-Name-First: Gary Author-X-Name-Last: Shepherd Title: Humanistic person-centred set facilitation Abstract: This paper poses the question ‘What can we learn from the person-centred counselling literature which could be used by the action learning facilitator to help benefit the set?’. This question may be particularly important to facilitators seeking new ways to run their sets and to facilitators who would like to introduce a more humanistic and less mechanistic way of working with set members. Person-centred counselling is an approach to helping which aims to foster human growth and wellbeing. The person-centred approach was developed by Carl Rogers in the 1950s and has a number of similarities with Revan’s original ideas. Although Revans was insistent that action learning was not counselling there are several facets of person-centred theory which align with Revans underlying ideas and philosophy. The paper concludes with suggestions of how to incorporate Rogerian ideas into facilitation, namely those of empathy, congruence and Unconditional Positive Regard. Journal: Action Learning: Research and Practice Pages: 30-42 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2262403 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2262403 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:30-42 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2293399_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Nidhipon Tritiptawin Author-X-Name-First: Nidhipon Author-X-Name-Last: Tritiptawin Title: Action learning: from strict sessions to other applications Abstract: The article discusses the author’s transformative journey, who transitioned from a traditional trainer to a passionate action learning coach through a series of personal and professional experiences. On top of that, the knowledge and experiences gained from action learning marked a pivotal moment, leading to a profound shift in the approach to coaching and people development. The article details three distinct cases in which the author applied action learning principles effectively: 1. Cultivating Core Values for a Public Hospital in Thailand, 2. Building a Team with Action Learning, and 3. Driving and Actualizing Results of a Leadership Development Program. Throughout these cases, the presence of a trained and certified action learning coach was highlighted as a critical factor. The coach’s expertise in asking thought-provoking questions, encouraging learning from actions, and fostering a safe and effective learning environment played an essential role in the success of each initiative. The author concludes with key learnings, emphasizing the adaptability of action learning beyond traditional sessions, the importance of simplicity in its application, and the transformative power of skilled action learning coaches in driving meaningful change and development. Journal: Action Learning: Research and Practice Pages: 77-85 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2293399 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2293399 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:77-85 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2310289_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Jean-Anne Stewart Author-X-Name-First: Jean-Anne Author-X-Name-Last: Stewart Title: Facilitating action learning & virtual action learning for leadership development: experiences and insights from a UK Masters programme Abstract: Action learning is one of the most effective leadership development interventions [Day, Fleenor, Atwater, Sturm, and McKee. 2014. “Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.” The Leadership Quarterly 25 (1): 63–82; Pauleen. 2003. “Leadership in a Global Virtual Team: An Action Learning Approach.” Leadership & Organization Development Journal 2003; Stewart. 2010. “Action Learning and Virtual Action Learning for Leadership Development.” Developing Leaders (1)], yet Virtual Action learning (VAL) has always struggled to be seen as a viable alternative, with both facilitators and participants often preferring face-to-face set meetings, and dismissing the technological options [Dickenson, Burgoyne, and Pedler. 2010. “Virtual Action Learning: Practices and Challenges.” Action Learning Journal: Research & Practice 7 (1): 59–72; Stewart. 2009. “Evaluation of an Action Learning Programme for Leadership Development of SME Leaders in the UK.” Action Learning: Research and Practice 6 (2): 131–148]. However, the onset of the Covid pandemic saw the rapid implementation of this remote technology-enabled approach, where VAL became the only option for action learning due to the restrictions on face-to-face working and travel limitations. This paper shares insights on the differences facilitating action learning and virtual action learning from a research project, based around a two-year Masters in Leadership programme in a UK business school, now delivered to over 300 experienced senior leaders, predominantly working in the UK NHS and a major UK retailer. Journal: Action Learning: Research and Practice Pages: 43-62 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2024.2310289 File-URL: http://hdl.handle.net/10.1080/14767333.2024.2310289 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:43-62 Template-Type: ReDIF-Article 1.0 # input file: CALR_A_2293397_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Paulina Chu Author-X-Name-First: Paulina Author-X-Name-Last: Chu Title: Illuminating the unseen: an action learning coach's journey Abstract: This is a reflective Account of Practice paper that delves into the author's role as an Action Learning coach, emphasizing the crucial role of intuition in facilitating breakthroughs and creating an environment conducive to problem-solving. It narrates a transformative 2019 coaching session where the author used unconventional techniques to empower a team member to create a comprehensive action plan for a complex issue. The paper underscores the significance of addressing ‘invisible’ group dynamics, such as shifts in group energy and emotional responses. It emphasizes personal reflection, shared learning and heightened sensitivity to group dynamics for effective coaching. The paper discusses daily practices: mindfulness, compassion and post-session reflection; these amplify intuitive responses, resilience and self-awareness. The paper highlights the Action Learning coach's capacity to positively impact others, inspire authentic responses and unveil hidden potential. Journal: Action Learning: Research and Practice Pages: 94-98 Issue: 1 Volume: 21 Year: 2024 Month: 01 X-DOI: 10.1080/14767333.2023.2293397 File-URL: http://hdl.handle.net/10.1080/14767333.2023.2293397 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:94-98