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11 – 20 of over 151000
Article
Publication date: 1 December 1998

Craig Johnson

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…

7490

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.

Details

Journal of Workplace Learning, vol. 10 no. 6/7
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 1 November 1996

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

1469

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.

Details

Education + Training, vol. 38 no. 8
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 4 September 2007

Isabel Rimanoczy

The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.

1353

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 actionlearning 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.

Details

Industrial and Commercial Training, vol. 39 no. 6
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 1 October 2002

Ron Passfield

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…

2191

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.

Details

The Learning Organization, vol. 9 no. 4
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 1 May 2003

Jennifer Rowley

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…

4053

Abstract

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.

Details

Education + Training, vol. 45 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 26 April 2011

Siu Loon Hoe

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…

1258

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.

Details

Development and Learning in Organizations: An International Journal, vol. 25 no. 3
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 1 June 1992

Cliff Bunning

Advances the view that learning is a strategic variable inindividual and organizational effectiveness; discusses the processesinvolved in learning; proposes ways in which…

Abstract

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.

Details

Journal of European Industrial Training, vol. 16 no. 6
Type: Research Article
ISSN: 0309-0590

Keywords

Content available
Article
Publication date: 12 April 2013

Catherine Burrell

517

Abstract

Details

Education + Training, vol. 55 no. 3
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 1 April 1990

Victoria Marsick

A comprehensive perspective on experience‐based learningaction learning – is provided. Recent research into actionlearning is noted and the difficulties of introducing this…

Abstract

A comprehensive perspective on experience‐based learningaction learning – is provided. Recent research into action learning is noted and the difficulties of introducing this method into the United States are discussed.

Details

Journal of Management Development, vol. 9 no. 4
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 1 June 1997

Terry Finerty

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…

1928

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.

Details

Journal of Knowledge Management, vol. 1 no. 2
Type: Research Article
ISSN: 1367-3270

Keywords

11 – 20 of over 151000