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11 – 20 of over 151000This paper is offered as an introduction to action learning. The nature of the organisational problem(s) for investigation under an action learning programme is defined and the…
Abstract
This paper is offered as an introduction to action learning. The nature of the organisational problem(s) for investigation under an action learning programme is defined and the constitution and general principles of an action learning set are introduced. The paper concludes with some of the advantages of an action learning programme along with some of the drawbacks.
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Tom Bourner, Liz Beaty, John Lawson and Suzanne O’Hara
Questions where and for whom action learning might not work and seeks to find the limits of the method. Suggests that by better understanding the situations in which action…
Abstract
Questions where and for whom action learning might not work and seeks to find the limits of the method. Suggests that by better understanding the situations in which action learning works least well, its more effective use will be more fully understood.
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The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.
Abstract
Purpose
The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.
Design/methodology/approach
This paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning; scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and action reflection learning are explored. Action learning is first compared to ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared to the characteristics listed for Action Learning by Smith and O'Neil.
Findings
As a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that while there are action‐learning aspects in some of the ARL based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines.
Originality/value
This paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.
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This paper explains the underlying dynamics of the University of Queensland action learning program (1991‐1999) through discussion of the parallel action learning structure (PALS…
Abstract
This paper explains the underlying dynamics of the University of Queensland action learning program (1991‐1999) through discussion of the parallel action learning structure (PALS) model. The author developed the PALS model as an outcome of his action research PhD study of the program, which was a development program for senior academic and administrative staff based on the principles of action learning and action research. This program achieved outstanding success and became a best practice model for other universities throughout Australia and elsewhere in the world. The PALS model described in this paper links the program design elements with personal and organisational outcomes and shows how these contribute to synergy and ongoing organisational energy and innovation. It also serves as a model for designing action learning interventions in other environments.
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This article seeks to draw out some of the principles and concepts of action research in order to better inform student work based learning. After an introduction that explains…
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This article seeks to draw out some of the principles and concepts of action research in order to better inform student work based learning. After an introduction that explains the application of action research to work based learning, the article explores the essence of action research. The action research cycle and the notion of meta learning are introduced. A section on taking action research forward addresses pragmatic issues such as: journal keeping, managing role duality, and managing politics and ethics. Finally suggestions are offered for writing an action research dissertation or work based project report.
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In recent years, action learning has been widely adopted as a problem solving and leadership development tool. The purpose of the article is to reflect on key learning points when…
Abstract
Purpose
In recent years, action learning has been widely adopted as a problem solving and leadership development tool. The purpose of the article is to reflect on key learning points when initiating action learning sessions and provide tips on what to expect from such sessions.
Design/methodology/approach
Documentation of the author's initial first‐hand action learning coaching experience and sharing of lessons learnt in organizing and coaching action learning sessions.
Findings
The paper offers a view on how action learning practitioners can overcome initial coaching issues to run more effective sessions.
Originality/value
This article contributes to the existing action learning literature by providing a deeper understanding of key factors affecting action learning. These factors include team member selection, role of the coach, questioning techniques and desired outcomes.
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Advances the view that learning is a strategic variable inindividual and organizational effectiveness; discusses the processesinvolved in learning; proposes ways in which…
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Advances the view that learning is a strategic variable in individual and organizational effectiveness; discusses the processes involved in learning; proposes ways in which organizations can be more supportive of learning; advocates action learning.
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A comprehensive perspective on experience‐based learning –action learning – is provided. Recent research into actionlearning is noted and the difficulties of introducing this…
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A comprehensive perspective on experience‐based learning – action learning – is provided. Recent research into action learning is noted and the difficulties of introducing this method into the United States are discussed.
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The establishment of a learning culture supported by powerful knowledge systems can transform the rate and quality of learning. Those factors key to the learning culture not only…
Abstract
The establishment of a learning culture supported by powerful knowledge systems can transform the rate and quality of learning. Those factors key to the learning culture not only help accelerate the rate of learning and knowledge creation, they also provide a solid foundation for building meaning and motivation in the workplace. A case study is presented describing how Action Learning, supported by an intranet knowledge system (Open Learning Centre), provides the means to capture and leverage knowledge as well as contributing to skills development.
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