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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:6:y:2008:i:1:p:71-76
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:151-166
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:167-179
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:181-192
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:193-203
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:205-205
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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
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:213-219
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:221-227
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:229-235
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:237-238
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:239-251
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:253-266
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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
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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
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Handle: RePEc:taf:alresp:v:7:y:2010:i:3:p:285-286
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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
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Handle: RePEc:taf:alresp:v:7:y:2009:i:3:p:287-295
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:77-78
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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
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:1:p:82-84
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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
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:89-91
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:93-102
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:103-115
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:117-127
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:129-146
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:147-147
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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
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:159-164
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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
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Handle: RePEc:taf:alresp:v:8:y:2010:i:2:p:165-172
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:173-174
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:174-178
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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
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:180-181
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:183-186
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:3:p:187-209
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:167-176
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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
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Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:177-182
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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
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Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:183-190
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:11:y:2014:i:1:p:88-97
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:375-376
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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
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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
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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
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Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:385-388
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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
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Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:388-392
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:3-21
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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
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Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:22-36
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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
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Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:37-51
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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
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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
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Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:54-64
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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
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Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:65-77
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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
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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
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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
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Handle: RePEc:taf:alresp:v:12:y:2015:i:1:p:99-100
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:168-181
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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
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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
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Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:151-153
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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
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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
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:3-17
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:62-71
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:72-82
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:83-95
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:1:p:96-99
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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
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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
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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
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Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:224-234
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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
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Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:249-257
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:267-275
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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
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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
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Handle: RePEc:taf:alresp:v:15:y:2018:i:3:p:207-209
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:213-215
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:216-229
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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
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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
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:256-257
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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
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:269-274
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:14:y:2017:i:3:p:292-295
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:165-172
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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
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Handle: RePEc:taf:alresp:v:9:y:2012:i:1:p:29-36
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:18:y:2021:i:1:p:5-19
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:89-98
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:109-113
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:68-80
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:1-2
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:99-100
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:65-67
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:19-32
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:49-64
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:1:p:81-88
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:193-195
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:219-222
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:215-218
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:120-129
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:209-210
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:198-199
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:130-145
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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
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:196-197
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:190-192
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:222-224
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:146-164
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:200-208
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:188-189
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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
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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
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:224-226
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:218-219
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:211-215
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:184-187
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:283-289
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:317-321
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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
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:248-250
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:251-268
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:321-323
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:323-326
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:301-311
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:269-274
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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
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:314-317
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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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:275-282
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:227-227
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:290-300
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:326-329
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# 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
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Handle: RePEc:taf:alresp:v:19:y:2022:i:3:p:228-229
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:1:p:82-83
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:180-181
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:152-159
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:192-196
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:182-185
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:160-169
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:2:p:116-131
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:201-202
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:286-291
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:282-285
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:221-238
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:299-299
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:303-305
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:239-251
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:292-298
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:197-200
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:203-220
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:252-281
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# 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
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Handle: RePEc:taf:alresp:v:20:y:2023:i:3:p:300-303
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# 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
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Handle: RePEc:taf:alresp:v:21:y:2024:i:1:p:99-106
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# 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
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# 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
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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
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# 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
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# 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
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# 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
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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
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# 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
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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
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# 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
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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
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# 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
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